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Faculty are Losing Interest in Adopting OER

Iterating Toward Openness

The authors then explain these results as follows: There has been a notable increase in the amount of faculty creating and using OER since 2018 (see Figure 39). In 2021, 41 percent of faculty reported using open textbooks, 38 percent have used open video lectures, and 26 percent have used open course modules (see Figure 39).

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17 things to know about K-12 OER textbooks

Hapara

Has your school district started to use open educational resources (OER) yet? But has your school district considered K-12 OER textbooks? Printed textbooks have been used for centuries, and while they still work, there are many reasons why school districts are transitioning to OER versions. .

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Expensive Textbooks Are Still A Problem. Will Higher Quality OER Help?

Edsurge

These days low-cost alternatives known as Open Educational Resources, or OER, are getting a boost as a potential solution. Last week, for example, Lumen Learning, a company that sells low-cost OER textbooks and courseware, announced it received a $5 million grant from the Bill & Melinda Gates Foundation.

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A New Model for OER Sustainability and Continuous Improvement

Iterating Toward Openness

I’ve been interested in sustainability models for OER for decades. And for just as long, I’ve believed that there are useful lessons for us to learn on this topic from open source software – OER’s far more popular and influential sibling. What does “bug” mean in the context of OER?

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On the Relationship Between Adopting OER and Improving Student Outcomes

Iterating Toward Openness

This article started out with my being bothered by the fact that ‘OER adoption reliably saves students money but does not reliably improve their outcomes.’ ’ For many years OER advocates have told faculty, “When you adopt OER your students save money and get the same or better outcomes!”

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Pervasive Threats to Validity in the OER Adoption Research; or, Three Questions to Ask When You Read OER Adoption Research

Iterating Toward Openness

As I’ve been (re-)reading OER adoption research through a more critical lens I’m seeing a recurring pattern of significant threats to validity in the designs of studies purporting to measure the impact of OER adoption on student outcomes. Many research studies fail to address the way instructors end up using OER.

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The Fans, Fanboys, and Fanatics of OER

Doug Levin

and I am merely a fan – not a fanboy – of open educational resources (OER).** Others surely see me as some sort of OER fanatic. So, if these are the actions of someone who is an OER fan, what stops me short of claiming fanboy status? I work in K-12 education in the U.S., I beg to disagree. Image credits.

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