{"id":93,"date":"2014-12-06T02:34:14","date_gmt":"2014-12-06T02:34:14","guid":{"rendered":"https:\/\/integrations.pressbooks.network\/openedreader\/chapter\/open-educational-resources-oer-literature-review\/"},"modified":"2019-11-06T21:33:24","modified_gmt":"2019-11-06T21:33:24","slug":"open-educational-resources-oer-literature-review","status":"publish","type":"chapter","link":"https:\/\/integrations.pressbooks.network\/openedreader\/chapter\/open-educational-resources-oer-literature-review\/","title":{"raw":"Wiley, Bliss, and McEwen, &#8220;Open Educational Resources: OER Literature Review&#8221;","rendered":"Wiley, Bliss, and McEwen, &#8220;Open Educational Resources: OER Literature Review&#8221;"},"content":{"raw":"Read the article at\u00a0<a href=\"http:\/\/opencontent.org\/docs\/oer_literature_preprint.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/opencontent.org\/docs\/oer_literature_preprint.pdf<\/a>\n\n<strong>Background<\/strong>\n\nThe authors\u00a0provide a thorough review of the existing literature on open educational resources in 2012. This \u201cState of OER review\u201d reports on a variety of OER definitions over the past fifteen years, reviews production models of OER and touts its benefits. Perhaps the most historically significant section is the Challenges of OER, where the authors\u00a0unpack five sweeping issues: discovery, sustainability, quality, localization, and remix. The article concludes that these\u00a0obstacles must be\u00a0overcome if OER is going to fulfill its potential.\n\n<strong>Key Points<\/strong>\n\nThe definition of open is well-traveled for a term still in its initiatory stages.\n<ol>\n\t<li>Wiley (2010) \u2013 Open is a matter of cost and copyright \u2013 4 (now 5) Rs.<\/li>\n\t<li>Wenk (2010) \u2013 Open means the freedom to use, study, redistribute and change.<\/li>\n\t<li>Patrical, del Rocio &amp; Elizabeth (2010) \u2013 Open means having the term \u201copen license\u201d in the definition.<\/li>\n\t<li>Tuomi (2006) \u2013 Open means having levels of openness in the definition.<\/li>\n\t<li>In practice open refers to things under the Creative Commons license<\/li>\n<\/ol>\nOER Research indicates that there are multiple models of sharing and producing OER, in addition to multiple benefits and almost as many challenges to the implement of OER.\n<ul>\n\t<li>Models of sharing OER: There are multiple methods of sharing OER; it can be shared as a single resource, a textbook or courseware. Sharing in \u201crecognizable\u201d chunks makes adoption smoother for faculty.<\/li>\n\t<li>Models of producing OER: Conversely, there are also multiple methods of creating OER, such as Institutional (MIT OCW), which can be prohibitively expensive to create as well as to maintain, or Commons-base, such as Wikipiedia.<\/li>\n\t<li>Benefits of OER:\n<ul>\n\t<li>\u00a0Institutions\/faculty\n<ul>\n\t<li>Mission aligned \u2013 public outreach, especially in public universities<\/li>\n\t<li>Makes course development faster and easier<\/li>\n\t<li>PR \u2013 attention, relationships with partners<\/li>\n\t<li>Internal publishing and production<\/li>\n\t<li>Influences students to attend<\/li>\n\t<li>Increases revenue through distance education<\/li>\n\t<li>More cost-effective for students<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n\t<li>Challenges for OER:<\/li>\n\t<li>Discovery \u2013 combated through refractories, indexes, metadata, recommender systems sustainability \u2013 suggestions include donations, and charging for some parts.<\/li>\n<\/ul>\n<ul>\n\t<li>Quality \u2013 \u201cyou-get-what-you-par-for mentality\u201d and difficulties finding the high quality OER. Mitigated by user assigned ratings, though this crated problems of perspective.<\/li>\n\t<li>Localization \u2013 OER is licensed so that users can remix it, but there is no way of knowing if they will have the skills to do so. People from outside a given culture don\u2019t have the context to remix properly<\/li>\n\t<li>Remix \u2013 people are rarely remixing. Reuse can be difficult when design\/pedagogical assumptions are not clear.<\/li>\n<\/ul>\nThe future of OER looks promising as more nations are joining the OER effort. There are also some gaps that need to be filled in open assessment, a wide open frontier that needs to be explored.\n\n<strong>Discussion Questions<\/strong>\n<ol>\n\t<li>Should open assessment be in its own repository or in a package with resources? Why?<\/li>\n\t<li>What is the best way to remove barriers to OER?<\/li>\n\t<li>What are three things you can do today to inspire someone to use OER?<\/li>\n<\/ol>\n<strong>Additional Resources<\/strong>\n<a href=\"http:\/\/opencontent.org\/docs\/oer_literature_preprint.pdf\">\n<\/a>1. OER Commons\u00a0<a href=\"https:\/\/www.oercommons.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.oercommons.org\/<\/a>\n2. Connexions\u00a0<a href=\"http:\/\/cnx.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/cnx.org\/<\/a>","rendered":"<p>Read the article at\u00a0<a href=\"http:\/\/opencontent.org\/docs\/oer_literature_preprint.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/opencontent.org\/docs\/oer_literature_preprint.pdf<\/a><\/p>\n<p><strong>Background<\/strong><\/p>\n<p>The authors\u00a0provide a thorough review of the existing literature on open educational resources in 2012. This \u201cState of OER review\u201d reports on a variety of OER definitions over the past fifteen years, reviews production models of OER and touts its benefits. Perhaps the most historically significant section is the Challenges of OER, where the authors\u00a0unpack five sweeping issues: discovery, sustainability, quality, localization, and remix. The article concludes that these\u00a0obstacles must be\u00a0overcome if OER is going to fulfill its potential.<\/p>\n<p><strong>Key Points<\/strong><\/p>\n<p>The definition of open is well-traveled for a term still in its initiatory stages.<\/p>\n<ol>\n<li>Wiley (2010) \u2013 Open is a matter of cost and copyright \u2013 4 (now 5) Rs.<\/li>\n<li>Wenk (2010) \u2013 Open means the freedom to use, study, redistribute and change.<\/li>\n<li>Patrical, del Rocio &amp; Elizabeth (2010) \u2013 Open means having the term \u201copen license\u201d in the definition.<\/li>\n<li>Tuomi (2006) \u2013 Open means having levels of openness in the definition.<\/li>\n<li>In practice open refers to things under the Creative Commons license<\/li>\n<\/ol>\n<p>OER Research indicates that there are multiple models of sharing and producing OER, in addition to multiple benefits and almost as many challenges to the implement of OER.<\/p>\n<ul>\n<li>Models of sharing OER: There are multiple methods of sharing OER; it can be shared as a single resource, a textbook or courseware. Sharing in \u201crecognizable\u201d chunks makes adoption smoother for faculty.<\/li>\n<li>Models of producing OER: Conversely, there are also multiple methods of creating OER, such as Institutional (MIT OCW), which can be prohibitively expensive to create as well as to maintain, or Commons-base, such as Wikipiedia.<\/li>\n<li>Benefits of OER:\n<ul>\n<li>\u00a0Institutions\/faculty\n<ul>\n<li>Mission aligned \u2013 public outreach, especially in public universities<\/li>\n<li>Makes course development faster and easier<\/li>\n<li>PR \u2013 attention, relationships with partners<\/li>\n<li>Internal publishing and production<\/li>\n<li>Influences students to attend<\/li>\n<li>Increases revenue through distance education<\/li>\n<li>More cost-effective for students<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Challenges for OER:<\/li>\n<li>Discovery \u2013 combated through refractories, indexes, metadata, recommender systems sustainability \u2013 suggestions include donations, and charging for some parts.<\/li>\n<\/ul>\n<ul>\n<li>Quality \u2013 \u201cyou-get-what-you-par-for mentality\u201d and difficulties finding the high quality OER. Mitigated by user assigned ratings, though this crated problems of perspective.<\/li>\n<li>Localization \u2013 OER is licensed so that users can remix it, but there is no way of knowing if they will have the skills to do so. People from outside a given culture don\u2019t have the context to remix properly<\/li>\n<li>Remix \u2013 people are rarely remixing. Reuse can be difficult when design\/pedagogical assumptions are not clear.<\/li>\n<\/ul>\n<p>The future of OER looks promising as more nations are joining the OER effort. There are also some gaps that need to be filled in open assessment, a wide open frontier that needs to be explored.<\/p>\n<p><strong>Discussion Questions<\/strong><\/p>\n<ol>\n<li>Should open assessment be in its own repository or in a package with resources? Why?<\/li>\n<li>What is the best way to remove barriers to OER?<\/li>\n<li>What are three things you can do today to inspire someone to use OER?<\/li>\n<\/ol>\n<p><strong>Additional Resources<\/strong><br \/>\n<a href=\"http:\/\/opencontent.org\/docs\/oer_literature_preprint.pdf\"><br \/>\n<\/a>1. OER Commons\u00a0<a href=\"https:\/\/www.oercommons.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.oercommons.org\/<\/a><br \/>\n2. Connexions\u00a0<a href=\"http:\/\/cnx.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/cnx.org\/<\/a><\/p>\n","protected":false},"author":14,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-93","chapter","type-chapter","status-publish","hentry"],"part":86,"_links":{"self":[{"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/pressbooks\/v2\/chapters\/93","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/wp\/v2\/users\/14"}],"version-history":[{"count":1,"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/pressbooks\/v2\/chapters\/93\/revisions"}],"predecessor-version":[{"id":94,"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/pressbooks\/v2\/chapters\/93\/revisions\/94"}],"part":[{"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/pressbooks\/v2\/parts\/86"}],"metadata":[{"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/pressbooks\/v2\/chapters\/93\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/wp\/v2\/media?parent=93"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/pressbooks\/v2\/chapter-type?post=93"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/wp\/v2\/contributor?post=93"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/integrations.pressbooks.network\/openedreader\/wp-json\/wp\/v2\/license?post=93"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}