Over the last decade, the awareness and use of open educational resources (OER) has seen significant expansion as educators and institutions increasingly avail themselves of educational materials that are either free from copyright (i.e. in the public domain) or are available for free use and adaptation under an open sharing license (e.g. those developed by Creative Commons). The word “free,” however, does not accurately describe the materials that these individuals and organizations are using, because “open” materials explicitly permit use and adaptation in ways that much freely-accessible content doesn’t. This course covers the basics of open content licensing and explores a variety of existing OER initiatives to help identify a set of best practices that may be scaled across institutions.
At the end of the session, participants should be able to:
- Distinguish between resources that are “free” and those that are “open”
- Describe how open resources permit the reuse, redistribution, retention, remixing, and revision of content (the “5Rs” of OER) where traditional course materials (even though that are free to access) do not
- Describe a variety of successful institutional initiatives related to open education
- Identify specific ways in which the experiences of existing initiatives might inform a set of best practices that can be applied elsewhere
Instructor: Matthew Bloom
Matthew Bloom earned a Masters of Arts in English (Research) from Saint Louis University and a Master of Arts in North American English Literary and Cultural Studies from the Universidad Autonoma de Madrid. In 2013, he created an OER Faculty Workshop that has been widely shared. In addition to more than a hundred participants in the Maricopa County Community College District, it is offered as an ongoing, self-paced public Massive Open Online Course via Canvas Network and its content has been presented internationally. He has developed OER English 101 and 102 courses, and as a 2016-17 Maricopa Institute for Learning Fellow, he studied the impact of open pedagogy and resources on skills mastery in First-Year Composition. The study, which primarily involved replacing "disposable" assignments with "renewable" ones, concluded that open pedagogy showed no negative impact on student skills mastery while nonetheless involving students in higher-order learning tasks. He is English Faculty at Scottsdale Community College, where he is also co-chair of the college's OER Committee. He is currently on assignment as the Maricopa Community Colleges’ Faculty-in-Residence OER Coordinator, where he works with the co-chair of Maricopa Millions and the Maricopa OER Steering Team to plan, organize, and execute projects designed to promote faculty adoption and student awareness of OER.