1 Introduction
Welcome to this Open Education Guide. Each section will introduce you to an aspect of open education.
Included in this guide is an online annotation tool. It is called Hypothesis. You can find it on the top right corner of your screen. There are several ways to use this tool. You can log into Hypothesis and create personal annotations on each page. If you are in a learning circle or group, you might want to annotate as a group. Finally, you may want to add public annotations, links to resources, thoughts on content, or ideas for future readers.
Hypothesis is a fairly simple annotation tool. The guide for signing up and using Hypothesis can be found here. Quick Start Guide for Students
Basically, you sign up for an account with an email address and a username. You’ll get an email to register. You sign up on the Hypothesis site, but you can access this site by clicking on the sidebar arrow in the top left corner of the page. It works best in Chrome.
What will you learn from this guide?
Learning Objectives
- Define ‘OER’ in your own words.
- Identify the “5R” permissions that characterize an open educational resource.
- Describe the factors impacting faculty, students, and institutions that led to the emergence of open education as a discipline.
- Describe how using OER can contribute to teaching and learning within a discipline.
- Describe how both personal and collective cultural perspectives and values impact the scope of work in open education.
- Name major repositories of OER and determine which source might be best suited for a given context and purpose.
- Find and select appropriate OER
- Describe criteria for evaluating the quality of OER in a specific discipline.
- Identify information needed in order to correctly attribute an OER.
- Identify by name, abbreviation, and logo the four basic components that comprise the various Creative Commons licenses, and explain their meanings.
- Explain advantages and disadvantages associated with various open licenses, as well as those related to works in the public domain.
- Determine which license has been applied to an OER and if that license aligns with an intended use.
- Be familiar with intellectual property policies at your institution and how they may impact work in open education.
- Describe how the “fair use” / “fair dealing” doctrine fits into work with openly-licensed materials.
- Describe the ethical considerations that may apply to use of OER
- Identify current OER materials to revise or remix and evaluate their alignment to instructional design best practices and the principles of diversity and inclusivity.
- Develop OER that are universally designed for learning.
- Develop OER that are culturally-responsive and/or culturally-sustaining.
- Choose appropriate attributions and licensing for publishing materials.
- Understand the role of pedagogy in open education.
- Explain how renewable assignments impact the assessment of student learning.
- Describe the ways in which open pedagogy increases student agency and what educators must consider to address this disruption of traditional pedagogies and structures.
- Evaluate open and renewable assignments to determine if they are exploitive of student labor or intellectual property or invasive of their privacy.
- Describe a variety of approaches to open pedagogy and how they may be applied in a discipline.
Adapted from OER Professional Development Competencies FrameworkThis list of professional development competencies for open education is adapted from an original competency framework made available in 2016 by the International Organisation of La Francophonie (IOF) under a Creative Commons Attribution 4.0 International License. Adaptations were based on feedback provided by the Open Maricopa/Maricopa Millions Steering Team and participants in the 2020 Arizona Regional OER Conference Leadership Summit. If you are interested in providing feedback, criticism, or suggestions, please email matthew.bloom@scottsdalecc.edu.
This work is licensed under a Creative Commons Attribution 4.0 International License.
