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Open educational resources (OERs) are materials for teaching or learning that are either in the public domain or have been released under a license that allows them to be freely used, changed, or shared with others. OERs can include various types of online formats, such as textbooks, videos, lectures, simulations, tests, and software.
The term “OER” was first coined at UNESCO’s 2002 Forum on Open Courseware, which defined OERs as “learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others”. Since then, UNESCO has adopted a 2019 Recommendation on OER, which provides a more comprehensive and updated definition and guidance for the implementation of OERs.
OERs are not the same as other online materials that may be free to access but not to modify or distribute (See Creative Commons license). OERs are also not the same as proprietary or commercial materials that require a fee or subscription to use. OERs are based on the principle of openness, which means that anyone can access, re-use, re-purpose, adapt and redistribute the materials without legal, technical or financial barriers.
The purposes of OERs are to enhance the quality and accessibility of education, to foster innovation and collaboration, to support the development of digital skills and competencies, and to promote the sharing of knowledge and best practices. OERs can also contribute to the achievement of the Sustainable Development Goals, especially SDG 4 on quality education for all. There are different ways of creating OERs, depending on the type, format, and level of the materials. Some common methods are:
- Using open authoring tools, such as Open Author , to create original materials or remix existing ones.
- Adapting existing OERs to suit different contexts, needs, and preferences, such as by translating, localizing, or updating the content.
- Applying open licenses, such as Creative Commons , to materials that are already in the public domain or have been created by the author or with permission from the rights holder.
- Sharing OERs through online platforms, such as OER Commons , that allow users to search, discover, and access OERs from various sources and disciplines.
- Collaborating with other educators, learners, and stakeholders to co-create, review, and improve OERs through online communities, such as Groups or Hubs. ## Bing-based output The term “open educational resources” (OERs) emerged in the early 2000s, driven by a confluence of factors:
- The internet’s rise: Increased access to online platforms fostered collaboration and sharing of educational materials.
- Growing awareness of educational inequities: The high cost of traditional textbooks and resources highlighted the need for affordable alternatives.
- The “open access” movement: The success of open access journals in academia inspired similar approaches for educational materials.
Defining OERs: In essence, OERs are any teaching, learning, or research materials intentionally created and licensed to be freely accessed, used, shared, and in most cases, modified. This includes a vast array of resources like:
- Open textbooks: Digitally available textbooks that anyone can access and adapt.
- Course materials: Lectures, slides, assignments, and other resources shared by educators.
- Multimedia resources: Videos, images, audio recordings, and interactive simulations.
- Learning objects: Reusable, self-contained pieces of content like quizzes or simulations.
What OERs are not: – Materials without open licenses: Resources restricted by copyright or other limitations aren’t true OERs. – Low-quality content: OERs encompass a spectrum of quality, so careful evaluation is crucial. – A replacement for all traditional resources: OERs can complement existing materials, not necessarily replace them.
Purposes of OERs: – Increase access to education: By making resources free and open, OERs reduce cost barriers and empower learners worldwide. – Improve quality and innovation: Openness encourages collaboration, adaptation, and improvement of educational materials. – Promote diversity and local relevance: Educators can adapt OERs to fit their specific contexts and cultural needs. – Support lifelong learning: OERs provide flexible and accessible resources for anyone, anywhere, anytime.
Creating OERs: – Choose the right content: Identify needs and gaps in existing resources or areas with high cost-efficiency potential. – Select an open license: Different licenses permit various degrees of usage and modification. Choose one that aligns with your goals. – Create high-quality materials: Invest in good content and presentation, considering accessibility and diverse learning styles. – Share and promote your work: Utilize platforms like OER repositories and social media to reach a wider audience.
The impact of OERs: Although still evolving, OERs have significantly impacted education:
- Millions of learners around the world benefit from free and accessible resources.
- Educators have greater flexibility and autonomy in customizing curricula.
- Openness fosters collaboration and innovation in educational content creation.
As technology and awareness evolve, OERs hold immense potential to democratize access to knowledge and improve the quality of education globally. Remember, the journey of OERs is ongoing, and everyone can contribute to making education more open, accessible, and inclusive for all. # OSCQR level 3
