I had the good fortune to catch a talk by Scholarly Communications Librarian Marilyn Billings (UMass Amherst), who talked about initiatives and best practices for open access models beyond journals publishing. Learned a lot from that talk, despite my scattered note-taking.
Encouraging Openness at your Institution: Trends in Open Ed and Open Access
The high cost of commercial print textbooks is a major concern for parents, students, and even the federal government
2015 Horizon Report – mentions the proliferation of open ed resources
Faculty not aware of OERs
Faculty appreciate OER concepts
Perceived quality of OERs
Lack of time to find and evaluate OERs
Faculty are key decision makers for OER adoption
What are OERs
O – Open
E – Educational
R – Resources (content)
Reuse, redistribute, revise, remix, retain
Curriculum materials (syllabi, content modules)
Course materials (texts, assignments, simulations, learning objects, labs)
Collections (journal articles, e-books, art galleries, video libraries)
Tools (software, calculators, analytics)
… and more
Goals of Open Ed Initiative
To provide small incentive grants to faculty to adopt alternatives to high-cost textbooks – funded by Provost and University Libraries & other partners
To provide support infrastructure for creation and/or use of open educational resources and library content
To engage T&L partners and faculty in open ed
Center of Teaching & Faculty Development
Workshop & Consultation Process
Two 1-hour workshops reviewing available OpenEd Resources and library resources
Individual consulting sessions for faculty with Scholarly Communications librarians and parters as needed
Topics: OER availability, copyright and licensing issues, etc.
Copyright and Author Rights
How do I protect my copyright on the works I create?
How do I make sure I’m not infringing on the copyright of others?
Licensing and Sharing Your Work: Creative Commons
Open Access and Fair Use
* Check the CC license to see how the creator would like something to be used.
* Exercise your fair use rights as academic researchers and educators
Lessons Learned: What Worked
Value of mini-grants and peer review
Meet faculty where they are – create cohorts
Capitalize on library strengths and value of existing services
Leverage complementary strengths of the partners.
Lack of knowledge by faculty
Time consuming to find or develop OE content
Lack of search tool or comprehensive catalog
May lack prepared quizzes and other content
Students may prefer print
Time commitment from partners
Getting beyond the pilot phase