APUS ePress: International Journal of Open Educational Resources (IJOER)

Stephen Downes
Abstract: Open Educational Resources (OER) have been traditionally defined as educational contents that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution. As the nature of educational content changes with new technology, however, so does the nature of OER. This paper explores the impact of four major types of technology on our understanding of OER: cloud infrastructure, open data, artificial intelligence, and decentralized networks. It is argued that these technologies result in a model of dynamic and adaptive resources that will be created at the point of need and will draw on constantly changing requirements and data sources. They will be created through distributed community-based processes, and they will support a pedagogy based on supporting student experiences rather than content transmission. As a result, the emphasis on content publication and licensing will decrease, while questions of access and interoperability will move to the fore.

Mike T. Springer
Abstract: OER’s are significant in terms of cost-savings to the student, but there are questions surrounding the quality of these resources, as well as whether students prefer OER or traditional textbooks. Many of the OER’s available today are often peer-reviewed, but some platforms allow users to alter or customize the content, like OpenStax Connexions (CNX). When open content is altered or rearranged by an instructor, then it becomes essential for the instructor to determine whether those changes are beneficial or detrimental to student learning. Using the OpenStax Connexions (CNX) OER educational content repository and content management system, two customized OER’s were developed and used as the only textbooks for two introductory chemistry courses at a community college in rural Oregon. The author of this study examined students’ cost savings, performance, use, and perception. Student scores for the OER-only courses were compared with scores from courses taught with traditional textbooks. The results of a student’s t-test suggest that there was a significant difference between scores, in favor of those taught with an OER textbook. Because of small sample sizes, Cohen’s d was also calculated and indicated that, in most cases, the effect size was not large enough to be considered significant. Although it is difficult to say that learning was improved in light of the small effect sizes, it seems reasonable to suggest that learning was not adversely affected by the adoption of customized OERs. Lastly, an analysis of clickstream data from the learning management system and data obtained from an end of course survey seem to indicate that student usage and perception of OER does not differ significantly with traditional textbooks.

Zachary James McDowell and Mahala Dyer Stewart
Abstract: A goal of higher education is to ensure that students learn information that enriches both their lives and their careers. Instructors constantly seek out new tools to help students engage and thrive in a shifting marketplace of ideas, technologies, and career paths. Students must master new skills to prepare for the world beyond the classroom and improve their careers, lives, and future scholarship. Among the most cited skills deemed valuable are digital/information literacy, critical research, teamwork, and technology skills.

In Fall 2016, over 6000 students used a Wikipedia-based assignment in lieu of a traditional paper assignment. We conducted a mixed methods research study using surveys and focus groups to study attitudes, context, and skills transfer. Surveys employed a variety of quantitative and qualitative questions administered online. Thirteen focus groups were also conducted. A total of 1627 students and 97 instructors completed the surveys.

Preliminary statistical analysis suggests that both students and instructors valued Wikipedia assignments more for learning digital literacy, critical thinking, learning to write for the general public, and learning about the reliability of online sources. Students reported that they were proud of their work, spent more time, and were more satisfied with their class assignment than with traditional coursework.

Qualitative findings suggest overwhelmingly that respondents’ perceptions of Wikipedia positively change after having edited Wikipedia. While many students expressed having perceived the space as unreliable prior to editing Wikipedia, their perception shifted through completing the Wikipedia assignment to show more trust in Wikipedia as a reliable information source.

Triangulating focus group responses and quantitative survey responses showed that overall students perceived the assignment as useful for developing researching, writing, and information literacy skills, in addition to demonstrating mastery in these skills. Students found their assignments valuable because their work was useful for a public audience as it contributed to conversations outside of the classroom. Responses suggest that students directly engaged concepts outlined in the Association of College and Research Library’s (ACRL) Framework for Information Literacy in Higher Education, particularly when engaging understandings of systemic biases, construction of information, and value of information.

This research suggests that in addition to their value in learning digital/information literacy, critical research, teamwork, and technology skills, Wikipedia-based assignments also help increase students’ motivation to complete work over traditional writing assignments.

Cassandra S. Shaw, Kathleen C. Irwin, and Doris Blanton
Abstract:The purpose of this study was to determine the relationship between the use of Open Educational Resources (OER) and course DFWI (Drop, Fail, Withdrawal, Incomplete) rates at the undergraduate level of an online university. It was hypothesized there is an impact on DFWI rates when OER exists in online education. In 2017, an online university undertook a university-wide adoption of OER; the effect of this university-wide project had not been examined. The methodology for this study was a t-test analysis to evaluate the impact of course DFWI rates from OER in undergraduate online courses in the higher education environment. Data was collected from 2nd quarter 2016 to 1st quarter 2018 from the following undergraduate programs within the School of Business of an online university: Accounting (ACCT), Business Administration (BUSN), Entrepreneurship (ENTR), Hospitality (HOSP), Human Resources Management (HRMT), Management (MGMT), Retail Management (RLMT), and Transportation and Logistics Management (TLMT). This important study contributes to the gap in both literature review and the measurement of any statistical significant difference in course DFWI rates before and after the implementation of OER materials. In addition, an analysis of the return on investment by way of net present value of the costs was examined.

Liz Thompson, Jessica Lantz,, and Brian Sullivan
Abstract: The concept of Open Educational Resources (OER) evolved from the integration of two movements: the open source / free software movement in the late 1990s and the introduction of the Creative Commons licensing system in 2001. UNESCO (2002) coined the term “open educational resource” (p. 6) during the 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries. While the OER movement began with a focus on technology-driven instructional materials, today open educational resources are “teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions” (William and Flora Hewlett Foundation, 2018). OER continue to grow in popularity, yet awareness of OER from a teacher perspective has not reached universal acceptance.
While most published research reports on PK-12 in-service teacher and higher education instructor OER awareness levels, a small research team at James Madison University (JMU) is exploring OER awareness among pre-service teachers. This initial research explores the level of OER and copyright awareness JMU pre-service teachers have through their courses, practicums, and student teaching placements and specifically addresses the following three research questions.

To what extent are JMU undergraduate and graduate students enrolled in the College of Education aware of OER?
Are pre-service teachers aware of PK-12 OER initiatives?
Do pre-service teachers understand the licensing side of OER (free-to-use versus openly licensed)?

Caroline Kinskey and Carrie Lewis Miller
Abstract: A Campus Textbook Affordability Grant was awarded to an instructional designer to create a professional development program for faculty. Twelve university instructors and teaching assistants participated in the program over one academic year. Workshops offered information about textbook affordability, Open Educational Resources (OER), and Creative Common Copyright. Additional support was provided for the instructors to either revise a course using OER, publish their own course material as an OER, or to collaboratively write a textbook to fill a gap in the university’s curriculum. At the end of the program, the total textbook material savings was $22k for one semester. Surveys were sent to program participants and the students in their revised courses as part of a formative evaluation of the program. Feedback indicated that participants felt the program was effective at helping them choose and utilize low-cost course materials and that students felt the materials were as effective as traditional materials.

Ebba Ossiannilsson
Abstract:Open educational resources (OERs) are catalysts of lifelong learning (LLL) and continuous professional development (CPD). OERs are used in microlearning and nanolearning by lifelong learners, including those in the workplace. OERs have the potential to expand the access to lifelong learning opportunities, achieve quality in education, and establish legal and political frameworks that promote, social justice, collaboration and coordinated partnerships. The mandate, visions, missions, global work, and activities of the International Council for Open and Distance Education (ICDE) and its Open Educational Resources (OERs) Advocacy Committee (OERAC) were presented at a symposium during the ICDE Lillehammer Lifelong Learning Summit 2019. The work of the ICDE and the OERAC is aligned with the United Nations UNESCO Recommendations (2019). Some of their activities involve collaborative projects and visions that were proposed at the Open Education Leadership Summit 2018 (OELS18). In particular, the ICDE and OERAC will respond to proposals regarding policy. Their responses will identify opportunities for developing some proposed projects and activities and for establishing links with existing and emerging projects and trends around the world. Another activity involves developing guidelines for advocacy and best or better practices for OER advocacy in various settings and levels (e.g., macro, meso, micro, and nano levels).