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Open Educational Resources:

Designing for Reuse

ROCKET workshop

28 October 2024

Mira Buist-Zhuk

Martijn Blikmans-Middel

UG Library

Slides available at: https://edu.nl/ybdpy

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Today’s agenda

The essence of OER: copyright and open licenses

Designing OER for reuse

Distributing OER

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1. The essence of OER:

copyright and open licenses

The essence of OER: copyright and open licenses
Designing OER for reuse
Distributing OER

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Who is familiar with OER?

Who has (co)created OER?

Who has used OER?

OER and you

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Open Educational Resources (OER)

“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.”�UNESCO Recommendation on OER (2019)

5R permissions (superpowers)

OER as one of higher education’s 6 key strategic technologies

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5 ‘Superpowers’ of OER

5 Rs notes:

Retain - make, own, and control a copy of the resource (e.g., download and keep your own copy)
Revise - edit, adapt, and modify your copy of the resource (e.g., translate into another language)
Remix - combine your original or revised copy of the resource with other existing material to create something new (e.g., make a mashup)
Reuse - use your original, revised, or remixed copy of the resource publicly (e.g., on a website, in a presentation, in a class)
Redistribute - share copies of your original, revised, or remixed copy of the resource with others (e.g., post a copy online or give one to a friend)

Would you like to know more about OER? Check out this SURF module on Introduction to OER.

OER is one of higher education’s 6 Key Technologies & Practices (2021 EDUCAUSE Horizon Report).

Credits:

OER logo credits: OER Global Logo 2012 J. Mello, licensed under CC BY.�5 Rs concept adapted from Defining the "Open" in Open Content and Open Educational Resources, by David Wiley, CC BY 4.0.�5 Rs image from The University of Iowa Libraries, CC BY.�Superpower image by Gan Khoon Lay from the Noun Project, CC BY 3.0.

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Variety of OER

Textbooks, articles, curricula, syllabi, lecture notes, simulations, 3D models, assignments, tests, audio, video, animation, MOOCs, e-modules, courseware...

Any appropriately licensed resource:�- CC0 (Public domain)�- CC BY, SA, NC + combinations

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Focus for today:

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Copyright and open licenses

OER is directly related to copyright

“Closed” 🡪 Copyright protected

“Open” 🡪 Creative Commons & Public Domain

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Creative Commons licenses explained

Most widely used open licenses

Consist of 4 elements that can be remixed to create 6 licenses

BY - Attribution: Credit must be given to the creator

SA - Share Alike: Adaptations must be shared under the same terms

NC - Non Commercial: Only noncommercial uses of the work are permitted

ND - No Derivatives: No derivatives or adaptations of the work are permitted

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The choice to license your work

Open license ≠ loss of copyright

Who owns the right?

Employer ownership (NL)

Joint ownership (project/consortium)

What is required by stakeholders?

Can you openly license it? Then pick one → CC License chooser tool

Information available both on product, and in metadata

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License implications

Burden on the user (SA)

Integrity of original intent (ND)

Difficulty of defining commercial use (NC)

Easy to implement to do, hard to choose

What is the impact of the license on reuse?

Once licensed, you can only go more open

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Remixing Creative Commons licenses:

Which ones are compatible to be combined in one work?

Combining CC Licenses for OERs

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The state of open sharing

Many educators already use others’ material but are not aware of it�(Schuwer & Baas, 2023)

Free/accessible ≠ open
May not distinguish between OER and other resources�→ Unintentional copyright infringement

Many educators already share their resources online to increase outreach & impact

Often - unintentionally - under copyright or without licensing information
Missing out on greater impact their resources could have as OER / with open license

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2. Designing OER for reuse

The essence of OER: copyright and open licenses
Designing OER for reuse
Distributing OER

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What’s so good about OER?

Learner-oriented: student-centered pedagogy & student involvement as co-creators
Dynamic: customizing, updating & localizing the content → Currency & quality
More sustainable
Open to change and re-use, not reinventing the wheel�(also in terms of Nestor/copyright checks - alternative to copyright-protected materials)
Quicker & easier transition to online/blended education
Resource-saving: for students & teachers
Inspiration
Innovation
Enhancing academic freedom, choice & variety - esp. for teachers
Contributing to open science, open knowledge & SDG’s
Accessible to all, without barriers: access to education & supporting lifelong learning, contributing to social justice

Image credits:

Image adapted from the video "Open Educational Resources" by Myroslava Zhuk/RUG, licensed under CC BY-NC-SA 4.0.

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Engaging with OER in education

Flexibly capitalize on the great work of others

Share your work, or collaboratively created work

REUSE

(CO)CREATE

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Types of educators using OER (Admiraal, 2022)

Type 1: Adapt / Reuse

Less experienced educators
Use various kinds of OER

Type 2: Adapt / Comment

More experienced educators with lack of time
Use more video materials & images, less full courses; feedback to author

Type 3: Adapt / Create / Add

Educators that add resources to the repository
Use videos, images, lectures, course parts - for new ideas, professionalization, supplementary materials, student self-study

Type 4: Adapt / Create / Publish / Add / Comment

Most experienced educators
Interact with all phases of the reuse process

Type 5: Retain / Consume

Low-level OER users
Save and “consume” different OER

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Who will use your OER?

What are the potential use cases?

Let’s discuss together:

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Challenges of educators in relation to OER (Admiraal, 2022)

Suitability of resources (58%)�
Quality of resources (56%)�
Time to search (48%)�
Up-to-date resources (39%)�
Relevance of resources (37%)�
Time to experiment (33%)

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Designing for openness - considerations

Key: Keeping reuse and reusers in mind

Didactic & format concerns

Intended learning goals and objectives
Suitability of material and formats to reach goals
Knowledge to create specific format

Content concerns:

Original content
Open content - consider what licenses ask of you!

OER/sharing concerns

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OER sharing concerns

Outward-facing

Can others use this, or do you need to provide further instruction?

Adaptable

What are core elements that should remain included, and what can be left out?

Modular

Can individual sections be used on their own/is there repetition of basic information?

Technical accessibility

Can anyone access (and adapt) these materials with minimal resources?

Inclusiveness

Is the content understandable by people with different backgrounds? Is it representative of people with different backgrounds?

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OER evaluation

Examine the list with evaluation criteria.

Discuss in groups:

What do you already take into account�when designing your materials?�
What will you pay more attention to after the workshop?

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OER in tension

Good Educational Resources

Complete

Visually appealing

In-depth

Context dependent

Modular

Adaptable

Interoperable

Context agnostic

Good Open Resources

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OUR and OER versions

When designing for reuse, create two versions: the OUR & the OER

Easier to do while developing, rather than at the end

OUR version

Complete

Stylized

——————————

End product of project

OER version

Modular

Simplified

——————————

Blocks for others to use

Where possible, link these two in distribution

The OUR can acts the example for the OER

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(Re)using OER in education

OER are inherently open to DEI considerations

Flexible & adaptable due to open licenses
Allowing for more student-centered pedagogies
Enabling implementation of Universal Design for Learning
Enabling implementation of digital accessibility

To optimize the reuse, good OER should be FAIR:

Findable
Accessible
Interoperable
Reusable

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3. Distributing OER

The essence of OER: copyright and open licenses
Designing OER for reuse
Distributing OER

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Distributing OER

OER distribution has a key difference to “regular” publishing

Multiple channels

Multiple items (modular)

Actively involve others in marketing

Metadata and user instruction

Decentralization

Fit-for-purpose distribution

Collections management

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Where to share: “OER” channels

Specialized platforms for specific types of OER

Pressbooks & Open Textbook library (Textbooks)

Youtube & Unsplash (Multimedia)

General OER platforms:

OER Commons
MERLOT
Edusources (NL)
Zenodo

Or check out our resource lists at: libguides.rug.nl/OER/OERResourceLists

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Where to share: “OUR” channels

Where is your target audience?

Just-in-case and just-in-time channels

Professional communities
University-based toolkit / education support platform
Project requirements: EU platforms?
Highlighting your own contribution: own channels and websites
Conferences and events

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Distributing OER

Discuss in groups:

What are your [OUR] channels?�
Where are you going to share OUR version & OER version?

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Indefinite OER

Consider that OER are moments in time

Circumstances change, knowledge evolves

Ownership of OER crucial

Are you just creators, or also owners and curators?
Do you update, how do you manage versions?
What happens when the original creator leaves?

Embedding OER in communities of practice with larger collections of OER

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By creating and sharing materials as OER, you benefit:

Students: inclusivity, wide spectrum of resources, lower costs, higher success rate, possibility to engage)
Other educators: saving time and effort by re-using your resources, learning from best practices
Your domain/peer community: increasing quality of practice & research, access to (domain-relevant) resources
Your institution(s): showcasing quality and culture of sharing
Yourself: impact & outreach, feedback, cooperation, legacy, more motivated and active students & colleagues
... and the wider public, including unexpected recipients: access to knowledge, lifelong learning

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