Skip to main content

Opening the Classroom Door to OER

Image is decorative

Affordable educational resources for students take various forms. Faculty may link to library subscription resources or refer students to credible websites. Free is good, but copyright restrictions and licensing may limit their use. Using open access journals and books prevents the door from being closed in the future. Or for a wide-open door with no lock, consider open educational resources (OER).

The concept of open is not new. The public domain, works that are not protected by intellectual property laws and are free to use without permission, is a familiar source to many.  Works enter the public domain in a variety of ways. A public domain work may initially come with a public domain license or it may be based on the age of the work.

Open access (OA) is a publishing model for scholarly communications that removes financial, legal, and technical barriers to accessing research articles. According to the Scholarly Publishing and Academic Resources Coalition (SPARC) “open access is the free, immediate, online availability of research articles coupled with the rights to use these articles fully in the digital environment.” Cornell University Library’s Open Access Publishing guide explains the types of open access journals, open access policies, and public access mandates.

Licensing is a major difference between open access and OER. Most OA authors and /or publications retain some copyright and licensing restrictions whereas OER uses open licensing. An open license “grants permission to access, re-use and redistribute a work with few or no restrictions.” Creative Commons is a widely recognized license that conforms to Open Definition.

It is the open license that defines OER. David Wiley, a strong advocate of OER, identified 5 characteristics that define OER (see the image below). The 5Rs – Retain, Reuse, Revise, Remix, Redistribute – have evolved into a mantra for OER and a resource without the 5Rs is not OER, but it may be an affordable alternative.

One last comment about open. Many educators falsely believe that the Fair Use provision of the U.S. Copyright Act automatically gives them carte blanche to use copyrighted materials. Fair Use has guidelines that must be examined and applied to every situation. Fair Use may unlock a resource temporarily but it does not remain open.

Resources

Thigpen Library’s Open Educational Resources guide, one of several faculty resources available from the Teaching and Learning Center, has information on finding OER, OA, and public domain works.

Stanford University has a collection of Copyright and Fair Use Charts and Tools to assist you with copyright questions.



Acknowledgments

"Key to the open door" image by Tawheed Manzoor is licensed under CC BY 2.0

“What's OER?” Lumen Learning | Open for student success, June 7, 2019. https://lumenlearning.com/about/whats-oer/.


Contributing Author

Since 2005 Livy Simpson has been working with Vol State students and faculty to connect them with the resources they need in their academic pursuits. She received her M.S. in Information Sciences from the University of Tennessee, Knoxville, and has an M.A. in History from the University of Iowa.

Popular Posts

Differentiated Instruction in an Online College Classroom

Differentiated Instruction in an Online College Classroom Differentiated Instruction: Providing students opportunities to learn content using different resources, employing varied strategies, and/or allowing students to demonstrate their learning in different ways based on their individual learning needs and interests. --Natalie Milman, Differentiating Instruction in Online Environments Are we still thinking about differentiated instruction now that we're online? It's a core instructional principle that we all believe in, but in an overwhelming race to digital learning, it can easily be pushed to the side in a to-do-later-pile by even the very best and the brightest. How can we make an online learning environment engaging for our students while maintaining the integrity of the academic content and without further complicating the process? Creating an engaging course is as easy as focusing on the 3 main principles: Course Clarity, Student Communication, and Timely Student Feedba...

The Only Thing to Fear is Fear Itself: How I Overcame My Anxiety About Student Evaluations of Teaching

I had never been speechless and embarrassed in my professional life until that Thursday evening.  After class, one of my students said something to me that I never forgot: “Ms. Jean-Francois, I don’t mind reading about technology and all, but who wants to hear the same topic over and over again for three and a half months.” Translation—my class was boring. Yes, at some points, talking about the same thing repeatedly could become repetitive and mundane. His honest statement stung because he said it in front of other students. Some others probably felt the same way, too. With my wounded ego, I tried to defend myself. I told him that we were examining the topic from different angles. My explanation did not work. I went home wounded because I did a lot of leg work to prepare for the semester. I was five years deep teaching in higher education, so I thought I was on top of my game. Who wanted to be called “boring”?  After stressing over it for a few days, I realized that my student...