The document discusses how the University of Edinburgh responded to the COVID-19 pandemic by increasing access to open educational resources (OER). It created online courses on critical care and produced 3D printed PPE. It also made teaching resources available for home schooling and developed digital skills programs for hybrid teaching. The University hopes that expanding access to knowledge through OERs will help address global challenges during the pandemic.
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Responding to COVID-19 with OER
1. For the
Common Good
Responding to the global
pandemic with OER
Lorna M. Campbell,
OER Service, University of Edinburgh
Mental Health Awareness Week 004, 'We have great stuff' colouring
book, CC BY University of Edinburgh, https://flic.kr/p/2ghdNUE
4. 1. Building capacity of
stakeholders to create,
access, re-use, adapt and
redistribute OER
2. Developing supportive
policy
3. Encouraging effective,
inclusive and equitable
access to quality OER
4. Nurturing the creation of
sustainability models for
OER
5. Promoting and reinforcing
international cooperation
UNESCO Recommendation on OER, https://unesdoc.unesco.org/ark:/48223/pf0000370936
6. University of Edinburgh OER Policy
• http://open.ed.ac.uk/about/
• Approved by Learning and Teaching
Committee in January 2016.
• Informative and permissive.
• Encourages staff and students to use,
create and publish OERs to enhance the
quality of the student experience.
• Helps colleagues make informed
decisions about creating and using OER.
CC BY-NC-SA 2.0, Centre for Research Collections,
https://flic.kr/p/fcwNdT
25. University of Edinburgh on TES Resources, https://www.tes.com/teaching-resources/shop/OpenEd
26. Pokemon Average Posters, CC BY
Tomas Sanders, Kay Douglas and
Rebecca Shannon, University of
Edinburg,
https://www.tes.com/teaching-
resource/pokemon-average-
posters-11702759
27. OER downloads from Open.Ed on TES Resources, https://www.tes.com/teaching-resources/shop/OpenEd
34. Mental Health: A Global Priority https://open.ed.ac.uk/mental-health-a-global-priority/
35. Mental Health & Wellbeing
Booklet, CC BY-SA, Maria Teixeira-
Dias, University of Edinburgh
https://open.ed.ac.uk/mental-
health-wellbeing-guidance-
booklet/
36. we have great stuff, CC BY,
University of Edinburgh
https://www.ed.ac.uk/information
-services/colouring-books
37.
38.
39.
40. “Today we are at a pivotal moment in history. The COVID-19 crisis
has resulted in a paradigm shift on how learners of all ages,
worldwide, can access learning. It is therefore more than ever
essential that the global community comes together now to foster
universal access to information and knowledge through OER.”
~ UNESCO Call for Joint Action: Supporting Learning and Knowledge Sharing through Open
Educational Resources (OER)
https://en.unesco.org/sites/default/files/covid19_joint_oer_call_en.pdf
41. With thanks to…
Anne Aboaja, Narinder Bansal, Mike Boyd, Celine Caquineau, Stewart
Cromar, Kay Douglas, Mayank Dutia, Charlie Farley, Lizzy Garner-Foy,
Steve Gourlay, Liz Grant, David Griffith, David Hamilton, Douglas
Howie, Garry Ellard, Gilbert Inkster, Jon Jack, Lauren Johnston-Smith,
Stuart Nicol, Graham Nimmo, Olga Paterson, Lindsay Rutherford,
Maria Teixeira-Dias, Colin Wilson, GeoScience Outreach students,
Open Content Curation Interns, Interactive Content Team.
550 participants, 30 government ministers, representing 111 member states
OER World Congress in Ljubljana Slovenia.
Open education can encompass many different things. These are just some of the aspects of open education
Each summer the OER Service employs Open Content Creation student interns, who take the materials created by the Geoscience students, make sure everything in those resources can be released under open license and then share them on TES Resources along with Curriculum for Excellence learning objectives and outcomes, so they could be found and reused by other teachers and learners.