It addresses the integration of OER into curriculum development

1. CONCEPT, INTEGRATION AND FAIR USE OF
OPEN EDUCTION RESOURCES (OER) IN
CURRICULUM DEVELOPMENT
Presented
By
Dr. OKIKI, Olatokunbo C, CLN,
University of Lagos Library
cokiki@unilag.edu.ng

2.  Discuss the benefits of Open Educational Resources (OERs)
 Explore the definition of Open in OER
 How do I locate OER?
 Introduce how OERs can be used to transform learning
 How do I re-mix or integrate OER into curriculum
development?
 How do avoid run foul of the law (Fair Use)?
Today, we will…

3.  It should be noted that technological advancement
powered by internet has led to democratization of
knowledge, delivery and accessibility of educational
resources in respective of location.
 The Organisation for Economic Co-operation and
Development (OECD) reflects that "although learning
resources are often considered as key intellectual
property in a competitive higher education world,
more and more institutions and individuals are
sharing digital learning resources over the Internet
openly and without cost, as open educational
resources (OER) (OECD 2007).
EMERGENCE OF OER

4.  Cost
 Access
 Retention/Student Success
 “Innovation thrives when the costs and obstacles to
experimenting are low.” David Wiley @opencontent
Why OERs?

5. The 5 R’s- David Wiley
Retain the right to make, own, and control copies of the
content (e.g., download, duplicate, store, and
manage)
Reuse the right to use the content in a wide range of
ways (e.g., in a class, in a study group, on a
website, in a video)
Revise the right to adapt, adjust, modify, or alter the
content itself (e.g., translate the content into
another language)
Remix the right to combine the original or revised
content with other open content to create
something new (e.g., incorporate the content into
a mashup)
Redistribute the right to share copies of the original content,
your revisions, or your remixes with others (e.g.,
give a copy of the content to a friend)

6.  Practitioners and advocates of open
education believe:
 Access to education resources
should be available to everyone,
anywhere and at anytime
 Education is fundamentally about
sharing … hence the technology in
general and the World Wide Web in
particular provides an extraordinary
opportunity for everyone to share,
use, and reuse knowledge (Hewlett
Foundation)
 Information and knowledge can now
be shared with anyone, anytime,
anywhere in the world
 Practitioners and advocates work to
eliminate barriers that prevent
access
Concept of OER

7. What is/are OER?
Open Educational Resources (OERs) are
teaching, learning, and research resources
released under an open license that
permits their free use and repurposing by
others. OERs can be textbooks, full
courses, lesson plans, videos, tests,
software, or any other tool, material, or
technique that supports access to
knowledge.

8. OER is Powered and Sustained By
 SOCIALLY - The Open Source Software Movement and the
Open Access Movement
 TECHNICALLY – The Internet and Web 2.0 technologies
 LEGALLY - The development of alternative licensing systems
such as Creative Commons
 FINANCIALLY – The support of philanthropic foundations
and new business models

9. What Do OERs Entail?
• Open source software for development
and delivery of resources
Tools
• Open materials published for learning or
research:
Content
• Licensing tools
• Interoperability
Resources

10. TYPES OF OPEN EDUCATIONAL RESOURCES
 Open Courseware.
 Learning Modules.
 Open Textbooks.
 Streaming Videos.
 Open Access Journals.
 Online Tutorials.
 Digital Learning Objects

11. Who uses OER and Best Way of Finding OER Content
 Who uses OER?
 Students within institutions
 External Students
 Self Learners
 Teachers/Professors/Academics
For curriculum development
 What is the best way to find OER?
 Use a specialized search engine

12. What is curriculum development?
 Curriculum development is the multi-step process of
creating and improving a course taught at a school or
university.
 Rapid changes in technology, and their impact on teaching
and learning environments, also mean that curricula need
ongoing updates and revisions, sometimes leading to
radical curricular reform.

13. Why Integrating OER into curriculum
 In the context of SDG 4, curriculum adjustment and the
development of appropriate curricula is highly important at
the institutional level to provide the skills needed to achieve
sustainable development for all.
 While mostly the issue of curriculum is left to experts to
decide the contents and methodology of teaching, learning,
and assessment, it is important to provide policy guidelines
to the experts for considering OER to address the needs and
aspirations of the society they serve.
 Thus, many institutions are reviewing curricula to prioritize
skills development in youths and provide lifelong learning
opportunities for adults.

14. Roles of OER Curriculum Development
 OER can help avoid the duplication of effort, including by
contextualizing existing resources from across the world.
 OER increasing demand for quality education by:
 Providing relevant resources to learners’ needs,
 Provides employment skills and
 Prepares learners for lifelong learning can be
addressed by an OER policy that considers issues
related to curriculum development

15. Building Blocks for Curriculum Development
Key building
blocks
What is the aim?
Objectives
What is to be
done?
Main activities
and target sectors
Who is involved?
Key partners for
implementation
How will success
be
monitored?
Indicators
Ensuring
integration
of OER at
the level of
curriculum
development
To encourage the
use
of OER as a
guiding
principle in
curricula
To make available
a wide range of
generic OER that
can
be adapted by any
institution
Guide experts to
rethink
curriculum in
terms of OER use
Create national
(domain-specific)
curricular
materials
as OER
Bodies involved in
curriculum
development
Should engage in
OER
discussions
Experts in
curriculum
development and
educationists
shaping
national-level
models of
curriculum
development
Normative:
All or most
curricula use
existing OER
Quantitative:
Number of
curricular
resources
available as
OER

16. Key Approach to Integrating OER
 A key approach to integrating OER at the curricular level is to encourage
the use of OER as an overall guideline in curriculum development
 Most repositories for OER are institutional repositories, created by
educational institutions and in many cases
 An important precondition for the common use, adaptation and creation
of OER at national and institutional levels is that OER be stored in an
integrated repository or platform, where they are easily discoverable and
openly accessible.
 Thus, there is a need to shift from a proprietary mind-set to a sharing
mind-set and adapt existing materials.

17. Integrating OER:
The Mix and Match Approach
 Putting individual copyrighted chapters on e-reserve using
fair dealing
 Remixing open access resources to focus only on what is
needed for your particular course
 Providing links in your course shell to material on the web
 Working with the library to clear copyright on on different
types of material

18. How do I find “Relevant” OER?
Librarians are your BEST FRIENDS!
 A few main repositories
 Colleagues – both in and out of discipline
 Conferences – both discipline and OER
 Listservs – oerconsortium.org; sparc-liboer@arl.org

 Reviewed content
 Create content to supplement

19. Build a Mix and Match Course

20. Build a Mix and Match Course

21. Build a Mix and Match Course
One chapter
from a
traditional
textbook
(used under
fair dealing)

22. Build a Mix and Match Course

23. Build a Mix and Match Course

24. OPEN EDUCATIONAL RESOURCES: COPYRIGHT
 Set of rights protecting “original works of authorship that
are fixed in a tangible form of expression.”
Title 17, U.S. Code
 Creative Commons licensing is at the heart of the OER
movement. CC allows creators to specify more flexible forms
of copyright that allows "others to copy, distribute, and
make some uses of their work.“
 Look for copyright information (often at the bottom of
webpages). Creative Commons licensed material sometimes
display clickable icons that indicate the specifics of
licensing.

25. Author’s Basic 5 Rights
 Right to reproduce
 Right to prepare derivative works
 Right to distribute
 Right to display publicly
 Right to perform publicly

26. CREATIVE COMMONS LICENSING
 See the Creative Commons website for more info and to
acquire license icons @ https://creativecommonsusa.org/

27. CREATIVE COMMONS LICENSES SYMBOLS & MEANING
 CC BY Attribution: Permit distribution, remix, tweak, and build
upon your work, even commercially, as long as they acknowledge
you for the original creation.
 CC BY-SA: Allow remix, tweak, and build upon your work even
for commercial purposes, as long as they credit you and license
their new creations under the identical terms.
 CC BY-ND: Allows for redistribution, commercial and non-
commercial, as long as it is passed along unchanged and in
whole, with credit to you;
 CC BY-NC: Permit others to remix, tweak, and build on your
work non-commercially, and although their new works must also
acknowledge you and be non-commercial, they don’t have to
license their derivative works on the same terms; and
 CC BY-NC-SA: lets others remix, tweak, and build upon your
work non-commercially, as long as they credit you and license
their new creations under the identical terms

28. Fair Use
 The purpose and character of the use
 The nature of the copyrighted work
 The amount and substantiality of the portion used in
relation to the copyrighted work as a whole
 The potential market effect on the copyrighted work
 If your use OER fairly, you do not have to seek permission to
use copyrighted materials, and you do not have to pay a fee
or sign a license.
 This is not a checklist. Only courts can legally decide fair
use.

29. Activity
 How would using OERs impact your teaching?
 What could you do differently?
 How could OERs help you collaborate with your colleagues
in and across disciplines?

30. Summary
 Open Educational Resources
 Are tools, content, or resources that enable the open sharing of
learning;
 Can be reused, retained, revised, remixed, and redistributed;
 Are shared as fully accessible and in an open access format

31. Where to Find Peer Reviewed OER?
 OER Commons (https://www.oercommons.org/ )
 A dynamic digital center that contains up to 73,000 types of open
educational resources.
 Open Text Book Store (http://www.opentextbookstore.com/ )
 Useful for mathematics, simple, efficient, high quality and freely
available mathematical textbooks.
 Lumen Learning (https://lumenlearning.com/ )
 This website offers free use of electronic textbooks fully supported
by OERs.
 MIT Open Courseware Online Textbooks
(https://ocw.mit.edu/courses/online-textbooks/ )
 This site is the real one. It offers advanced level materials in the
field of construction, aeronautics, etc.

32. OTHERS….
 Projects
 Carnegie Mellon Open Learning Initiative {http://oli.cmu.edu/}
 Curriki [ https://www.curriki.org/]
 edX [ https://www.edx.org/]
 Khan Academy [ https://www.khanacademy.org/ ]
 MITx [ https://www.edx.org/school/mitx/ ]
 OER Commons [ https://www.oercommons.org/ ]
 Online Education Database [ https://oedb.org/open/ ]
 Open Education Consortium [ https://www.oeconsortium.org/ ]
 Open Education Consortium Search Engine [ https://www.oeconsortium.org/courses/
 Open Yale Courses [ https://oyc.yale.edu/ ]
 Standard Engineering Everywhere [ https://see.stanford.edu/ ]
 Ted Talks [ https://www.ted.com/ ]
 The Encyclopedia of Life [ https://eol.org/ ]
 UK’s OpenLearn Project [ https://www.open.edu/openlearn/ ]
 Utah State OpenCourseWare [ https://digitalcommons.usu.edu/ocw/ ]
 Wikieducator’s Learning4Content Project [ https://wikieducator.org/Learning4Content
]

33. OTHERS….
 Digital Repositories:
 Hippocampus [ http://www.hippocampus.org/ ]
 Merlot [ https://www.merlot.org/merlot/index.htm ]
 Unilag (https://ir.unilag.edu.ng/ )
 Open Textbooks:
 Bookboon [ http://bookboon.com/en ]
 College Open Textbooks [
http://www.collegeopentextbooks.org/ ]
 Community College Consortium for Open Educational
Resources [ http://oerconsortium.org/discipline-specific/ ]
 Flat World Knowledge [
http://www1.flatworldknowledge.com/ ]
 Textbook Revolution
http://textbookrevolution.org/index.php/Main_Page ]

34. OkikiOlatokunboChristopher
Ph.D. (Ibadan) MLIS (Ibadan), BA (Ibadan)
Certified Librarian of Nigeria (CLN)
Head, Automation Unit
University of Lagos Library
University of Lagos Akoka
Lagos, Nigeria
+2348026381337
cokiki69@gmail.com |
cokiki@unilag.edu.ng

35. Q&A