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Are OER related to the concept of resource-based learning?

There has been significant emphasis placed in OER discussions on the quality of OER. This makes the concept of resource-based learning of particular interest. Despite this, debates over OER have typically made little reference to the concept of resource-based learning until recently. This may be because the emphasis in most global OER discussion has been on the sharing and licensing of existing materials, a significant proportion of which has included simply sharing lecture notes and PowerPoint presentations used in face-to-face lectures.

What does the notion of resource-based learning mean, in essence? It means moving away from the traditional notion of the 'talking teacher' to communicate curriculum; a significant but varying proportion of communication between students and educators is not face to face but rather takes place through the use of different media as necessary. Importantly, the face-to-face contact that does take place typically does not involve simple transmission of knowledge from educator to student; instead it involves various forms of student support, for example, tutorials, peer group discussion, or practical work.

Resource-based learning is not a synonym for distance education. Rather, resource-based learning provides a basis for transforming the culture of teaching across all educational systems to enable those systems to offer better quality education to significantly larger numbers of students. Many courses and programmes at all levels of education now incorporate extensive use of instructionally designed resources, as educators have learned the limitations of lecture-based strategies for communicating information to students.

The use of resource-based learning does not of course imply any intrinsic improvements in quality of learning experience. The extent to which shifting the communication of curriculum to instructionally designed resources leads improves the quality of education depends entirely on the quality of the resources developed.

To summarize:
  • There is no direct relationship between OER and resource-based learning.
  • Many OER available online have not explicitly been designed as part of a deliberate strategy to shift to resource-based learning.
  • Likewise, most practice in resource-based learning currently uses fully copyrighted materials rather than OER.
Nevertheless, linking OER and resource-based learning provides an opportunity to leverage both most effectively.

Taken from A Basic Guide to Open Educational Resources (OER)


ICDE OERAC publishes Open Innovation Framework report
March 30, 2022
This report titled “Open Innovation Framework: Emerging Narratives from the ICDE OER Advocacy Committee”, written by the ICDE OER Advocacy Committee (OERAC), addresses Open Educational Resources and Open Science through a proposed framework for Open Innovation. It includes a summary and outputs from a workshop hosted by the committee during the ICDE Virtual Global Conference Week in October 2021. Open Innovation Framework: Emerging Narratives from the ICDE OER Advocacy Committee ...

Two new publications from the Commonwealth of Learning
March 22, 2022
The Commonwealth of Learning has published two new OER-related reports: Open Educational Resources in the Commonwealth 2021 reports on the status of OER in the Commonwealth in the context of the challenges posed by Covid-19 to help countries develop strategies and action plans for the implementation of the 2019 UNESCO Recommendation on OER. Integrating OER in Teaching: A Guide for Teachers in the Pacific , developed as part of the Pacific Partnership for Open, Distance and Flexible Learning Project, is intended to assist teachers in the Pacific to integrate OER into their teaching. ...

New book: An Introduction to Open Education
December 19, 2021
This open-access edited volume published by EdTech Books features chapters by leading and emerging authors and researchers in the field of open education and open educational resources. Sections include the foundations of OE and OER, current research including open textbooks and dashboards, obstacles in the use of OER and open scholarship, and future directions such as open pedagogy. The appendices include several student presentations as slides and videos that can themselves be used as open educational resources. Edited by Yvette Arts, Hannah Call, Melissa Cavan, Theresa P. Holmes, Jacob Rogers, Sara H. Tuiloma, Layne West, and Royce Kimmons. ...

Launch of the Code of Best Practices in Fair Use for Open Educational Resources
April 7, 2021
The Program on Information Justice and Intellectual Property at the American University Washington College of Law has released its Code of Best Practices in Fair Use for Open Educational Resources. This document is intended to support authors, teachers, professors, librarians, and all open educators in evaluating when and how they can incorporate third party copyright materials into Open Educational Resources to meet their pedagogical goals. Click here for the report's Cloud record and downloadable Code of Best Practices. ...

2020-21 OA diamond journals study released
March 30, 2021
From June 2020 to February 2021, a consortium of 10 organisations undertook a large-scale study on open access journals across the world that are free for readers and authors, usually referred to as "OA diamond journals". This study was commissioned by cOAlition S in order to gain a better understanding of the OA diamond landscape. The study undertook a statistical analysis of several bibliographic databases, surveyed 1,619 journals, collected 7,019 free text submissions and other data from 94 questions, and organised three focus groups with 11 journals and 10 interviews with hosting platforms. It collected 163 references in the academic literature, and inventoried 1048 journals not listed in DOAJ. The key findings of the study are: a wide archipelago of relatively small journals is serving diverse communities; OA diamond journals are on the road to full compliance with Plan S; a mix of scientific strengths and operational challenges; and an economy that largely depends on volunteers, universities and government. Click here for the study's Cloud record and downloadable Findings and Recommendations. ...