Hello Werner / all,
Sometime ago (2012) I wrote this for Oxford -
https://blogs.it.ox.ac.uk/openspires/2012/03/27/an-oer-star-rating/comment-page-1/
In this I muse on openness outside of licenses (assuming the license is
explicit) and how. I can see how a Public Domain PDF is less useful to a
CC-BY open document format file.
I've found most of my personal OER usage is based on small pieces
(images / sounds) and that the "bigger" the OER, the more work is
required. I tend to look for public domain where possible, and tend to
shy away from CC stuff as it makes things a bit too messy
Pat
On 2016-02-22 17:01, Werner Westermann wrote:
> Dear Open collegues, regards from Santiago, Chile.
>
> As we wrap up one of the research studies from the ROER4D project
> (http://roer4d.org/sp-9-oer-use-in-first-year-mathematics [1]), we
> compared two different OER with different "levels" or "degrees" of
> Openness mandated by different open licenses (CC-BY-NC-SA vs CC-BY).
> Results brought up that the less-open resource had more effectiveness
> (we compared grades in control group) than the more open resource.
> Surely, there's many factors of context that can explain these
> results.
>
> But there is growing agreement that "more-open" licensing maximizes
> the flexibility and the potential of openness, many claim that CC-BY
> should be a default, not only for just public funded resources.
> There's also evidence that today there's much "more-openly" licensed
> OER than in the past.
>
> * Should we take a stand for more open licenses in education?
> * Should we expect that a more open resource could/should have a
> further effect/impact on learning outcomes? if some, which?
> * What is the potential of openness expected in education?
>
> Inside ROER4D it has been a topic of discussion, as we try to identify
> those aspects of openness that can lead to contribute to education as
> a pivotal condition for development
> (http://www.idrc.ca/EN/Resources/Publications/openebooks/541-1/index.html
> [2]). The only previous research that has uptaken this "level" of
> openness dimension comes from Kimmons
> (http://www.irrodl.org/index.php/irrodl/article/view/2341/3405 [3])
> that compared the quality of open textbooks as is and open/adapted
> textbooks, and the "more-open" did have better evaluation from K-12
> teachers.
>
> As OER break through in maintstream and the pedagogical/didactic
> aspects (practices) come to be tangled up with resources, as well as
> policy-decission makers/stakeholders consider openness, we feel this
> will be a topic of concern, not only from the academic mindset, but
> for policy/advocacy as well. A recent post can give excelent elements
> for discussion:
> http://www.johnhiltoniii.org/how-does-the-open-in-oer-improve-student-learning/
> [4]
>
> Your thoughts, wanderings, gut-feelings on this? Appreciate your
> time,
>
> Werner Westermann
>
>
>
> Links:
> ------
> [1] http://roer4d.org/sp-9-oer-use-in-first-year-mathematics
> [2]
> http://www.idrc.ca/EN/Resources/Publications/openebooks/541-1/index.html
> [3] http://www.irrodl.org/index.php/irrodl/article/view/2341/3405
> [4]
> http://www.johnhiltoniii.org/how-does-the-open-in-oer-improve-student-learning/
--
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