ACC Learn OER is a series of self-paced online learning modules designed specifically for Austin Community College faculty and staff. The first nine modules will serve as an introduction to open educational resources (OER) and as an opportunity for further exploration and discovery of open education practices. The tenth module serves as a final assessment of learning. Throughout the modules there are opportunities to test ones knowledge and further explore a concept. The modules allow one to learn at their own pace. While one can follow the modules in any order, it is recommended to start with Module 1 and progress through in order.

A Guide to OER Creation with Mavs Open Press presents effective practices and policies for reusing and attributing open content, provides an overview of the OER creation and modification processes, and discusses tools and resources available to support OER use at UTA. It was created using Pressbooks, an open source web-based publishing tool adopted by UTA Libraries for hosting and disseminating OER published by Mavs Open Press.

The Administrator Quick Start Guide seeks to support community college administrators in enabling the use of OER to address online learning on their campuses. The guidebook provides quick tips and starting points including:

A list of evidence-based practices and checklist considerations to support campus administrators in the transition to OER for online learning.

Resources to support campus leaders in impacting and developing OER policy supports, including example student government resolutions, district board resolutions, and academic senate resolutions.

Examples of how campus leaders and colleges across California have facilitated their transition to OER.

The OER Program at Lansing Community College, under direction of the Center for Teaching Excellence, has revised and adapted these training materials for use at LCC. This is a set of training materials designed to support instructional faculty as they begin working with OER, including a set of learning objectives for each area that describe what is accomplished at the conclusion of each chapter. The topics include:

Open Education Resources (OER) 101
Copyright and Creative Commons for OER
OER Adaptation and Creation

Chapters and lessons have been designed to provide a fundamental understanding of each area related to OER, and are not meant to be a comprehensive. Consider this a start with the basic skills and knowledge needed to confidently work with OER.

This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.

We intend this book to act as a guide writ large for would-be champions of OER, that anyone—called to action by the example set by our chapter authors—might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.

The movement for Open Educational Resources (OER) has grown exponentially across
North American higher education. Recent studies have found that as much as a third
of faculty now have some level of awareness of OER and that the trend toward OER
adoption is growing. Yet despite this progress, some myths about OER still remain.
Whether it is confusion over the meaning of open versus related concepts such as free
or digital, or adherence to folk wisdom such as “you get what you pay for,” there are
many common misunderstandings about OER.

OER Mythbusting addresses the top seven myths about OER in North American higher
education, as voted on my more than 100 faculty, librarians, students and other
members of the OER community. This project grew out of a discussion during one of
SPARC’s Libraries and OER Forum monthly calls, where a group of librarians from the
U.S. and Canada identified a need for better resources to address misconceptions
about OER. A team of volunteers developed a poll and distributed it over email lists
and social media over a two week period in July 2017. The results were then used to
produce this collaboratively written document.

While OER Mythbusting is not intended to be a comprehensive catalog of all myths in
all contexts, our hope is that it will provide a useful resource for both OER advocates
and those seeking to learn more about the topic. We anticipate that this resource will
evolve over time, as new myths emerge and old ones fade.

As open education resources (OER) advocates and individuals engaged in supporting the curation and creation of OER, the document collaborators came together on the common interest in curating and creating best practices or standards for OER review and approval.

While this group is dependent on volunteers the expected next review will be by July 2023. Throughout this time any comments, errors, or other communication on standards and rubric can be directed to rsauls@flvc.org. This is a final draft released on August 9, 2021 in a call for national feedback and input on implementation or potential use of this documentation.

This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education. [Version 1.1. Revised September 5th, 2019.]

The OER Starter Kit Workbook is a remix of the OER Starter Kit to include worksheets to help instructors practice the skills they need to confidently find, use, or even create open educational resources (OER). We welcome instructors, librarians, instructional designers, administrators, and anyone else interested in OER to explore the OER Starter Kit Workbook.

This session showcases how OERTX has contributed to widespread use of OER across the state. Faculty share how they use OERTX and how they have supported the use of OER on their campuses. Explore the features in OERTX and how they can be leveraged for individual and institutional success.

In this book, we offer an introduction to OER publishing, examples of Open Pedagogy, OER-Enabled Pedagogy, and working with learners; and guidelines, best practices, and suggestions for how to plan, create, publish, and distribute your OER textbook and materials.

A three-part training guide for bringing higher education instructors up to speed with Open Educational Resources (OER). This book was developed to serve as a standalone guide for independent creators and to support OER training through face-to-face, online, and hybrid delivery modes.