How do we prepare for the IPT 531 weekly discussion?

We will spend time with each group of readings according to your interests, moving more quickly through some sections and lingering in others. This list of readings will likely change – in some cases substantively – based on your interests. Please check the list frequently.

Section I. Foundations

What is Open?

• Education is Sharing (from TEDxNYED)
• Wiley, D. (2016). Foreword: Openness as a Value. In Blessinger, P. & Bliss, TJ (Eds.), Open Education: International Perspectives in Higher Education. Cambridge, UK: OpenBook Publishers.
• Wiley, D. & Green, C. (2012). “Why Openness in Education?” In Oblinger, D. (Ed). Game Changers: Education and Information Technologies, p 81-90. EDUCAUSE.

How Open Licenses Became Necessary

• Boyle, J. (2010). The Why of Intellectual Property. In The Public Domain: Enclosing the Commons of the Mind. Yale University Press.
• Boyle, J. (2010). Thomas Jefferson Writes a Letter. In The Public Domain: Enclosing the Commons of the Mind. Yale University Press.
• Boyle, J. (2010). The Second Enclosure Movement. In The Public Domain: Enclosing the Commons of the Mind. Yale University Press.
• Boyle, J. (2010). The Internet Threat. In The Public Domain: Enclosing the Commons of the Mind. Yale University Press.

Creative Commons – Hacking the System to Make Sharing Legal and Easy

• Green, C. (2017). Open Licenses.
• Unit 3: Anatomy of a CC License (from the Creative Commons Certification course)
• Unit 4: Using CC Licenses and CC-Licensed Works (from the Creative Commons Certification course)
• Creative Commons, the 5Rs, and OER

Open Educational Resources

• Everything You Always Wanted to Know About OER but Were Afraid to Ask
• The Creative Commons, Hewlett Foundation, and Open Content definition of OER
• How the UNESCO Recommendation Makes Most OER Impossible, or how to think critically about OER definitions
• Using Google Advanced Search to Locate OER
• Bonus Features re: the history of OER
  • The Open Source Definition (note the language about discrimination)

Sampling the Empirical Research on the Impacts of OER Adoption

• The COUP Framework
• The OER Research Hub Research Framework
• Hilton, J., Fischer, L., Wiley, D., & Williams, L. (2016). Maintaining Momentum Toward Graduation: OER and the Course Throughput Rate. International Review of Research in Open and Distance Learning, 17(6). http://dx.doi.org/10.19173/irrodl.v17i6.2686
• Wiley, D., Hilton, J., Williams, L., & DeMarte, D. (2016). The Tidewater Z-Degree and the INTRO Model for Sustaining OER Adoption. Education Policy Analysis Archives, 24(41). http://dx.doi.org/10.14507/epaa.24.1828
• Fischer, L., Hilton, J., Robinson T. J., & Wiley, D. (2015). A Multi-institutional Study of the Impact of Open Textbook Adoption on the Learning Outcomes of Post-secondary Students. Journal of Computing in Higher Education. 10.1007/s12528-015-9101-x
• Hendricks, C., Reinsberg, S., & Rieger, G. (2017). The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions. The International Review Of Research In Open And Distributed Learning, 18(4). doi:http://dx.doi.org/10.19173/irrodl.v18i4.3006
• Grewe, K., & Davis, W.P. (2017). The Impact of Enrollment in an OER Course on Student Learning Outcomes. The International Review of Research in Open and Distributed Learning, 18 (4).
• Colvard, N.B., Watson, C. E., & Park, H. (2018). The Impact of Open Educational Resources on Various Student Success Metrics. International Journal of Teaching and Learning in Higher Education, 30(2).
• Jhangiani, R., Jhangiani, S. (2017). Investigating the perceptions, use, and impact of open textbooks: A survey of post-secondary students in British Columbia. The International Review of Research in Open and Distributed Learning, 18 (4).
• Bonus Features
  • The OER Adoption Impact Calculator
  • The OER Research Toolkit

OER and Social Justice

• Baker-Smith, C., et al. (2020). #RealCollege 2020: Five Years of Evidence on Basic Needs Insecurity.
• Ikahihifo, T. K., Spring, K. J., Rosecrans, J., & Watson, J. (2017). Assessing the Savings from Open Educational Resources on Student Academic Goals. The International Review of Research in Open and Distributed Learning, 18(7).
• Martin, M.T., Belikov, O.M., Hilton, J., Wiley, D., Fischer (2017). Analysis of Student and Faculty Perceptions of Textbook Costs in Higher Education. Open Praxis, 9(1), 79-91.

Section II. What OER Uniquely Enables

OER-Enabled Pedagogy

• Wiley, D. & Hilton, J. (2018). Defining OER-Enabled Pedagogy. International Review of Research on Open and Distance Learning.
• What is Open Pedagogy?
• Open Pedagogy: The Importance of Getting in the Air
• OER-Enabled Pedagogy
• Bonus Features re: open pedagogy and open educational practices
  • Jhangiani, R. & DeRosa, R. (2018). Open Pedagogy Notebook.
  • Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology.
  • Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127-143.

Continuous Improvement and OER

• Wiley, D. , Strader, R., & Bodily, R. (2020). Continuous Improvement of Instructional Materials. In J. McDonald & R. E. West, Design for Learning: Principles, Processes, and Praxis. EdTech Books.
• Bodily, R., Nyland, R., & Wiley, D. (2017). The RISE Framework: Using Learning Analytics to Automatically Identify Open Educational Resources for Continuous Improvement. International Review of Research on Distance and Open Learning, 18(2).
• The Cathedral and the Bazaar, Eric Raymond (This essay has 13 pages. Make sure to read them all by click the “Next” link at the bottom right of each page.)
• Bonus Features
  • The RISE Package for R: Reducing Time Through the OER Continuous Improvement Cycle
  • Koedinger, K. R., McLaughlin, E. A., Jia, J. Z., & Bier, N. L. (2016). Is the Doer Effect a Causal Relationship?  How Can We Tell and Why It’s Important. In Proceedings of the Sixth International Conference on Learning, Analytics and Knowledge, pp.388-397. Edinburgh, United Kingdom.
  • Good enough never is (or is it?), Eric Ries

Section III. Moving Forward

Sustainability

• Wiley, D. (2017). The Evolving Economics of Educational Materials and Open Educational Resources: Toward Closer Alignment with the Core Values of Education. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (4th ed.). New York, NY: Pearson Education.
• Bollier, D. (2011). The Commons, Short and Sweet
• Externalities, Lumen Learning
• Public Goods, Lumen Learning
• Free Riders, Lumen Learning
• Common Pool Resources, Wikipedia
• The Dance of the Not Commons
• Bonus Features:
  • Petrides, L., Levin, D. & Watson, C. E. (2018). CARE Framework.
  • Downes. S. (2007). Models for Sustainable Open Educational Resources. OECD.
  • Wiley, D. (2007). On the Sustainability of Open Educational Resource Initiatives in Higher Education. OECD.
  • Stacey, P. and Pearson, S. H. (2017). Made with Creative Commons. (Chapters 1 and 2)
  • Raymond, E. (2000). The Magic Cauldron
  • OER Policy Registry
  • OER State Policy Tracker

Competing Priorities

• The growing divide between the OER, ZTC, and anti-publisher movements
  • Different Goals, Different Strategies
  • Zero Textbook Cost, College of the Canyons
  • On ZTC, OER, and a More Expansive View
  • “ZTC Thinking” and the Hybrid OER Sustainability Model
• The growing divide between textbooks and courseware
  • Content is Infrastructure
  • The MOOC Misstep and the Open Education Infrastructure
• Bonus Features re: the divide between the free software and open source software movements
  • Stallman, R. (n.d.). Why Open Source misses the point of Free Software
  • Peterson, C. (2018). How I coined the term ‘open source’
  • Raymond, E. (1998). Goodbye, “free software”; hello, “open source”

Evaluating Impact

• What Difference Does It Make?
• Hill, P. (2018). Welcome Change: OpenStax using more accurate data on student textbook expenditures.
• Thoughts on OER and Cost Savings
• SPARC (2018). A New Method for Estimating OER Savings
• OER Cost Savings and Adoption Rates: New Methodologies, New Data, and New Results
• Thinking about Impact
• S3: A Holistic Framework for Evaluating the Impact of Educational Innovations (Including OER)