Workshop: Teaching with Open Educational Resources
When: Thursday, September 28, 11:00-12:00
Where: Presentation U! in the Basement Hub of WT Young Library
Refreshments served, register at link below
Amid the concerns about the costs of higher education are the escalating prices of textbooks. According to the Census Bureau, the costs of college textbooks have risen 812% from 1978 to 2012. To alleviate students’ financial burdens, some educators have switched to library resources and/or openly licensed peer-reviewed materials (open educational resources, OER) in place of traditional textbooks. In addition to being free of charge to students, OER allow instructors to customize the content to suit their pedagogical needs and provide students with up-to-date information on the subject. As a 2016 survey of 16 studies of OER adoption in higher education found, “students generally achieve the same learning outcomes when OER are utilized and simultaneously save significant amounts of money.”[1]
This workshop aims to introduce participants to the forms and purposes of OER, provide resources and best practices for finding OER, and connect OER to participants’ course goals and student learning outcomes. Formal presentations will be brief, and time will be focused on thinking about current and potential resources, as well as the means to locate and implement open resources for future learning designs.
This workshop was offered last semester and was well attended. We offer it again for a new round of UK Libraries’ OER grant recipients, as well as any who missed our last workshop and would like to get a start on using OER for their teaching.
Register at https://uky.az1.qualtrics.com/jfe/form/SV_9yryC3KmTks8ydD. Contact Trey Conatser (trey.conatser@uky.edu) from CELT or Adrian Ho (adrian.ho@uky.edu) from W.T. Young Library with questions. Coffee, water, and snacks will be served. Note: for this event, please bring a laptop or tablet.
[1] John Hilton III, “Open educational resources and college textbook choices: a review of research on efficacy and perceptions,” in Educational Technology Research and Development, vol. 64, no.4, 2016, pp. 573–590.
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