Archive for the ‘Open Textbooks’ Category

Finding Even More OERs with MERLOT

December 1, 2016

In one of my previous blogs I wrote about people who complain about not being able to find OERs.  If you read that, you’ll know that I haven’t a lot of patience for that kind of laziness.

When MERLOT (www.merlot.org) was first launched in 1997, we were the only show in town where you could find online learning materials. In fact, the acronym “OER” hadn’t even been invented when we started.  That was to happen 5 years later.  But over the years, many different kinds of OER repositories have come (and gone) and now it’s possible to find lots of online ‘stuff’ that you can use for teaching and learning, and depending on the licenses associated with the stuff, some it might even be classifiable as a real OERs.

The MERLOT repository itself has grown over the years, and today contains about 75,000 materials, almost all of them suitable for online teaching and learning.  We often say that MERLOT should be the first site you visit to find OERs. But we know that 75,000 is a tiny fraction of all the potentially useful learning materials you can find if you do a Google search, and then spend limitless hours going through the hundreds of thousands of hits to find the right stuff.

But guess what?  MERLOT is soon going to help you with those Google searches.  In a few months we are going to release new MERLOT functionality that will intelligently search the entire Web for your keywords, and then filter out most of the noise, focusing mostly on the kinds of hits that you, a MERLOT searcher would care about.

Our next MERLOT release will let you continue to search our own repository as you’ve always done, and will also allow you to use our new “Extended Web Search”  to search the WWW.  This extended search will generate a few hundred hits from the hundreds of thousands you would get from a traditional Google search, and those hits will likely be of teaching and learning value.  You’ll then be able to filter those hits even more, to focus on materials even more relevant to your discipline.  This search has been developed based on a “secret sauce” we’ve invented that emulates (we think and at this point we hope), the profile of a typical MERLOT Web-searcher/user.

At first we don’t expect the search to be 100% perfect, but based on our testing so far, it’s been pretty accurate.  Most of what it returns is quite relevant to online teaching and learning in higher ed.  And as we gain more experience with this extended web search, we’ll be fine tuning it even more, to return even better results.

It won’t be long, so stay tuned for the Newer MERLOT!

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Get Off Your Duff and Use The Google

September 21, 2016

I am tired of reading reports of surveys of instructors who are asked if they know what OERs are and whether or not they use them.  I’m also tired of reading that people who know what they are don’t use them because they don’t know where to find them, they don’t know if what they find is any good, or a million other silly excuses.

First of all, if your colleagues don’t know what OERs are (and I’m assuming if you’re reading this, that you do), then they are either retired on the job, or they should be.  I can’t understand how anyone these days doesn’t know what OERs are.  They are reported on everywhere – including the popular media – except maybe on media like Entertainment Tonight, who only talk about the Kardashians – whatever they are.

About a year ago I set up a Google Alert to send me emails when Google picks up a press comment about OERs.   I get at least one email daily showing me press reports that somehow refer to OERs – in the US, almost exclusively talking about the adoption of free e-texts.

After all these years since OER has been around, and after all the education that most of our colleagues  have, it’s a mystery to me that some of them don’t know what OERs are, where to find them, or how to know if they’re any good or not.   Haven’t they ever heard of “the Google?”

This business about where do you find OERs, is ridiculous.  All you have to do is type “OER collections into the Google search bar.  Guess how many hits you get?  I just got 379,000 hits while I’m writing this blog.

Now there’s the question of how good or how bad OERs might be.  Even that’s an easy one to discover.  If an OER collection is legitimate, like MERLOT that has been around for almost 20 years, where there are lots of reviews and user ratings, it’s easy to say what’s good and what’s not good.

I think the only reason that people don’t use OER is that they are just simply too lazy to change how they’ve been teaching for however long they’ve been teaching.  If instructors are really interested in doing the best job for their students, they have an obligation to learn more and to use OERs.

 

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All Those OERs, and eTexts Too

April 29, 2016

Open Education Resources (OER) is all about free online textbooks, right?  If you subscribe to Google Alerts and use the keyword “OER,” that’s the impression you get from the alerts Google sends.  Every day I get G-alerts about “OER” from clippings that appear in online news.  Mostly, it seems, from US news.  And almost every one of those alerts, supposedly about OERs, is about eTextbooks and how a school board or college is promoting the use of OERs (i.e., free eTextbooks) to make education more affordable.  But it seems from the wording of those press releases that most don’t understand that there are many kinds of other OERs that they also could be supporting, which would also help make education more affordable.

For those of us who practically live and breathe OERs – sad as it is to admit – it’s very disappointing to read these announcements and feel that these institutions are missing the opportunity to promote more widespread use of OERs, beyond just eTextbooks.  This is particularly true when you compare these American promotions of OERs with the Europeans who for years have seemed to really understand the breadth of OERs and the opportunities they can offer – see, for example, http://www.openeducationeuropa.eu/en/initiative.   And then there’s Taiwan and Africa and even the UN which also appear to be able to organize government-level policies and programs geared towards a broader definition of OERs than just eTextbooks.

But don’t get me wrong.  Policies related eTextbooks as one kind of OER are definitely worthwhile and can pay off in very measurable ways.  But it’s kind of disconcerting to read the results of surveys of US instructors who don’t use OERs because they can’t find them, don’t trust their quality, don’t know how to use them, or simply don’t know what OER is.

We in MERLOT don’t really like to encourage Google searches for learning materials, mainly because we think that our collection is superior, being curated by subject matter experts who ensure the quality of the learning objects there.  But it’s hard to believe that instructors who don’t know about MERLOT can’t just do a Google search on the term “OER.”   Try it and guess how many hits you get.  One million? Five million? Ten million?  You’re not even close.  How about 23,000,000!!   Or if you need your hit list to have an element of entertainment, try YouTube where you’ll get more than 400,000 hits.  Or if you need your hit list to have an element of quality for teaching and learning, just visit www.merlot.org or our YouTube channel at www.youtube.com/MERLOTPlace.

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2016 – The Year of OERs?  Don’t Kid Yourself.

January 13, 2016

If you think 2016 is the year of OERs, you are probably deluding yourself.  Every January for the last 14 years, OER evangelists have thought, “This is it – the year of OERs!  Finally.” And why not?  Why shouldn’t it be?  After all, all we’re trying to do is give instructors and students free and high quality learning and teaching materials that will help them to teach and to learn better.  Why wouldn’t anyone want this?

Well, the reality seems to be that 1) people simply don’t believe that OERs are really free, or 2) they think that what they find in repositories just isn’t as good as what publishers produce, or 3) they delusionally believe that they can make better stuff themselves.  Those of us who have been working in the OER “industry” for a long time understand that none of this is true.  OER’s really are free; they may or may not be as good as what publishers produce; and most people are amateurs when it comes to creating effective online teaching and learning materials. But the truth is, you can get OER’s for free!

But the real drawback to more widespread use of OERs is that people simply don’t have time to change what they’ve always been doing.  That means that while they may silently recognize the fallacies in their objections, they really can’t be bothered to explore the value of OERs.

So what can we do to convince people to change their behavior and to do that which is good for them and their students?  Probably nothing.  The situation will not change until mandates and dictates are issued by administrators who recognize the benefits of OERs, in terms of quality and in terms of cost effectiveness, to promote OER use and reward OER users.

In the meantime, we evangelists have to keep doing what we’re doing so that when the time finally comes we can say, “I told you so.”

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Is it Really Open?

November 26, 2013

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If you are reading this blog, you probably know a fair bit about the concept of “openness.” You may even think that an “open” item is something that you can find online that is free, and available for your use, and even for your reuse. By “reuse” I mean that you think you can change it and then “reuse” it for your teaching or research needs.

Well, that may or may not be true. In fact, the word “open” can be used in a number of contexts. For example, when we talk about “open source,” we are explicitly referring to software. Moodle, the learning management system (LMS) is an example of open source software. The source code is available for you to reuse, modify, etc. as you wish. Of course there can be other conditions related to open source software, but that is beyond the scope of this blog.

Then there is the term “Open Access.” Open Access is a movement that concerns the publication of free, online journals, journal articles, and textbooks. Material published under an Open Access policy is generally freely available for you to access without having to subscribe to a publication, or even join a society that publishes such publications. The Open Access movement started as a result of demand by various research communities to allow government-funded research to be freely available since the public (taxpayers) had already paid for it. The Open Access movement has been extended beyond journals and journal articles to now include textbooks. You should note however, that just because something is Open Access doesn’t mean it doesn’t have a copyright. In fact, such materials continue to be owned (copyrighted) by the author, the publisher, or both. And if you cite material from an Open Access publication, it must be cited in exactly the same manner as if the material were from a traditional publication.

Finally we have Open Education Resources (OERs). This is a term that was first defined more than 10 years ago at a Hewlett foundation-supported UNESCO conference, and it concerns online learning materials, sometimes called learning objects. Hewlett defines OERs as:

OER (sic) are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. (For more information, visit http://www.hewlett.org/programs/education-program/open-educational-resources)

From a practical sense, OER’s generally have a license that indicates what you can and cannot do with them. Creative Commons (CC) licensing (www.creativecommons.org) defines six possible licenses that an OER can carry. Depending on the license, they may or may not be free, and you may or may not alter them. It all depends on what the owner of the OER declares in the CC license.

The MERLOT collection (www.merlot.org) is unique in that it contains a wide selection of open materials, many of them carrying a Creative Commons license. The materials include Open Access articles, Open Access textbooks, open journal articles and OER’s. The MERLOT OER’s include learning materials as” microscopic” as simulations or animations that can be embedded by an instructor into an online course, through to complete online courses.

It’s really easy to search MERLOT II for all or any open texts, open courses, and OER’s, with and without Creative Commons licenses. I urge you to visit www.merlot.org, click on the Search tile, and explore our Advanced Search functions. While you’re at it, you might check out our Search Other Libraries tile) which allows you to search more than 20 other libraries of learning materials, all at the same time. Remember, if you’re looking for free textbooks, you want to look for the category “open texts.” Or, for free courses, look for “open courseware.” And if you need more guidance in how to do this, you can visit the new context-sensitive Help part of our new MERLOT, or you can email the webmaster at webmaster@merlot.org.

Happy hunting!

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