Frequently Asked Questions and Impact
What is the Textbook Affordability Project's Impact?
Frequently Asked Questions
What are Open Educational Resources (OER)?
Open educational resources (OER) are educational materials that are distributed at no cost with legal permission for the public to freely use, share, and build upon the content. The Hewlett Foundation defines OER as “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. OER include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge”.
How do OER help educators and students?
Open educational resources give educators the ability to adapt instructional resources to the individual needs of their students, toensure that resources are up-to-date, and to ensure that cost is not a barrier to accessing high-quality standards-aligned resources. OER are already being used across America in K-12, higher education, workforce training, informal learning, and more.
What is the difference between ‘free’ and ‘open’ resources?
Open educational resources are and always will be free, but not all free resources are OER. Free resources may be temporarily free or may be restricted from use at some time in the future (including by the addition of fees to access those resources). Moreover, free-but-not-openresources may not be modified, adapted or redistributed without obtaining specialpermission from the copyright holder.
Are all OER digital?
Like most educational resources these days, most OER start as digital files. But like traditional resources, OERcan be made available to students in both digital and printed formats. Of course, digital OER are easier to share, modify, and redistribute, but being digital is not what makes something an OER or not. This flexibility is important, because it no longer makes print and digital a choice of one or the other. OER textbooks, for example, can typically be printed for $5-50 (compared to $100-300 for traditional books) while still being available free digitally.
How do you tell if an educational resource is an OER?
The key distinguishing characteristic of OER is its intellectual property license and the freedoms the license grants to others to share and adapt it. If a lesson plan or activity is not clearly tagged or marked as being in the public domain or having an open license, it is not OER. It’s that simple. The most common way to release materials as OER is through Creative Commons copyright licenses, whichare standardized, free-to-use open licenses that have already been used on more than 1 billion copyrighted works.
Can OER be high quality if it is free?
Studies at both the K-12 and higher education levels show that students who use OER do as well, and often better, than their peers using traditional resources. Also, many OER are developed through rigorous peer review and production processes that mirror traditional materials. However, it is important to note that being open or closed does not inherently affect the quality of a resource. Being open does enable educators to use the resource more effectively, which can lead to better outcomes. For example, OER can be updated, tailored and improved locally to fit the needs of students, and it also eliminates cost as a barrier for students to access their materials.
Do OER require special technology to use?
One of the great things about OER is that users have the right to turn it into any format they wish (which is almost always forbidden with traditional resources). Therefore, OER aren’t tied to a particular type of device or software, which gives students and schools more freedom in what technology they purchase. In cases where technology isn’t available, there is always the option to print.
The Myths
Myth #1: Open simply means free
Fact: Open means the permission to freely download, edit, and share materials to better serve all students
Every day we encounter online resources that are free to read, watch, or listen to. However, there’s a lot more to open than just being able to view something for free. Open means that users have the permission to freely download, edit, and share educational resources to better serve all students. Students can save copies of their assigned resources forever, and educators can tailor and update the content to meet course needs. While making resources free is a good first step, making them open taps into a world of possibility.
Here are some examples of how students and educators have benefited from the permissions that come with open educational resources:
- Students and faculty at Brigham Young University took an openly licensed project management textbook and revised and remixed it as part of the course assignment. This not only enhanced students’ knowledge of the material but also created an improved textbook for the next group of students in the course.
- The Open Anthology of Earlier American Literature is an open textbook project that began by one professor and is now an anthology with collaborators from institutions around the U.S. This allows students to engage with the literature in exciting and dynamic ways.
Students who have completed any of the Z-courses at Tidewater Community College retain access to all of the course materials used during their studies. These students are able to refer back to these materials in their future studies and are therefore better supported on their path of lifelong learning.
Myth #2: All OER are digital
Fact: OER take many formats, including print, digital, audio, and more
Most modern educational resources—from textbooks to lectures—start out as digital files before being converted into other formats including (but not limited to) print and audio. The same goes for OER. Most OER start out as digital, but can be used in a wide variety of formats for many different devices. For example, an open textbook can be printed, read on a screen, or heard through text-to-speech technology. The difference between OER and traditional resources is that students and educators do not have to choose between formats. With traditional materials, students often need to purchase print books and ebooks separately, and digital materials often carry an expiration date.
Here are some examples of how OER come in a variety of formats:
- Many open textbooks can be purchased through print-on-demand services made available by campus bookstores.
- OER can be viewed on a variety of devices, allowing students to simultaneously keep a printed copy at home, a mobile version to read on the bus on the way to school, and a browser-based version to read during class.
- OER can be legally converted from one format to another. This is especially helpful for campus disability services, who can create—and share—large print, braille, or audio versions of OER text without seeking any additional permissions.
Myth #3: “You get what you pay for”
Fact: OER can be produced to the same quality standards as traditional textbooks
In this increasingly digital and internet connected world, the old adage of “you get what you pay for” is growing outdated. New models are developing across all aspects of society that dramatically reduce or eliminate costs to users, and this kind of innovation has spread to educational resources.
OER publishers have worked to ensure the quality of their resources. Many open textbooks are created within rigorous editorial and peer-review guidelines, and many OER repositories allow faculty to review (and see others’ reviews of) the material. There is also a growing body of evidence that demonstrates that OER can be both free of cost and high quality—and more importantly, support positive student learning outcomes.
Here is some evidence supporting the quality of OER:
- OpenStax—one of the most recognized open textbook publishers—created a library of 27 peer-reviewed, professional grade open textbooks for the highest enrollment college courses. These books are kept up to date through a centrally-controlled errata process, and a recent study found they have reached 10% market share in their subjects.
- The Open Textbook Library is a collection of over 400 open textbooks. Prospective users can read public reviews of the books written by faculty, which assess the text through a star rating and a ten-point rubric.
- Many peer-reviewed academic research studies have found OER support positive student outcomes. One recent study of ten institutions found that students who used OER tended to perform the same or better than their peers in terms of grades, course completion, and other measures of academic success.
Whether resources are open or closed, faculty are the best judges of quality because they know their students’ needs.
Myth #4: Copyright for OER is complicated
Fact: Open licensing makes OER easy to freely and legally use
OER carry the permissions for users to freely download, edit, and share the content to better serve all students. These permissions are granted by the creator of an OER through an open license—a legal document that informs users of their right to retain, reuse, revise, remix, and redistribute the work. Open licensing is a simple, legal way for authors to keep their copyright and share their work with the public under the terms and conditions they choose.
Creative Commons (CC) licenses are a set of standard open licenses that are used throughout the OER community. Materials licensed under CC licenses are easy to identify, clearly explain the permissions and conditions of reuse, and don’t require any additional permission to use or adapt. To add an open license to a work, an author simply needs to include a copyright statement indicating that the resources carries a CC license, and include a link to the specific license.
Here are some ways to get support using CC licenses:
- Seek out the OER or copyright specialist at your library or institution to help.
- To select which CC license to apply to your work, use this license selection tool.
When using CC licensed content, this attribution builder tool can help ensure you give proper attribution.
Myth #5: OER are not sustainable
Fact: Models are evolving to support the sustainability and continuous improvement of OER
Everyone recognizes that it takes time and effort to develop high quality educational resources, and that there must be incentives and support models in place for OER to be sustainable in the long-term. Incentives take many forms. Non-monetary incentives include course release time or recognizing OER as a contribution toward tenure and promotion. Funding models include grants and up-front payments to authors to develop resources, which then become openly licensed. Commercial models are developing around important value-added services, such as professional development, curation, and customization. In fact, virtually all of the largest traditional publishing companies have launched services branded as OER.
Examples of models that support the sustainability and continuous improvement of OER include the following:
- Institutions such as UMass Amherst and North Carolina State have developed OER grant programs where faculty can apply to receive grants to adopt, adapt, or create free or low-cost alternatives to expensive textbooks.
- Lumen Learning provides for-fee training, technical support, hosting, and other services around OER and directs a portion of this revenue to the creation of new OER and the maintenance and improvement of existing OER.
- The University of British Columbia formally recognizes OER as a contribution toward tenure and promotion as part of its Educational Leadership Stream.
Myth #6: Open textbooks lack ancillaries
Fact: Open textbooks often come with ancillaries, and when they do not, existing OER can provide additional support
Instructors increasingly expect publishers to provide ancillary materials with textbooks, including lecture slides, images, videos, and homework platforms. This demand for ancillary materials is beginning to be met directly by OER publishers and commercial learning software companies who offer complementary products to open textbooks. There are also many repositories that hold openly licensed materials that can serve as ancillaries, including PowerPoint slides, videos, and simulations. Library staff can work with professors to help find these resources or share resources that other professors have already created. Teaching and learning staff on campus can also help with creating new ancillary resources.
Here are some examples of OER ancillary materials:
- OpenStax provides a free core set of ancillary resources available through its website for every book it publishes. OpenStax also offers a free OER Community Hub accessible on OER Commons that includes user-created videos, homework assignments, student learning guides, and course syllabi.
- Traditional publishers have increasingly begun to offer software homework systems, particularly in STEM fields. MyOpenMath provides an open source alternative used by hundreds of campuses.
- More than 200 institutions across the world have launched programs to encourage faculty to make curricular resources openly available, including ancillaries such as lecture notes, powerpoint slides, and assessments. MIT OpenCourseWare is a web-based publication of openly available MIT course content.
Myth #7: My institution is not ready for OER
Fact: Any institution can start with small steps toward OER that make an impact for students
Changing institutional culture to support OER can start small. A single faculty member can exercise their academic freedom by choosing to replace traditional resources with OER—whether it’s a set of supplementary simulations or an entire textbook. In some cases, faculty members may be using OER without even knowing it. For example, many YouTube videos and Flickr images are openly licensed, and textbooks published by projects like OpenStax are used at literally thousands of institutions.
If it seems like your institutional culture at large is not ready, seek out individuals who have already taken steps in this direction. Talk to representatives within the library, teaching and learning centers, instructional design staff, faculty departments, student government, administrators, and campus stores about starting an OER taskforce or campus program. Together, your group of open advocates can meet and exchange ideas for organizing larger efforts on campus.
Check out these resources to learn what other campuses are doing on OER:
- Connect OER is a platform to share and discover information about OER activities at campuses across North America.
- CCCOER is a growing consortium of community and technical colleges committed to expanding access to education and increasing student success through adoption of open educational policy, practices, and resources.
This work is licensed under a Creative Commons Attribution (CCBY) 4.0 International License. It was adapted by Nicole Allen of SPARC (nicole@sparcopen.org) from “#GoOpen: OER for K-12 Educators” (www.tinyurl.com/GoOpen) by Doug Levin, also available under a CCBY license .
UTRGV OER Mythbusting by Gabby Hernandez is a derivative work of SPARC (2017). OER Mythbusting. Washington, DC: SPARC. sparcopen.org/our-work/oer-mythbusting This work is licensed under a Creative Commons Attribution 4.0 International License. .
