July 1, 2021 The author argues that OERs are more current and relevant than commercial textbooks, and that faculty should use open resources more to ensure that their students, when they graduate and begin their careers, will be best prepared to succeed.
June 28, 2021 In this blog post, Wiley discusses how OER resolved some of the issues he raised back in 2002 when he coined the term "Reusability Paradox.” However, Wiley believes that openly licensed materials create new issues, one of which he refers to as the "Localization Paradox.” This paradox states that as people downstream modify OERs to better meet their needs, they can inadvertently undo the instructional design features of that resource. According to Wiley, while having educational materials that encourage learning is the ideal scenario, losing the instructional design features as materials are revised and adapted isn't necessarily bad, it’s just the nature of reuse.
June 24, 2021 Highlights the ways that culturally responsive teaching (CRT) using open educational resources can engage more students in learning and improve learning outcomes, not just for marginalized students but for all students.
June 24, 2021 The organization Driving OER Sustainability for Student Success Collaborative (DOERS3) has identified steps that college/campus bookstores can take to improve wider access and distribution of OERs to students and faculty, recommending specifically that “OER are included in store catalogs and displays”; that materials are clearly marked as OER; that materials are cleared identified as either required, recommended, or optional; that there is “transparency in OER pricing”; and that “adoption data for both commercial and open materials” is reported on a regular basis.
June 22, 2021 Another blog post by David Wiley that examines why faculty have been so slow at adopting “evidence-based teaching practices” (EBT) and steps that can be taken to help faculty change their pedagogical approaches and adopt EBT methods.
June 22, 2021 Blog post from Creative Commons that discusses the newly launched partnership between CC and SDG Academy, “the flagship education initiative of the UN Sustainable Development Solutions Network (SDSN),” whereby all of SDG’s educational resources will be made available under a CC license to increase sharing and distribution.
June 16, 2021 Reports on a district judge’s decision to dismiss an antitrust lawsuit brought against the largest textbook publishers—McGraw Hill, Pearson, and Cengage—by a group of students, who claimed that the publishers’ marketing of “inclusive access” programs at their colleges and universities severely limited students’ choice for purchasing textbooks and thereby reduced competition.
May 30, 2021 Focuses on the difficulties of institutions in the UK and Ireland to negotiate Plan S open-access requirements with publishers, particularly in the case of talks with Springer Nature, in which the institutions failed to convince the publisher to reduce its OA fees more in line with Plan S targets.
May 25, 2021 CC blog post that introduces the four working groups and the leaders of each as part of CC’s Copyright Platform initiative, which seeks to identify the myriad policy issues that affect the open ecosystem.
May 24, 2001 Blog post celebrating Creative Commons’ twentieth anniversary that highlights the organization’s accomplishments over the years and kicks off a $15 million campaign in support of its mission.
May 18, 2021 CC blog post that discusses the possible future of museums and other GLAMs (galleries, libraries, archives, and museums), in which “museums are empowered to freely and openly share their collections online in participatory, interactive, sustainable, ethical, and equitable ways.”
May 13, 2021 The open-access publisher PLOS is launching five new journals in fields not well represented in OA publishing and has announced it’s changing its OA business model “to spread the cost of publishing more equally among researchers.”
May 7, 2021 The European Union’s efforts to build a common research area for science has encountered several snags and has failed to achieve its original goals. Higher ed institutions in the EU are pressing for the central government to do more to promote and implement the necessary policies to get the initiative back on track.
May 6, 2021 Highlights a large-scale study conducted by the University of Georgia that had faculty replace commercial textbooks with OERs for eight major undergraduate courses between 2010 and 2016; at the end of the study, results showed that the number of A and A- grades increased by 5.5 percent and 7.73 percent respectively for those students who used OERs in the courses rather than commercial textbooks.
May 4, 2021 Blog post that discusses the inherent conflict between CC licenses and NFTs (non-fungible tokens) that questions whether creators of NFTs, which are limited by their very nature, can apply a CC license to their work.
May 4, 2021 Details the differences between the terms Free Cultural Works (FCW), open educational resources (OER), and open access (OA) and explains what each term means when attached to a specific work.
April 20, 2021 (Podcast) Podcast featuring film producer and author Peter Kaufman and Cable Green of Creative Commons that focuses on society’s need to combat efforts to “stifle” information and “create a universe of truthful and verifiable information, available to everyone.”
April 15, 2021 During 2020, the use of OER “exploded” and textbook prices actually dropped for the first time in decades, suggesting that open resources are having a meaningful impact on the cost of commercial texts and related materials.
April 8, 2021 Argues that “one of the best-kept secrets for improving student equity and college affordability” is using OERs in the classroom, which not only save students money but also allow faculty the flexibility to modify learning resources to better address student needs.
April 8, 2021 Presents one faculty member’s experience taking part in CUNY’s Open Pedagogy Fellowship and her increasing use of OERs to improve the quality of instruction for biology lab courses she needed to teach remotely due to the Covid pandemic.
April 1, 2021 Reports on the rapid growth of Cambridge University Press’s “read-and-publish deals” being established with U.S. colleges and universities; the “read-and-publish" model allows institutions to redirect money they were spending on journal subscriptions to pay for open-access article fees, resulting in more open content for students, faculty, and others at the participating institutions.
March 31, 2021 Highlights the growth in OER adoption, from the 2018-2019 academic year to the 2019-2020 one, at the University of North Carolina system as a result of an organized effort by the institution to increase the use of OERs in the classroom, especially in high-enrollment courses.
March 23, 2021 Episode from Inside Higher Ed’s podcast The Key, which features Bay View Analytics’ Jeff Seaman; Robbie Melton, a professor of educational administration at Tennessee State University; and Jorgo Gushi, a student at Quinsigamond Community College in Massachusetts, which discusses the current state of OER, especially with widespread virtual learning at higher ed institutions.
March 22, 2021 This is part four of CC’s blog series entitled Her Story, launched to celebrate Women’s History Month in March. This part asked the question, “What efforts or actions should be taken by open organizations to ensure the [OER] movement is more inclusive?” The article includes several responses from members of the Creative Commons Global Network and other groups.
March 18, 2021 Another report on Bay View Analytics’ annual survey of faculty awareness and adoption of OER, this one for the 2019-2020 academic year (and during the year of Covid). The article notes that while faculty awareness of OER continues to rise, adoption rates remain flat, even in the case of increased online learning as a result of the Covid pandemic.
March 17, 2021 A faculty member at Texas Woman’s University recounts her decision to switch from commercial textbooks to OERs for the university’s first-year composition courses, noting the “persuasive research” on the effectiveness of OER with respect to student performance.
March 15, 2021 Addresses Amazon’s decision to not allow the ebooks it publishes to be lent out to patrons at U.S. libraries, which the author considers a bad decision and a barrier to the use of ebooks by readers.
March 15, 2021 This is part four of CC’s blog series entitled Her Story, launched to celebrate Women’s History Month in March. This part asked the question, “How can feminism transform the open movement?” The article includes several responses from members of the Creative Commons Global Network and other groups.
March 12, 2021 A new group of librarians and data experts—known as the OER Discovery Working Group—is investigating ways to enhance and standardize the metadata assigned to OERs to improve the discoverability of these resources by educators, thereby increasing their use and value.
March 9, 2021 The author examines another equity issue with open-access publishing, namely that the expensive article processing charges that most OA publishers charge authors will mean that only male, advanced-career scholars at prestigious institutions will be able to afford the fees and publish their work in open journals, thus resulting in an underrepresentation of women and people of color in these journals.
March 8, 2021 Article from UC Riverside’s student newspaper, The Highlander, which emphasizes the importance of OERs to the university’s students and the steps UC Riverside is taking to reduce textbook costs.
March 2, 2021 Reviews the efforts of a collaborative called Driving OER Sustainability for Student Success (DOERS3), specifically the group’s creation of a OER Contributions Matrix that higher ed institutions can use when evaluating faculty contributions during tenure, promotion, and reappointment sessions.