The ALMS Framework provides a way to consider how technical choices impact the ability to engage in the 5R activities associated with OER (Open Educational Resources). This video outlines key technical considerations addressed through ALMS Framework when planning an OER project.
Getting started with OER
This collection contains resources intended to assist instructors in adopting, adapting, and/or creating open educational resources.
The goal of this accessibility toolkit, 2nd edition, is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This is a collaboration between BCcampus, Camosun College, and CAPER-BC.
This guide is for faculty authors, librarians, project managers and others who are involved in the production of open textbooks in higher education and K-12. It includes a checklist for getting started, publishing program case studies, textbook organization and elements, writing resources and an overview of useful tools.
This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides a high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.
Guidance and sample language for agencies looking to include accessibility requirements and/or guidance in communications with publishers and developers of digital materials and technologies.
This page is meant to be an entry point into the creation of accessible content with familiar tools such as Microsoft Office and Google Docs.
Learn how to make your posts on a number of social media platforms more accessible by including alternative text for images, properly using hashtags to make your posts searchable and more.
Creative Commons for Educators, Academic Librarians, and GLAM by Creative Commons is organized into the following 5 units:
Unit 1: What Is Creative Commons
Unit 2: Copyright Law
Unit 3: Anatomy of a CC License
Unit 3: Anatomy of a CC license
Unit 4: Using CC Licenses and CC-Licensed Works
Unit 5: CC for Educators
5. CC for Educators
Unit 5: CC for Academic Librarians
Unit 5: CC for GLAM
Additional Certificate Resources (Template syllabus, Word documents, Epub files) are available here: https://certificates.creativecommons.org/about/certificate-resources-cc-by/.
Practical tips for implementing the four principles of accessibility that are the foundation for the Web Content Accessibility Guidelines.
The purpose of this guidebook is to provide ideas for how individual
faculty members and those who support them (e.g., librarians, instructional
designers, etc.) can research the effect of their adoption of open educational
resources (OER). Clearly educational research is a challenging enterprise;
this guidebook is not meant to replace the substantive courses and
experiences that a Ph.D. in educational research would provide. Rather,
our hope is to provide some straightforward suggestions that could be
implemented by OER adopters so as to help them identify what has
happened as a result of their OER adoption.
A handbook for faculty interested in practicing open pedagogy by involving students in the making of open textbooks, ancillary materials, or other Open Educational Resources.
Checklist of best practices for creating accessible resources.The Accessibility Checklist is adapted from BC Open Textbook Accessibility Toolkit, CC-BY 4.0 International License.
Self-paced module on the creation of accessible documents and presentations.
Self-paced module on the selection, use and creation of videos with high-quality captions that support access and learning for everyone.
The contents of the OER policy tool are intended to be adopted and adapted for use within a college or university’s culture. The OER policy tool is organized in three sections:
I. OER Policy Assumptions
II. OER Policy Components
III. OER Policy Resources
“This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education.”
While some of the content included in the handbook is Iowa State University-specific, these examples are few and I have tried to make the text as generalizable as possible. I welcome any comments for potential edits and additions to the text and will add an errata/tracking changes page to the front matter in the future. I especially welcome comments on my Diversity and Inclusion chapter, since I am not the most well-versed on that topic.
If you would like to adapt the text for use at your institution, please let me know so I can add links to your adaptations in the future. If you are interested in working with me on a second edition in the future, feel free to reach out! I’d love to make a more advanced version with additional sections for OER program managers and librarians.
The OER Starter Kit was originally adapted from the ABOER Starter Kit, but blossomed into a much larger project over the past few months. It includes content from Billy Meinke’s excellent UH OER Training manual, SUNY’s wonderful OER Community Courses, and others, all of which can be found on the kit’s Attribution page and on the footnotes of their corresponding chapters.