BLOG: Current Happenings in OER

Emphasizing a Student-Centered Process: Open Pedagogy Course Assessments Across Disciplines showcases how Open Educational Practices (OEP) empower students as active contributors to knowledge creation. Contributors share practical strategies for implementing open pedagogy in diverse disciplines — from engineering and communication to interdisciplinary research and campus-wide initiatives.

Table of Contents:

• 1. The Collaborative Syllabus: Empowering Students as Co-creators of their Learning Experience Heather J. Hether, PhD
• 2. Art in Engineering as Open Educational Resources Jean Hertzberg, PhD
• 3. Scientific Research for the Non-Science Student: A Collaborative Observational Research Journey for a Concentrated Course or Stand-Alone Unit Amanda Lohiser, PhD
• 4. Reinventing Exam Question Assessments in the Age of AI to Reflect Diverse Voices and Promote Critical Thinking Kelly Soczka Steidinger, M.A.
• 5. Partnering for Open Pedagogical Practices: Librarian Support in Campus Initiatives Christina R. Hilburger, MISt
• 6. Charting the Future of Open Pedagogy Angela M. McGowan-Kirsch, PhD

The latest 2024-25 survey results from Bay View Analytics reveal a continued shift towards digital resources in higher education classrooms. The data show that faculty are increasingly adopting online courses and digital materials, with significant growth in the use of Open Educational Resources (OER).

The survey, which collected responses from over 3,400 faculty members across the United States, found that:

• Digital resources remain a staple in higher education classrooms, with no significant changes in trends from last year.
• The number of faculty teaching fully online courses has increased to 48%, up from 40% last year. This represents a growing trend towards online learning, which is likely driven by the flexibility and accessibility it offers students.

In terms of textbook availability, the survey found that almost all textbooks are now available digitally to students. This shift towards digital materials is consistent with previous years’ results, indicating a sustained move away from print-only textbooks. The use of OER has also seen significant growth, with:

• 49% of faculty reporting using OER materials in at least one course, up from 41% last year.
• One-third of faculty now report using OER as required course materials, an increase from 26% last year. This represents a growing recognition among faculty of the benefits and value of OER

Furthermore, the survey found that faculty ratings of OER materials remain high, with more “A” grades being awarded to OER compared to commercial publishers. This suggests that not only is the use of OER increasing, but also its perceived quality and effectiveness. The survey also found that awareness of OER has risen slightly this year, with more faculty reporting knowledge of OER and its benefits.

According to Dr. Julia Seaman, Research Director at Bay View Analytics, “The results show that higher education faculty are settling into a new normal with regards to teaching online and perceptions of digital materials. While there may be some fluctuations from year to year, the overall trend is clear: digital resources, and OER specifically, are becoming increasingly important in higher education.”

Read the full press release here. The complete report, which includes detailed data and analysis, can be downloaded from the Bay View Analytics website at www.bayviewanalytics.com/HigherEdOER.

The Private Academic Library Network of Indiana (PALNI) is pleased to announce the release of “Public Speaking and Democratic Participation: Speech, Deliberation, and Analysis in the Civic Realm, 2nd ed.,” by Jennifer Y. Abbott, Professor and Chair of Rhetoric at Wabash College; Todd F. McDorman, Professor of Rhetoric and Dean of the College at Wabash College; David M. Timmerman, Provost and Executive Vice President for Operations and Professor of Rhetoric at Carthage College; and  L. Jill Lamberton, Special Assistant to the President for Belonging and Community and Associate Professor of English at Wabash College.

This open textbook—made possible through a Textbook Creation Grant from the PALSave: PALNI Affordable Learning program—equips students to effectively participate in and transform their communities through speech. As a peer-reviewed, open educational resource (OER), it is entirely free to students and is ready for use in any classroom.

Drawing on the ancient study of rhetoric, the textbook teaches students informative and persuasive speaking skills to develop their public voice. Unique to this textbook, content is also provided on the qualities of productive and unproductive civic discourse and the democratic practices of deliberative discussion facilitation and rhetorical analysis. Together, these abilities help students practice responsible public discourse, counter social injustice, and nurture a healthier and more inclusive society.

The second edition features updated examples and images, adopts a more succinct and conversational style, offers guidance for mediated forms of public speaking, and draws on rhetorical principles to promote diversity, equity, and inclusion.

The University of Virginia is excited to announce a new open educational resource on our Pressbooks platform:  Fostering AI Literacy: A Guide for Educators in Higher Education, by Fang Yi, Jess Taggart, and Bethany Mickel.

This resource was developed as part of a Virginia cross-institutional Scholarship of Teaching and Learning (SoTL) project on AI in teaching and learning.

According to the authors, “Our OER represents a collaborative effort to empower educators with the knowledge, skills, and resources needed to effectively integrate AI in higher education. By leveraging the benefits of open education and embracing a research-informed approach, we aim to support instructors in harnessing the transformative potential of AI to enhance student learning outcomes and foster innovation in teaching and scholarship.”

Teaching Nonfiction Writing by Bonnie S. Sunstein and Jessie Kraemer

This newly published resource includes syllabi and other teaching resources for teachers (or curious learners) of creative nonfiction writing. This Pressbook will be regularly updated with new material for educators in an ever-evolving genre.

Mary Isbell recently launched Searching for Wonder, an openly licensed book designed to help educators create courses where students choose their own texts, priming them to have more personal, powerful, and transformative encounters with literature. Developed over the past year and refined through an open peer review process last spring, the book offers practical strategies to move beyond traditional accountability techniques and give students greater autonomy in their reading. 

Mary is planning another revision for next summer to incorporate courses, assignments, and student projects from colleagues who pilot these methods in their own classrooms. Educators are invited to explore the strategies, adapt them for their own teaching, and share their experiences by emailing Mary at misbell@newhaven.edu.

Summary:

Students aren't reading what we assign despite quizzes, collaborative annotation assignments, and other accountability techniques. But students will read if we give them more autonomy. The resources gathered in this book will help you do that. They'll help you create a course where your students select their own texts, priming them to have more personal, powerful, and transformative encounters with literature.

USask has a new OER: Branching Scenarios: A Guide for Higher Education. This book is designed to provide educators with practical tools and insights to create dynamic, interactive learning experiences. By leveraging branching scenarios, educators can simulate real-world decision-making processes, fostering critical thinking and engagement among students. Their goal is to empower educators to enhance their teaching practices, making learning more immersive and impactful through experiential learning.

Table of Contents:

• About This Guide

• Chapter 1: Teaching with Branching Scenarios
  • 1.1 What is a Branching Scenario?
  • 1.2 Why Teach with Branching Scenarios?: Pedagogical Foundations
  • 1.3 Incorporating Branching Scenarios into the Classroom
  • 1.4 Post-Scenario Strategies: Facilitating Reflection and Discussion
• Chapter 2: Designing Branching Scenarios
  • 2.1 What Makes a Good Scenario?: Defining the Problem
  • 2.2 Mapping Scenarios: Outcomes, Decision Points, and Consequences
  • 2.3 Tips for Writing Effective Prompts and Options
  • 2.4 Considerations for Feedback
• Chapter 3: Development and Sharing of Branching Scenarios
  • 3.1 Choosing the Rights Tools and Platform
  • 3.2 Creating Branching Scenarios with Twine
  • 3.3 Creating Branching Scenarios with H5P
  • 3.4 Integrating Media: Images, Audio, and Video
• Next Steps and Connecting to Supports