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As schools and districts try to reduce textbook costs and digitize instructional resources, one of the struggles many teachers have is finding good repositories of open education resources (OER). In total, OpenLearning has more than 800 professional development courses to support teacher development.
Until recently, the use of OER—digital educational materials that are both more easily adaptable by instructors and more affordable than traditional textbooks—was being led by early-adopter professors driven by a desire to improve teaching and an interest in new technology. Those days are over: 2017 was OER’s breakthrough year.
Each faculty member does that in their own way, but our question was, ‘What does that look like in terms of a textbook?’” Hoffman recently brought her question to the gathering of open education resource users and advocates at the OpenEd conference in Niagara Falls, NY earlier this month.
Bier and others involved in the project say that they are testing the approach in a variety of educational settings, including public and private K-12 schools, community colleges and four-year colleges. Bier: The OpenLearning Initiative has a statistics course.
Thille, an assistant professor of education at Stanford University's Graduate School of Education who previously worked in the private sector, stresses that she’s not against software companies. EdSurge: You were doing adaptive learning before it was cool. Their first big project in that space was MIT’s Open Courseware.
Schools within the university that produce well-performing MOOCs, he says, will sometimes put the revenue into an “academic innovation fund” to improve teaching throughout the department. Experiential textbooks? I don’t know that I would want to do the MOOC thing as my primary job, but as a secondary thing it’s very satisfying.”
There are widespread beliefs about the best way to teach and learn that have been proven wrong by science, yet they persist. For instance, an online biology textbook might include a short section about protein synthesis, followed by a question. As a result, teaching is, to use another building metaphor, not up to code.
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