The term, Open Educational Resources
(OER) was first coined at UNESCO's 2002 Forum on Open Courseware as:
"teaching, learning
and research materials in any medium, digital or otherwise, that reside in the
public domain or have been released under an open license that permits no-cost
access, use, adaptation and redistribution by others with no or limited
restrictions. Open licensing is built within the existing framework of
intellectual property rights as defined by relevant international conventions
and respects the authorship of the work".
In short, OER in teaching, learning, and research permits their free
use. OER full courses, course materials, modules, textbooks, streaming videos,
tests, software, and any other tools, materials, or techniques used to support
access to knowledge. OER can include both digital and non-digital
resources.
1. Retain - the right to make, own, and
control copies of the content (e.g., download, duplicate, store, and manage)
2. Reuse -
the right to use the content in a wide range of ways (e.g., in a class, in a
study group, on a website, in a video)
3. Revise - the right to adapt, adjust,
modify, or alter the content itself (e.g., translate the content into another
language)
4. Remix -
the right to combine the original or revised content with other material to
create something new (e.g., incorporate the content into a mashup)
5. Redistribute - the right to share copies of the
original content, your revisions, or your remixes with others (e.g., give a
copy of the content to a friend)
Advantages of using OERs include:
· Expanded access to learning: Students anywhere in the world can access OERs
at any time, and they can access the material repeatedly.
· Scalability. OERs are easy to distribute widely
with little or no cost.
· Augmentation of class materials. OERs can supplement textbooks and
lectures where deficiencies in information are evident.
· Enhancement of regular course content. For example, multimedia material such
as videos can accompany text. Presenting
information in multiple formats may help students to more easily learn the
material being taught.
· Quick circulation. Information may be disseminated
rapidly and quick availability of material may increase the timeliness and/or
relevance of the material being presented.
· Less expense for students. The use of OERs can reduce the cost of
course materials.
· Showcasing of innovation and talent. A
wide audience may learn of faculty research interests and expertise. Potential students and donors
may be impressed, and student and faculty recruitment efforts may be enhanced.
· Ties for alumni. OERs provide an excellent way for
alumni to stay connected to the institution and continue with a program of
lifelong learning.
· Continually improved resources. Unlike
textbooks and other static sources of information, OERs can be improved quickly
through direct editing by users.
In short, anywhere at
any time access to learning is
possible. Further, the enhancement
of course material – texts, images and videos can be used to
support different learning styles. Furthermore, the rapid spreading of information is possible and it is cost
effective as the study material is available online.
However, the restrictions in open licenses can make OER less open. Students
may have difficulty accessing online resources. Further, the quality/reliability concerns need to answer in
time. OER supports Anywhere, Anytime, but in India it has to support ANYONE by
removing the digital divide.
The gap between those who have access to technology and those who
do not may be widening. But, as it is observed in India, the use of ICT specially, the use of Mobile is amplified. Hence,
the apt applicability of OER through the use of Mobile/Tabs will
prove more useful in removing the digital divide in education and in overall development. In
all the OER will cater the lifelong learning.
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