Open Educational Resources at MDC: Overview: Resources for Faculty

• Opening the Textbook: Open Education Resources in U.S. Higher Education, 2015-16 (Babson Report) by I. Elaine Allen and Jeff Seaman

  Publication Date: 2016
• Interactive Open Educational Resources by John D. Shank

  Publication Date: 2014
• B.C. Open Textbook Authoring Guide by British Columbia Open Textbook Project
• OER Educator Handbook by WikiEducator
• B.C. Open Textbook Accessibility Toolkitby British Columbia Open Textbook Project

• OER Adoption Worksheet 
• Open Textbook Adoption Tutorial
• OER Adoption Impact Explorer
• Journal of Online Learning and Teaching (JOLT)
• Open Education Journal

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Reference Librarians by Campus

Hialeah

Homestead

Padron

Kendall

West

Medical

North

Wolfson

Open Oregon- Frequently Asked Questions

Questions about Open Educational Resources that faculty frequently ask 

• Community College Consortium for Open Educational Resources (CCCOER)
• Open Professionals Education Network (OPEN)
• Creative Commons
• Student PIRGs
• William and Flora Hewlett Foundation

• Tidewater Community College
• Maricopa Community Colleges
• Virginia Community College System
• Tacoma Community College

   

  Description

  Launched the Liberate Project in 2011 to promote OER awareness and adoption among faculty and students. It saved students around $271,000 in textbook costs just in its first nine months.
• Scottsdale Community College
• Foothil-De Anza Community College District
• Lane Community College

• California State University
• University of Minnesota
• State University of New York (Open SUNY)

   

  Description

  Open access textbook publishing initiative established by the SUNY Libraries that allows creation of high-quality, cost-effective course materials.
• North Carolina State University
• University of Illinois at Urbana-Champaign
• UMass Amherst
• Open Oregon

OER: A Field Guide for Academic Librarians

We intend this book to act as a guide writ large for would-be champions of OER, that anyone—called to action by the example set by our chapter authors—might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.