What Does Oer Stand For In Education?

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What Does Oer Stand For In Education
Open Educational Resources

Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others.Open license refers to a license that respects the intellectual property rights of the copyright owner and provides permissions granting the public the rights to access, re-use, re-purpose, adapt and redistribute educational materials.The, adopted by UNESCO’s General Conference at its 40th session on 25 November 2019, is the first international normative instrument to embrace the field of openly licensed educational materials and technologies in education.

To support Member States implementation of the 2019 Recommendation on OER, UNESCO established the OER Dynamic Coalition. The OER Dynamic Coalition aims to support networking and sharing of information to create synergies around the 5 areas of action of the recommendation: (i) building capacity of stakeholders to create, access, re-use, adapt and redistribute OER; (ii) developing supportive policy; (iii) encouraging inclusive and equitable quality OER; (iv) nurturing the creation of sustainability models for OER, and (v) facilitating international cooperation.2019 UNESCO Recommendation on Open Educational Resources (OER) Supporting universal access to information through quality open learning materials The ICT Competency Framework for Teachers Harnessing OER Project Digital skills development for teachers Recommendation on Open Educational Resources (OER) UNESCO OER Dynamic Coalition Membership Form UNESCO contributes to SDG 4 on quality education for all. Gender equality, enshrined in SDG 5 and a key enabler to achieve all other SDGs. SDG 9 calls for the enhancement of scientific research and innovation especially in developing countries. SDG 10 calls for reducing inequalities. UNESCO contributes to ensure public access to information and protect fundamental freedoms. SDG 17 calls for partnerships for the Goals. out of which 13 SIDS and 4 Associate Member States participated in OER events in 2022. online events have been organised to raise awareness and strengthen capacity on the OER Recommendation since its adoption. members of the OER Dynamic Coalition 36% women involving 25 Member States. : Open Educational Resources
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What does OERs mean in education?

Open Educational Resources (OERs) are any type of educational materials that are either in the public domain, or published under open licenses (e.g. Creative Commons) that specify how materials can be used, reused, adapted, shared and modified according to specific needs.
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What is an example of an OER?

Some examples of OER are: Textbooks. Lecture Slides. Podcasts.
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What does the acronym OER mean?

49 What does OER stand for? – OER stands for open educational resources and refers to educational resources, such as textbooks, readings, multi-media files such as videos and audio clips, assessment tools like exams and test banks, online courses, syllabi and lesson plans, and even software, that are openly licensed.
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What is the OER technique?

Make a difference in your students’ lives with free, openly-licensed classroom materials. You can learn more about OER and how WRLC is supporting OER initiatives on the WRLC Open Access page. The Washington Research Library Consortium (WRLC) is a non-profit corporation that supports and enhances the library and information services of its nine member universities in the Washington, DC area.

  1. WRLC has joined the Open Textbook Network (OTN) in order to further its initiatives for affordable education and student success across our institutions.
  2. OTN maintains the Open Textbook Library, and is well known for helping organizations committed to improving access, affordability, and academic success through the use of open textbooks and course materials.

OER not only save students money on course materials but also improve student learning outcomes. OER are teaching, learning, and research resources released under an open license that permits their free use and repurposing by others. OERs can be textbooks, full courses, lesson plans, videos, tests, software, or any other tool, material, or technique that supports access to knowledge. What Does Oer Stand For In Education What Does Oer Stand For In Education
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Is Google Classroom an OER?

Google Classroom Integration Modified on: Mon, 3 Feb, 2020 at 10:34 AM OER Commons provides a Google Classroom integration, which allows members to save and share resource through their Google Classroom account. Once you’ve found the resource you’d like to use in your class, follow the instructions below to save it to Google Classroom.

Login to OER Commons.Select the resource you would like to saveClick the View Resource button to access the resource.Click on the Google Classroom icon the Share to Classroom. What Does Oer Stand For In Education Login to your Google Classroom account from the window that opensSelect the class with which you would like to share the resource.Click the Go button. What Does Oer Stand For In Education Click to select an action for your students: Create assignment, Ask a question, or Make an announcement.Add instructions for your students such as select a due date, assign, schedule, or save a draft. You will then see a notification screen indicating that you have successfully posted the resource to your Google Classroom class. What Does Oer Stand For In Education Click the View button to see the resource within your class.

View of the OER Commons resource as it appears in your Google Classroom class: What Does Oer Stand For In Education Did you find it helpful? Yes No Sorry we couldn’t be helpful. Help us improve this article with your feedback. : Google Classroom Integration
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What are the components of OER?

What are Open Educational Resources (OERs)? – Open Educational Resources (OERs) are learning and teaching materials that are freely available online for anyone to use. OERs can consist of full courses, course materials, modules, textbooks, videos, tests, software and any other tools, materials or techniques used to support access to knowledge.
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How do you identify if a resources is an OER?

Identifying Open Educational Resources (OER) OER are “open and free” for the public to use. Seems simple enough, right? Well, there can be a lot of confusion between “free” to you and the student, and “open”, meaning that copyright restrictions are not “all rights reserved”; instead, the author is granting a less limiting license.

The license most often associated with OER is the Creative Commons license. It is this less restrictive licensing that copyright holders use to allow access to, and even altering of, their original work. Going back to the 5Rs of OER, we know that Creative Commons licensing enables us to retain, reuse, revise, remix, and redistribute content.

Distinguishing between All Righs Reserved, and Fair Use, and Open Resources OER are “open and free” for the public to use. Seems simple enough, right? Well, there can be a lot of confusion between “free” to you and the student, and “open”, meaning that copyright restrictions are not “all rights reserved”; instead, the author is granting a less limiting license.

The license most often associated with OER is the Creative Commons license. Reviewing Types of OER Types of OER include full courses, course materials, modules, learning objects, open textbooks, openly licensed (often streamed) videos, tests, interactive multimedia elements, software, and other tools, materials, or techniques used to support teaching and learning.

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Any content that is available to use for teaching and learning, that has an open license, can be considered OER. Developing a Search Strategy You can find OER by using the search engines you already use, or by searching or browsing any of the OER repositories listed,

Note that as you explore these options, you need to come up with a search strategy that will work best for you. Search examples include course name, discipline, education level, license type, and keyword. Evaluating OER Finding OER is the easy part. Determining if the OER will work in your course takes some careful consideration.

Lucky for us, there are some fantastic OER evaluation tools that can make this step much easier — from advanced rubrics that are tied to state standards, to simple checklists. Keeping Accessibility in Mind Open access implies access for all. If learning materials are not accessible for each and every student, do they fulfill the purpose of OER? Accessibility means that all students can learn from print and digital content, participate in all learning activities, and interact without hindrances.

If you find OER that you are interested in using in your course(s), we encourage you to take the time to check for accessibility. Supporting OER Adoption After you have found OER relevant to your course objectives and student learning outcomes, considerations for ensuring successful adoption of the open materials into your teaching practice.

Additional Resources Features a downloadable list of valuable resources including Creative Commons, OER mythbusting, and a guide to copyright and fair use permissions for educators. This material comes from SUNY OER Services. The material above is extracted from “Welcome to Identifying, Finding and Adopting OER,” a course created by Kerrie Wilkes and Phyilse Banner on behalf of SUNY OER Services and is licensed under a Creative Commons Attribution 4.0 International License.
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What is the abbreviation for power and education?

The IS0 4 standard abbreviation of Power and Education is Power Educ
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How do you write an OER?

How to Write an Officer Evaluation Report in the U.S. Army The U.S. Army Officer Evaluation Report, or measures an officer’s ability to lead by example. It assesses an officer’s work ethic, mentorship ability, physical fitness level, job competencies and character.

The OER helps decide if your subordinate officers advance to higher ranks. Senior reviewers take quick, decisive action when selecting junior officers for promotion. They briefly scan the AR 623-3 form and supporting DA form 67-10-1a and look for what stands out. You must write clear, concise and honest OERs.

If you don’t, the wrong leaders might rise to power. Army Regulation governs the evaluation process. Refer to this document often until you become comfortable with the OER structure. It covers the rating chain and time frames for submitting OERs and also explains the difference between rater, intermediate rater and senior rater.

  1. Since you’re writing the OER, you’re most likely the rater or direct supervisor.
  2. In most cases, you will rate an officer who has been under your supervision for at least 90 days.
  3. To ensure an accurate measurement of performance, it’s important to provide initial and ongoing counseling.
  4. If your officers don’t know the expectations, you can’t effectively rate them.

The OER Support Form – DA form 67-10-1a – serves this purpose and accompanies the OER. The way the OER is designed, performance evaluations are graded on a “yes” or “no” scale. For example, you will be asked whether the officer “possesses desire, will, initiative, and discipline,” and you will only be given a choice between yes or no.

This format helps selection committee members quickly separate stronger candidates from weaker ones. The form begins with the officer’s demographic data, followed by the raters’ names. Next begins the officer’s duty description, then the meat of the performance evaluation. Once you evaluate the officer based on performance records and facts, you will decide whether he excels or falls short.

Then you will have room to make personal comments about your observations, as explained on the Army Study Guide, Approximately 16 blocks listing various officer responsibilities dominate the form. You must decide the officer’s performance and make gray areas black or white.

  1. If you’re evaluating a stellar officer, your job is easy, because most or all of the answers will be “yes.” If it’s a toss-up, you must tip the scale one way of the other.
  2. When you’ve completed the boxes, you must choose six attributes you feel best describe the officer.
  3. The Army wants specifics on AR 623-3 and DA form 67-10-1a.

If you marked “no” in a box, you have to explain in detail why. This can be hard because you have limited space, so focus on the facts. The same applies to outstanding performance. You must justify through detail why you think an officer deserves an outstanding rating.

Use tangible data when writing officer report examples. For instance, if the officer is very fit, you can state, “Captain Doe achieved a score of 345 on his latest PT test,” instead of saying, “Captain Doe is in good shape.” As another example, saying “Captain Doe recovered $500,000 of missing equipment swiftly by utilizing a new tracking system” is better than, “Captain Doe is responsible for high-dollar equipment.” AR 623-3 provides some guidance in writing the OER, but an effective rater will have, or will learn, some advanced knowledge of writing.

The OER process is an evolving one and will eventually change to focus more on what’s written as opposed to what’s checked. Three different forms will reflect the division of the officer rank structure: captains and below; field grade officers and the higher chief warrant officers; and colonels and brigadier generals.

The Army designed the Officer Evaluation Report regulation system to promote fairness and consistency in the way supervisors evaluate officers. What won’t change is the importance of providing an objective, honest and accurate evaluation. The stakes are high when writing an evaluation. Negative ratings, prejudicial statements and unsupported allegations can trigger an appeal and threaten an officer’s career, according to the law offices of,

: How to Write an Officer Evaluation Report in the U.S. Army
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Why attribution is important in creating an OER?

In the OER world, citations are known as attributions. They help to maintain the history of an item including who originally developed it and when, and also exactly how the resource can be shared or customized based on the provisions of the Creative Commons (CC) license.

Title – What is the name of the material?

If a title was provided for the material, include it. Sometimes a title is not provided; in that case, don’t worry about it.

Author – Who owns the material?

Name the author or authors of the material in question. Sometimes, the licensor may want you to give credit to some other entity, like a company or pseudonym. In rare cases, the licensor may not want to be attributed at all. In all of these cases, just do what they request.

Source – Where can I find it?

Provide the source of the material, this is usually a URL or hyperlink where the material resides.

License – How can I use it?

You are using the material for free thanks to the CC license, so make note of it. But it is not enough to say that the material is published under CC license. There are six different CC licenses specifying how the material may be used. Name and provide a link to it, eg.
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Which technique is most useful in activity based approach?

The most useful and effective method to teach concepts that are complex in nature is by involving students in interactive activities, which is also the backbone of ABL. By utilizing different activities in the classroom, critical thinking skills and creative skills of the students are also enhanced.
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What is open author?

Open Author is used for building and publishing Open Educational Resources (OER) for the benefit of educators and learners everywhere. Welcome. RCC OER ‘GO Open’ Initiative. Open Textbooks / Repositories.
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What is an OER website?

Open Educational Resources

Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others.Open license refers to a license that respects the intellectual property rights of the copyright owner and provides permissions granting the public the rights to access, re-use, re-purpose, adapt and redistribute educational materials.The, adopted by UNESCO’s General Conference at its 40th session on 25 November 2019, is the first international normative instrument to embrace the field of openly licensed educational materials and technologies in education.

To support Member States implementation of the 2019 Recommendation on OER, UNESCO established the OER Dynamic Coalition. The OER Dynamic Coalition aims to support networking and sharing of information to create synergies around the 5 areas of action of the recommendation: (i) building capacity of stakeholders to create, access, re-use, adapt and redistribute OER; (ii) developing supportive policy; (iii) encouraging inclusive and equitable quality OER; (iv) nurturing the creation of sustainability models for OER, and (v) facilitating international cooperation.2019 UNESCO Recommendation on Open Educational Resources (OER) Supporting universal access to information through quality open learning materials The ICT Competency Framework for Teachers Harnessing OER Project Digital skills development for teachers Recommendation on Open Educational Resources (OER) UNESCO OER Dynamic Coalition Membership Form UNESCO contributes to SDG 4 on quality education for all. Gender equality, enshrined in SDG 5 and a key enabler to achieve all other SDGs. SDG 9 calls for the enhancement of scientific research and innovation especially in developing countries. SDG 10 calls for reducing inequalities. UNESCO contributes to ensure public access to information and protect fundamental freedoms. SDG 17 calls for partnerships for the Goals. out of which 13 SIDS and 4 Associate Member States participated in OER events in 2022. online events have been organised to raise awareness and strengthen capacity on the OER Recommendation since its adoption. members of the OER Dynamic Coalition 36% women involving 25 Member States. : Open Educational Resources
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What is the new name of Google for Education?

Find answers to commonly asked questions – Please visit our comparison chart to review the full feature set included in Education Fundamentals. Education Fundamentals is the new name for G Suite for Education. If your school is using G Suite for Education today, you don’t have to take any action to transition to Education Fundamentals.

  1. Your school’s experience with our tools, as well as our qualifications for new customers to gain access to them, will remain the same.
  2. Institutions with Education Fundamentals have a shared pool of 100TB of storage, which they can manage and allocate as they see fit.
  3. Please reach out to your admin to explore options for additional storage.

Please visit our Help Center for more details. Existing customers of Google Workspace for Education (previously G Suite for Education) will continue to have unlimited storage until early 2022. Visit our Help Center for more details on Education Fundamentals.
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Does Google Classroom count as LMS?

So, is Google Classroom an LMS? – Yes, Google Classroom is an LMS. Google Classroom is used by teachers to deliver digital course materials and other online content to students. Teachers may also use the platform to receive course work submissions and assign grades to students.

Additionally, Google Classroom has an API that is used to support integrations with third-party applications. Furthermore, Google is currently developing integrations between Classroom and some of the major SISs, such as Infinite Campus and Skyward. However, 1 major difference between Google Classroom and LMSs, such as Schoology, Canvas, and Moodle, is its lack of support for the LTI standard,

Generally speaking, the LTI standard allows developers to create applications that work across any platform that supports the standard. An LTI application can be used in most of the major LMSs regardless of which one is used. Since Google Classroom does not support LTI, these applications cannot be integrated into the Classroom LMS.
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What materials can you find on the OER site?

What are OER and how do they differ from Open Access, Library-Licensed and Affordable Course Content? Definition of Open Educational Resources (OER) OER are freely and publicly available teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their by others.

For example, instructors may download the material, tailor it to one’s course, save a copy locally to share with one’s students and share it back out with attribution. OER can include textbooks, course materials and full courses, modules, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.

An open source (or open) textbook is a textbook which is OER. Definition of Open Access (OA) Open access refers to teaching, learning and research materials that are available free online for anyone to use as is, but they may not be revised, remixed, or redistributed.

This terminology is typically used for scholarly works (journals, books, etc.), but can also refer to other class materials. Examples of OA materials include government documents, articles from open access journals, reports from think tanks. Description of Library-Licensed Course Content “Library-licensed materials” are course materials, which are available free to library patrons.

They include eBooks and print versions of books on reserve. The eBooks may or may not be downloadable/retainable; they may or may not be accessed offline; the license may allow for multiple users or only one user to use the material at the same time. Library-licensed materials can be adopted for courses.

While they are free for library patrons, they are not free—rather, they have been paid for by the library. Faculty can explore library databases to find course materials, including e-books, online video, images, data, articles, and more. They can adopt a library e-book as an alternative to print textbooks.

They can find and adopt open or free content through the, For more information on these options, please contact Paul Boger, UMW OER and Scholarly Communications Librarian ( ). Definition of Affordable Course Content Affordable course content describes any free, low-cost, or openly licensed educational resources that can serve as alternatives to high-cost resources.

At UMW, low-cost is defined as requiring students to spend no more than $40 in total for course materials. Affordable course content can include textbooks, digital courseware, course modules, videos, journal articles, and any other materials used to support learning, Most affordable course content still retains traditional copyright licensing, including restrictions on how a resource can be used or shared.

The exception is OER, which are free of cost and most copyright restrictions, allowing them to be freely used, revised, saved, and distributed. Image “oer_logo_EN_1” courtesy of Breno Trautwein via flickr.com : What are OER and how do they differ from Open Access, Library-Licensed and Affordable Course Content?
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What is gamification in education?

What Is Gamification in Education? – When educators talk about gamification, they are generally referring to the second form listed above. Gamification in education means that educators apply game design elements to an educational setting. The goal is usually to make learning more engaging.

Breaking the concept of a “game” down into constituent game design elements is tricky, considering how vast the differences are among, say, chess, The Sims, and tag. There is in fact a range of elements that games might have, with different players being attracted to different elements. Researcher Dr.

Nick Yee proposed one way to model the elements of what motivates gamers :

  • Action (e.g., objectives)
  • Social (e.g., competition)
  • Mastery (e.g., scoring)
  • Achievement (e.g., awards)
  • Immersion (e.g., roleplaying)
  • Creativity (e.g., customization)

When educators adopt features like the ones listed into a lesson, even if the result isn’t quite a game, the lesson has been gamified, Some features are commonly tried, such as scoring and badges, but educators should also be mindful of less-structured features like decorating a classroom to match a lesson’s setting or tasking students with unusual projects. What Does Oer Stand For In Education
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What are the characteristics of open educational resources?

Important Features of OER –

OER can either be in the public domain, or under a more lax intellectual property license. OER can be revised, remixed, added upon, translated, and then shared again to meet different needs. OER can take many forms, such as: syllabi, lesson plans, videos, software, tests, teaching techniques, group activities, writing prompts, textbooks, learning modules, experiments, simulations, and course designs. There are no platform restraints.

Source: The Review Project
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What are the ethical issues with OER?

Abstract – The concept of open educational resources (OER) is an emerging phenomenon that encourages modern teaching and learning in the higher education sector. Although many institutions are promoting the adoption and creation of OER, they are still lacking in the policies and development guidelines related to the creation.

  1. This could perpetrate the potential ethical problems that affect the development of OER.
  2. This study aimed to find out ethical procedures and peer-review processes associated with the adoption and development of OER.
  3. A qualitative approach was used to gather data from OER developers in the academic space.

Structuration theory was considered the main theoretical underpinning of this study. The commonly used big data virtual spaces for OER, such as social media and learning management systems (LMS), were identified. The study articulates three major causalities of OER’s ethical problems, as follows: non-compliance to openness, transactional purchases of OER, non-incentives for developers.

  1. Also, the scholars’ ideas and OER outputs cannot be undermined; however, there is a need for a peer-review process in the creation of OER.
  2. Institutions are expected to formulate the standards and requirements to be followed in the creation of OER because OER contributes to the rising of big data in the education domains.

The study recommends that OER be developed for a specific purpose and aligned with the specific subject content, and the resource must be precise and peer reviewed for quality measures.
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How do you write an OER?

How to Write an Officer Evaluation Report in the U.S. Army The U.S. Army Officer Evaluation Report, or measures an officer’s ability to lead by example. It assesses an officer’s work ethic, mentorship ability, physical fitness level, job competencies and character.

The OER helps decide if your subordinate officers advance to higher ranks. Senior reviewers take quick, decisive action when selecting junior officers for promotion. They briefly scan the AR 623-3 form and supporting DA form 67-10-1a and look for what stands out. You must write clear, concise and honest OERs.

If you don’t, the wrong leaders might rise to power. Army Regulation governs the evaluation process. Refer to this document often until you become comfortable with the OER structure. It covers the rating chain and time frames for submitting OERs and also explains the difference between rater, intermediate rater and senior rater.

  • Since you’re writing the OER, you’re most likely the rater or direct supervisor.
  • In most cases, you will rate an officer who has been under your supervision for at least 90 days.
  • To ensure an accurate measurement of performance, it’s important to provide initial and ongoing counseling.
  • If your officers don’t know the expectations, you can’t effectively rate them.

The OER Support Form – DA form 67-10-1a – serves this purpose and accompanies the OER. The way the OER is designed, performance evaluations are graded on a “yes” or “no” scale. For example, you will be asked whether the officer “possesses desire, will, initiative, and discipline,” and you will only be given a choice between yes or no.

  1. This format helps selection committee members quickly separate stronger candidates from weaker ones.
  2. The form begins with the officer’s demographic data, followed by the raters’ names.
  3. Next begins the officer’s duty description, then the meat of the performance evaluation.
  4. Once you evaluate the officer based on performance records and facts, you will decide whether he excels or falls short.

Then you will have room to make personal comments about your observations, as explained on the Army Study Guide, Approximately 16 blocks listing various officer responsibilities dominate the form. You must decide the officer’s performance and make gray areas black or white.

If you’re evaluating a stellar officer, your job is easy, because most or all of the answers will be “yes.” If it’s a toss-up, you must tip the scale one way of the other. When you’ve completed the boxes, you must choose six attributes you feel best describe the officer. The Army wants specifics on AR 623-3 and DA form 67-10-1a.

If you marked “no” in a box, you have to explain in detail why. This can be hard because you have limited space, so focus on the facts. The same applies to outstanding performance. You must justify through detail why you think an officer deserves an outstanding rating.

Use tangible data when writing officer report examples. For instance, if the officer is very fit, you can state, “Captain Doe achieved a score of 345 on his latest PT test,” instead of saying, “Captain Doe is in good shape.” As another example, saying “Captain Doe recovered $500,000 of missing equipment swiftly by utilizing a new tracking system” is better than, “Captain Doe is responsible for high-dollar equipment.” AR 623-3 provides some guidance in writing the OER, but an effective rater will have, or will learn, some advanced knowledge of writing.

The OER process is an evolving one and will eventually change to focus more on what’s written as opposed to what’s checked. Three different forms will reflect the division of the officer rank structure: captains and below; field grade officers and the higher chief warrant officers; and colonels and brigadier generals.

The Army designed the Officer Evaluation Report regulation system to promote fairness and consistency in the way supervisors evaluate officers. What won’t change is the importance of providing an objective, honest and accurate evaluation. The stakes are high when writing an evaluation. Negative ratings, prejudicial statements and unsupported allegations can trigger an appeal and threaten an officer’s career, according to the law offices of,

: How to Write an Officer Evaluation Report in the U.S. Army
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What are the needs of TLM?

The role of TLMs in the classroom are to make learning real, practical and fun for children. Teachers use TLMs to illustrate or reinforce a skill, fact or idea. TLMs also help in bringing novelty and freshness in classroom teaching as it relieves learners from anxiety, fear and boredom.
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