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Open Education Resources (OER): Lecturer resources

An OER guide for CDU staff and students

Lecturer Resources

Using Open Education Resources (OER) Learnline Unit

The purpose of this Learnline unit is to provide CDU staff with information and experience in finding, repurposing, using and sharing open educational resources (OER) in your teaching practice. You can choose which modules you are interested in and you can come back at any time to access the "just in time" learning throughout the year.

Within this unit you are invited to join the "CDU OER Interest Group" to connect with others who are interested in progressing the use and creation of OER at CDU.

You will need to be logged into Learnline to access this unit:

Sharing original works

If sharing an original work that you have created, this will need to be done in line with CDU policies and practices.

Student generated work

Whilst student generated OER is encouraged, agreements will need to be in place if content is to be reused because the University does not assert ownership of intellectual property created by students.  Refer to the Intellectual Property Policy above.

Why use an open textbook in your course?

Adopting an open course (5.21 min) by Tompkins Cortland Community College. YouTube.

OERs provide a range of benefits for both students and educators. They can:

  • Provide opportunities for collaboration and innovation: OERs are born digital and can be adapted and tailored to suit your course without the constraints applied to traditionally created (and copyrighted) materials. 
  • Align with Learning and Teaching Practices: Fully customisable OERs allow you to tailor materials to closely align with your course learning outcomes and the specific needs of your students.
  • Reduce education costs for students: One of the most compelling reasons to use OERs is their low (to no) cost removing financial barriers for students.
  • Improve student success and retention: By reducing cost and access barriers, OERs can ensure that every student in your course has flexible and timely access to course materials. Several studies have shown that OERs can bolster student success.

OER Toolkits

Open Education Licencing (OEL) Toolkit

The Swinburne University of Technology in collaboration with the University of Tasmania  undertook a joint research and development project in 2015 / 2016. The toolkit was created in 2016, with its aim being to support the use and development of Open Educational Resources (OER) in the Australian higher education sector.

Open Educational Resources (OER): A Toolkit for Teachers, Curriculum and eLearning Developers

The National Copyright Unit (NCU), with help from the Australian Government Open Access and Licensing Framework (AusGOAL), has produced an Open Educational Resources (OER) Toolkit for Teachers, Curriculum and eLearning Developers. This toolkit is to help teachers, schools, curriculum writers and e-learning areas in understanding OER's and also how to create them.


Evaluating OER - Open Educational Resources (OER) Toolkit - Reed Library at  State University of NY at Fredonia

UNESCO Guidlines for OER in Higher Education

Open educational resources (OER) are materials used to support education that may be freely accessed, reused, modified and shared.

These Guidelines outline key issues and make suggestions for integrating OER into higher education.

Their purpose is to encourage decision makers in governments and institutions to invest in the systematic production, adaptation and use of OER and to bring them into the mainstream of higher education in order to improve the quality of curricula and teaching and to reduce costs. 

The growing demand for higher education and the ongoing rollout of ICT infrastructure have created unique challenges for higher education institutions in an era of tight resources. It has become increasingly important for educational institutions to support, in a planned and systematic manner:

• Development and improvement of curricula and learning materials;

• Ongoing programme and course design;

• Organisation of interactive contact sessions with and among students;

• Development of quality teaching and learning materials;

• Design of effective assessment tools for diverse environments; and

• Links with the world of work.


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