This animation provides a short (2-minute) introduction to Open Education, focusing on the concepts of open educational resources (OER) and open educational practices (OEP) for teaching and learning. The animation provides a short introduction to the online resource ‘Using OER and OEP for Teaching and Learning’ available at https://hub.teachingandlearning.ie/resource/resource-using-oer-and-oep-for-teaching-and-learning/.
Open Education Now. The potential benefits of open education are often considered in three areas: expanding access to education, enhancing pedagogy, and advancing equity.
The potential benefits of using open educational resources and practices (OER and OEP) in higher education include improving access, furthering equity and enhancing teaching, learning and assessment. The National Forum supports the use of OER and OEP in a range of ways (see www.teachingandlearning.ie/open).
A webinar which addresses the following questions: During the session, we will also discuss the questions: What is learning design in 2021 and post-pandemic? How does learning design differ from instructional design? What is next for the learning designer? What is the future of the learning designer’s role? Where does the learner designer fit in the new digital learning ecology? What barriers do learning designers face? How can reflective learning design improve student experience?
If based in NUI Galway, there is a a suite of OER publishing tools and platforms to create and promote your own open, free, and reusable OER learning materials. The aim is to provide access to OER creation and publishing for NUI Galway students and staff.
DigitalEd.ie is a Digital Teaching and Learning education platform, providing access to the digital learning pathways and a suite of resources available to all staff. The site provides a gateway to help CUA staff build digital capabilities and pedagogic expertise, in order to design, deliver and support flexible and online learning programmes.
This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education, an attempt at critical pluriversalism.
