Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. To help states, districts, teachers, and other users determine the degree of alignment of OER to the Core State Standards and to determine aspects of the quality of OER, Achieve has developed eight rubrics in collaboration with leaders from the OER community. The Achieve OER rubric is the evaluation tool built into the eMedia platform, allowing any Utah educator to evaluate resources in the database. This PDF file explains the rubrics.

Explore the innovative use of Open Educational Resources (OER) in higher education on this episode of UEN's PDTV. Visit Utah State University and Weber State University, where a professor and librarian utilize Pressbooks to develop open textbooks, curating OER materials to provide greater and more equitable access to content for their students.

What do you want to be when you grow up? Take a look at multiple career interviews to help narrow the field!

A rubric designed by educators from Lawrence Public Schools to be used in its annual review process of openly licensed educational resources.

If you haven’t discovered already, there are myriad open resources that exist. Often the trouble lies in locating those that fit precisely what you need. We’ve broken down these resources with the intent of making the search process more efficient and effective. For each you’ll find a list of unique traits, licensing information, and an example of how to attribute the source. Click one of the media sources in the Find Resources sub-menu for the details.

A rubric designed by the Grossmont Unified High School District to be used when assessing the quality of resources.

This rubric defines a set of open educational practices that help educators to advance a classroom and school culture of open education and to advocate for the potential benefits of open educational resources (OER) in the context of continuous improvement. The rubric is intended to guide educator practice in working with OER to ensure that every student has the opportunity to engage in learning effectively. The rubric supports educators in accessing, curating, evaluating, and adapting OER in response to students’ particular needs, interests, and contexts, to author and share original or remixed resources, and to disseminate approaches to the implementation of those resources for future OER users to benefit from.

An English language skills textbook to help ESL students acquire communication skills in the community (listening, speaking, reading, and writing) The book is aimed at CLB levels 5/6 focusing on intercultural skills and essential skills: reading text, document use, writing, oral communication, thinking skills, working with others, and computer use.

The materials here were selected for ESOL learners who have intermediate-high intermediate writing skills and are starting more "academic" levels of course work in order to transition into college-level composition courses.

Explore the Pressbooks Media Library and learn how to create image attributions with alt text for accessibility. Nick Gittins of Utah State University presents. Part 2 of 3 in a series created by the Utah Academic Library Consortium in partnership with UEN.

Tap into the rich potential of interactive content and the integration of PressbooksEDU with Canvas in this webinar segment for Utah Higher Education faculty and staff. Jen Hughes of Salt Lake Community College presents. Created by Utah Academic Library Consortium in partnership with UEN.

Learn how to log in and start creating a book using UEN's Pressbooks EDU for Utah Higher Education faculty and staff. Emma Lanners of Utah Technical University presents. Part 1 of 3 in a series created by the Utah Academic Library Consortium in partnership with UEN.

A license is a document that specifies what can and cannot be done with a work. It grants permissions and states restrictions. Broadly speaking, an open license is one that grants permission to access, re-use and redistribute a work with few or no restrictions (definition from Openedefinition.org).

In previous modules we had a chance to discuss the background of open licenses and what they are. We learned that Creative Commons (CC) is the most widely used open license for open educational resources. In this module, we will discuss CC licenses– what they are, to what they pertain, and how to mark our works with them.

Why do open educational resources matter? What is the point of using OER? Below are some of the benefits of using open educational resources that I have seen while working with OER over the past several years.

A brief form for evaluating Open Education Resources incorporating the three general areas of Content, Accessibility, and Pedagogy with space for comments and documentation

The toolkit is made up of three elements:
1). information and resources to support your evaluation activities
2). an interactive tool to guide you through our Evaluation and Synthesis framework, providing an opportunity to submit findings, observations and links to evidence AND which feeds this back to you for inclusion in your project reporting mechanisms
3). examples of evaluation materials, instruments and reports from other UKOER projects

The OEL Toolkit is openly available and openly licensed. The guidance generated by the OEL Toolkit is of primary relevance to educators and developers working within Australian higher education institutions. The OEL Toolkit web application has been designed with a focus on ease of use. It provides relevant information for users seeking guidance on using, creating, modifying or sharing a specific Open Educational Resource.

Get search tips to more quickly find open education resources and choose the correct licenses and attributions for your OER with on-the-spot tutorials from WSU's Breanna Hellewell and SLCC's Jen Hughes. This is a recorded session from the 2023 Teach and Learn with Open Education Resources virtual symposium for Utah higher education. See uen.org/oer23 for more information.

Academic libraries are undergoing evolutionary change as emerging technologies and new philosophies about how information is created, distributed, and shared have disrupted traditional operations and services. Additionally, the population that the academic library serves is increasingly distributed due to distance learning opportunities and new models of teaching and learning. This article, the first in this special issue, suggests that in today’s increasingly networked and distributed information environment, the strategic integration of open curation and collection development practices can serve as a useful means for organizing and providing structure to the diverse mass of available digital information, so that individual users of the library have access to coherent contexts for meaningful engagement with that information. Building on insights from extant research and practice, this article proposes that colleges and universities recognize a more inclusive open access environment, including the integration of resources outside of those owned or created by the institution, and a shift toward policies that consider open access research and open educational resources as part of the library’s formal curatorial workflow and collection building. At the conclusion on this article, authors Lisa Petrides and Cynthia Jimes offer a commentary on the six remaining articles that comprise this special issue on Models of Open Education in Higher Education, discussing the significant role that “open” policy and practice play in shaping teaching, learning, and scholarship in the global context of higher education.