Resources

Explore the resources that M.O.S.T offers for support, advocacy, and research.

SUPPORT FROM M.O.S.T.

Learn how the M.O.S.T. Initiative supports faculty and staff across Maryland with grants, professional development, and partnerships.

M.O.S.T. OER Grant Program

Strategically supports Maryland public higher education institutions’ efforts to increase access, affordability, and achievement for students through the incorporation of OER into teaching practices.

Professional Development

The M.O.S.T. initiative offers workshops and convenings throughout the year. Attend M.O.S.T.’s convenings, workshops and webinars for new M.O.S.T. professional development opportunities.

M.O.S.T. Partners

Find additional resources from our partners to support your OER work.

 

Impact to Date

159

courses

24

institutions

65,000

students

$143

saved per student
on average

$10.4M

saved cumulatively

OER RESEARCH

Learn what the research says about OER and effectiveness.

The Review Project

(Open Education Group)
Get a summary of all known empirical research on the impacts of OER adoption.

2020 M.O.S.T. Survey on Impact of OER During Pivot to Remote Teaching in Spring 2020 

In July 2020, the Maryland Open Source Textbook (M.O.S.T.) initiative surveyed faculty across Maryland to understand the extent to which they believed open educational resources (OER) did or could have improved students’ access to instructional materials and eased their transition to emergency remote teaching in response to COVID-19.

2016 Student Textbook and Course Materials Survey

Read the results of a bi-annual survey on the impact of textbook costs conducted with over 22,000 public higher education students in Florida.

Course Materials Adoption: A Faculty Survey and Outlook for the OER Landscape

Read a white paper that examines faculty behavior for discovering, evaluating, and selecting instructional materials, and explores barriers to discovery and adoption of OER.

OER Research Toolkit

Get resources for your OER research, including an OER research guidebook, surveys for students and faculty, and a data collection template.

Open Education Group and OER Research Fellows publications

Find articles and book chapters related to research on OER perceptions and impact in higher education.

Participant Experiences and Financial Impacts: Findings from Year 2 of Achieving the Dream’s OER Degree Initiative

Learn about the impact the OER Degree Initiative has had on students’ perceptions of their OER courses, institutional costs of implementing OER, and student savings.

The Impact of Open Educational Resources on Various Student Success Metrics

Explore the findings of a large-scale study conducted by the Center for Teaching and Learning at the University of Georgia on the impact of OER on student success metrics.

University at Buffalo Open Education Research Lab

See how the University at Buffalo is using the learning sciences to study open education at SUNY.

ADVOCACY

Learn more about OER policy across the country and get guidance on how you and your students can advocate for OER.

OER State Policy Tracker

SPARC
Stay up-to-date on OER policy and policy activity in your state.

OER State Policy Playbook

SPARC
Share OER policy recommendations with your state legislators to tackle college affordability.

OER Champions Toolkit

Lumen Learning
Use this playbook to get activities, strategies, and tools to impact teaching and learning using OER.

OER Student Toolkit

BCcampus
Provide students with a toolkit that explains the benefits of OER and provides guidance on how students can help promote OER adoption.

Affordable Textbooks Campaign

MaryPIRG
Connect students with this independent statewide Maryland student organization and get involved in their campaign to promote OER adoption.

Making Textbooks Affordable: Student Government Toolkit

Student Government Research Center
Empower students with the tools to advocate for and bring open textbooks to their campuses.

Make Textbooks Affordable Campaign

Student PIRGs
Share research, advocacy strategies, OER facts, and the latest OER news from the national Student Public Interest Research Groups (Student PIRGs) with your students.

USM Student Council

University System of Maryland
Get USM students involved in the USM Student Council, which advocated for the development of the M.O.S.T. statewide initiative.

Impact Calculator

(Lumen Learning)
Understand the potential impacts of adopting OER instead of traditionally copyrighted learning materials.

FREQUENTLY ASKED QUESTIONS

  • What are open educational resources (OER)?

    Open Educational Resources (OER) are defined as instructional materials that are fully accessible and reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (adapted from the Hewlett Foundation definition of OER).

  • How do OER help educators and students?

    Open educational resources give educators the ability to adapt instructional resources to the individual needs of their students, to ensure that resources are up-to-date, and to ensure that cost is not a barrier to accessing high-quality standards-aligned resources. OER are already being used across America in K-12, higher education, workforce training, informal learning, and more.

  • What is the difference between “free” and “open” resources? Are all OER free to use?

    Open educational resources are and always will be free, but not all free resources are openly licensed. Free resources may be temporarily free or may be restricted from use at some time in the future (including by the addition of fees to access those resources). Moreover, free-but-not-open resources may not be modified, adapted, or redistributed without obtaining special permission from the copyright holder.

  • Are all OER digital?

    Like most educational resources these days, most OER start as digital files. But like traditional resources, OER can be made available to students in both digital and printed formats. Of course, digital OER are easier to share, modify, and redistribute, but being digital is not what makes something an OER or not. This flexibility is important, because it no longer makes print and digital a choice of one or the other. OER textbooks, for example, can typically be printed for $5-50 (compared to $100-300 for traditional books) while still being available free digitally.

  • How do you tell if an educational resource is an OER?

    The key distinguishing characteristic of OER is its intellectual property license and the freedoms the license grants to others to share and adapt it. If an instructional resource is not clearly tagged or marked as being in the public domain or having an open license, it is not OER. It’s that simple. The most common way to release materials as OER is through Creative Commons copyright licenses, which are standardized, free-to-use open licenses that have already been used on more than 1 billion copyrighted works.

  • Can OER be high quality if it is free?

    Studies at both the K-12 and higher education levels show that students who use OER do as well, and often better, than their peers using traditional resources. Also, many OER are developed through rigorous peer review and production processes that mirror traditional materials. However, it is important to note that being open or closed does not inherently affect the quality of a resource. Being open does enable educators to use the resource more effectively, which can lead to better outcomes. For example, OER can be updated, tailored and improved locally to fit the needs of students, and it also eliminates cost as a barrier for students to access their materials.

  • Who oversees the creation of OER to ensure they're high quality?

    Educators and researchers create, review, and edit OER to determine whether they are a good fit for their students. Educators know their students best, and OER provide them with a broad range of high-quality resources including assignments and professional development that empower educators to customize lesson plans to meet the unique needs of every student. And, with an increasing number of resources available online to see how other educators have used and evaluated OER, it’s easier than ever for educators to find pre-curated, ready-to-use OER materials that are best for their students.

  • How are OER different from digital services provided by traditional publishing companies?

    Unlike digital platforms offered by traditional publishing companies, OER are free of cost and free from restrictions on how educators and students may use them. OER give educators the choice to adapt full lesson plans, or customize assignments that better align with individual student learning styles. OER also give educators the choice to provide input and author their own content. Publishers limit these digital services to paying customers who can only access content for a limited period of time. Publishers also limit authorship to their own network – restricting other qualified professors and teachers from contributing content. With OER, educators and students provide input, keep their materials forever, and can refer back to them in the future – not just for a trial period or the buying cycle for traditional textbooks.

  • What is open licensing?

    Open licensing is a simple, legal way for authors to keep their copyright and share their work – like an image or textbook – with the public under the terms and conditions they choose. The key distinguishing characteristic of OER are their open licenses, which communicate the permissions to share and adapt the educational content, while ensuring that the author receives attribution for their work. The most common way to share materials as OER is by applying a Creative Commons (CC) license. The CC licenses are standardized, free to use open copyright licenses, and have been adopted by millions of people around the world. You can add a Creative Commons license to your work without any fees, paperwork, or registration.

  • What are Creative Commons licenses?

    Creative Commons licenses provide an easy way to manage the copyright terms that attach automatically to all creative material under copyright. The licenses allow that material to be shared and reused under terms that are flexible and legally sound. Creative Commons offers a core suite of six copyright licenses. Because there is no single “Creative Commons license,” it is important to identify which of the six licenses you are applying to your material, which of the six licenses has been applied to material that you intend to use, and in both cases, the specific version.

    CC licenses may be applied to any type of work, including educational resources, music, photographs, databases, government and public sector information, and many other types of material. The only categories of works for which CC does not recommend its licenses are computer software and hardware. You should also not apply Creative Commons licenses to works that are no longer protected by copyright or are otherwise in the public domain. Instead, for those works in the worldwide public domain, we recommend that you mark them with the Public Domain Mark.

  • What does fully accessible mean?

    Fully accessible refers to the practice of designing learning materials that can be navigated and understood by all users, including those who have visual, auditory, motor, or cognitive disabilities (adapted from the National Federation of the Blind and the Rouse and Souza definitions of accessibility).

  • How can I ensure my OER is accessible?

    You can use a free accessibility checker (example: https://wave.webaim.org/ ) to get started. Your IT staff at your institution may also have access to accessibility check tools that they can provide.

    Additionally, as you create open educational resources, make sure the tools you are using to create them allow you to make them accessible.

    A few very basic best practices in digital accessibility:

    • Images have alt tags
    • Video is captioned
    • PDF’s are machine-readable
    • Document structures use headings to support navigation by screen readers
    • Links are anchored to descriptive text rather than the word “here”