The OER Knowledge Cloud
- Why OA: Open Access April 17, 2026Open access (OA) promotes the fair and ethical sharing of scientific knowledge as a global public resource, in accordance with the UNESCO Recommendation on Open Science (2021). It is intended to make research outputs freely accessible and openly licensed for responsible reuse, recognizing that openness operates within clear ethical, legal and social boundaries. They include […]
- Why OER: Open Educational Resources April 17, 2026Open Educational Resources (OER) are born out of the idea that everyone should have access to quality education and educational resources to support teaching and learning. Most resources you find online and in print are copyright restricted, not open. OER are like any other educational resource such as textbooks, videos, courses, or lesson plans. There […]
- Who Owns AI-Generated Content? March 23, 2026The rapid emergence of Generative Artificial Intelligence (GenAI) has ignited profound legal and ethical debates within open and online education. At the heart of these debates lies a critical question: who owns AI-generated content, and is it protected by copyright? For educators and content developers, GenAI presents both a remarkable opportunity and a significant source […]
- The Impact of an Interactive Open Education Textbook for an Undergraduate Introductory Chemistry Course for Nonmajors March 23, 2026Reading informational text is a critical skill across most professions. Unfortunately, students are less likely to purchase the required course materials now compared to 2010. A free, interactive text was developed for an introductory chemistry course for non-STEM majors. This involved remixing existing texts and incorporating interactive activities to engage students during the learning process […]
- Offene Bildungsressourcen (OER) und Bildung für Nachhaltige Entwicklung (BNE) an österreichischen Hochschulen March 23, 2026Die Technische Universität Graz (TU Graz) und die Kirchliche Pädagogische Hochschule (KPH) Wien/Niederösterreich positionieren sich klar im Bereich der Bildung für nachhaltige Entwicklung (BNE) und den Sustainable Development Goals (SDG), insbesondere auch durch den Einsatz von Open Educational Resources (OER). Beide österreichischen Hochschulen haben sich ambitionierte Nachhaltigkeitsziele gesetzt, wie etwa die Klimaneutralität der TU Graz […]
- Cultivating DEIA Skills in Open Education Research: The Impact of Targeted Fellowship Support March 23, 2026In order to conduct effective research in open education, one needs skills in diversity, equity, inclusion, and accessibility. To address this need, a DEIA expert provided consultation to the members and mentor of a fellowship for open education researchers. After completing the fellowship, the researchers were asked to complete a survey about DEIA research skill […]
- Governing Open Educational Resources as Sustainable Knowledge Commons: A Policy and Institutional Framework for Higher Education March 21, 2026Open Educational Resources (OER) are widely promoted as mechanisms for expanding access to knowledge and supporting sustainability in higher education. Yet their long-term viability remains constrained by fragmented governance, unstable funding arrangements, weak faculty incentives, policy gaps, and uneven digital infrastructure. This article develops a conceptual and policy-oriented framework that reconceptual-izes OER as sustainable knowledge […]
- Experiences of Online Faculty Members Using Open Pedagogy to Support Social Justice February 23, 2026The COVID-19 pandemic was a pivotal, high impact period in the history of modern education. Seemingly overnight, institutions, programs, and classes around the world moved from being in-person to being online. The amount of individual and collective effort required for this to happen was tremendous. As a result, the pandemic forced both K-12 and post-secondary […]
- Beyond Open Access: Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances February 10, 2026Open educational resources (OER) are widely recognized for improving access to education and enabling the sharing of knowledge. However, in the context of European university alliances such as Unite!, OER offer additional, often underappreciated benefits that are crucial for cross-border collaboration and sustainable development in higher education. This paper explores three key aspects of OER […]
- Effects of Accountability Interventions on Environmental Educators' Engagement in MOOCs February 10, 2026Many participants in online courses struggle to remain engaged and complete the course, often due to a lack of perceived accountability. This study experimentally tested the effects of accountability interventions designed to encourage learners to discuss their progress with someone either inside or outside the course who could help hold them accountable. In a Massive […]