Welcome to the world of Open Educational Resources (OER). This handbook is designed to help educators find, use, develop and share OER to enhance their effectiveness online and in the classroom.

Although no prior knowledge of OER is required, some experience using a computer and browsing the Internet will be helpful. For example, it is preferable that you have experience using a word processor (e.g. Open Office or Microsoft Word) and basic media production software, such as an image editor (e.g. Gimp, Inkscape or Photoshop).

The handbook works best when there is some sort of OER you would like to create or make available to others, but it is also useful for the curious reader.
There are several ways to use this handbook, including:

Cover-to-cover, which is intended for newcomers who want to gain an understanding of OER and engage in the whole development cycle (find, compose, adapt, use, share, ...) in a real world setting;

Individual sections, as a quick reference for educators engaged in OER development looking for pointers at any stage in the OER development cycle.

You are not expected to be an instructional designer or media production expert to use this book. If you encounter a term with which you are unfamiliar, check the glossary at the end of the handbook for a definition.

What this handbook does not cover

OER is a broad topic and it would be difficult, if not impossible, to cover it comprehensively. This handbook does not include tutorials on the software used, though the URLs of some tutorials have been provided. It also does not prescribe a particular teaching method when using OER.

If you are educational technology staff at an institution, the institution handbook may be more appropriate for you. There will also be a handbook available for policy-makers such as superintendents and higher education staff. See the Introduction to Other Handbooks in Conclusion for more information.

Welcome to the world of Open Educational Resources (OER). This handbook is designed to help educators find, use, develop and share OER to enhance their effectiveness online and in the classroom.

Although no prior knowledge of OER is required, some experience using a computer and browsing the Internet will be helpful. For example, it is preferable that you have experience using a word processor (e.g. Open Office or Microsoft Word) and basic media production software, such as an image editor (e.g. Gimp, Inkscape or Photoshop).

The handbook works best when there is some sort of OER you would like to create or make available to others, but it is also useful for the curious reader.
There are several ways to use this handbook, including:

Cover-to-cover, which is intended for newcomers who want to gain an understanding of OER and engage in the whole development cycle (find, compose, adapt, use, share, ...) in a real world setting;

Individual sections, as a quick reference for educators engaged in OER development looking for pointers at any stage in the OER development cycle.

You are not expected to be an instructional designer or media production expert to use this book. If you encounter a term with which you are unfamiliar, check the glossary at the end of the handbook for a definition.

What this handbook does not cover

OER is a broad topic and it would be difficult, if not impossible, to cover it comprehensively. This handbook does not include tutorials on the software used, though the URLs of some tutorials have been provided. It also does not prescribe a particular teaching method when using OER.

If you are educational technology staff at an institution, the institution handbook may be more appropriate for you. There will also be a handbook available for policy-makers such as superintendents and higher education staff. See the Introduction to Other Handbooks in Conclusion for more information.

This report provides aggregate findings of the Faculty Survey on Open Educational Resources (OER) conducted online during late fall 2007 and early spring 2008. There were 1,203 faculty respondents to the survey from 12 Districts and 28 colleges. Of these respondents, 793 or 66% indicated they are full-time faculty. Part-time numbered 401 or 34%. There were 9 who did not indicate their full or part-time status. The faculty respondents represent a wide range of disciplines. The largest numbers were from English, Math, Counseling, Computer and Information Science, Business, ESL, and Foreign Languages. Substantial numbers were from Life, Social, Behavioral, and Physical Sciences. The respondents to the survey indicated considerable interest in using, sharing, and even producing OER learning materials. Over 90% indicated interest in using OER materials. A third of the respondents noted they were already using OER materials in their classes. As this sample does not represent the entire faculty, however, it cannot be concluded that a third of the faculty are using OER materials though many are no doubt using Internet resources. Respondents represented a wide range of disciplines including many in vocational education, basic skills, counseling, social, behavioral, life and the physical sciences. About 87% said they were likely to use OER if they were readily accessible and about 66% percent said they were interested in identifying or producing OER. About 75% of those responding to the survey indicated the type of support they would need to contribute to identifying or producing OER materials with Training, Guidelines and Templates, and Paid Compensation among the greatest needs.

This report provides aggregate findings of the Faculty Survey on Open Educational Resources (OER) conducted online during late fall 2007 and early spring 2008. There were 1,203 faculty respondents to the survey from 12 Districts and 28 colleges. Of these respondents, 793 or 66% indicated they are full-time faculty. Part-time numbered 401 or 34%. There were 9 who did not indicate their full or part-time status. The faculty respondents represent a wide range of disciplines. The largest numbers were from English, Math, Counseling, Computer and Information Science, Business, ESL, and Foreign Languages. Substantial numbers were from Life, Social, Behavioral, and Physical Sciences. The respondents to the survey indicated considerable interest in using, sharing, and even producing OER learning materials. Over 90% indicated interest in using OER materials. A third of the respondents noted they were already using OER materials in their classes. As this sample does not represent the entire faculty, however, it cannot be concluded that a third of the faculty are using OER materials though many are no doubt using Internet resources. Respondents represented a wide range of disciplines including many in vocational education, basic skills, counseling, social, behavioral, life and the physical sciences. About 87% said they were likely to use OER if they were readily accessible and about 66% percent said they were interested in identifying or producing OER. About 75% of those responding to the survey indicated the type of support they would need to contribute to identifying or producing OER materials with Training, Guidelines and Templates, and Paid Compensation among the greatest needs.

This report provides aggregate findings of the Faculty Survey on Open Educational Resources (OER) conducted online during late fall 2007 and early spring 2008. There were 1,203 faculty respondents to the survey from 12 Districts and 28 colleges. Of these respondents, 793 or 66% indicated they are full-time faculty. Part-time numbered 401 or 34%. There were 9 who did not indicate their full or part-time status. The faculty respondents represent a wide range of disciplines. The largest numbers were from English, Math, Counseling, Computer and Information Science, Business, ESL, and Foreign Languages. Substantial numbers were from Life, Social, Behavioral, and Physical Sciences. The respondents to the survey indicated considerable interest in using, sharing, and even producing OER learning materials. Over 90% indicated interest in using OER materials. A third of the respondents noted they were already using OER materials in their classes. As this sample does not represent the entire faculty, however, it cannot be concluded that a third of the faculty are using OER materials though many are no doubt using Internet resources. Respondents represented a wide range of disciplines including many in vocational education, basic skills, counseling, social, behavioral, life and the physical sciences. About 87% said they were likely to use OER if they were readily accessible and about 66% percent said they were interested in identifying or producing OER. About 75% of those responding to the survey indicated the type of support they would need to contribute to identifying or producing OER materials with Training, Guidelines and Templates, and Paid Compensation among the greatest needs.

Countering assumptions that a college education will be the only ticket to a stable economic future in Illinois, nearly one million openings in middle-skill jobs are projected for the state by 2014, according to a new study by the Skills2Compete-Illinois campaign. While the openings signal new opportunities for Illinois' workforce, the report cites the growing concern that there will not be an adequate number of skilled Illinois workers to fill these positions. The report also finds that two-thirds of the people who will be in Illinois' workforce in the year 2020 were already working adults in 2005 -- long past the traditional high school to college pipeline. The Skills2Compete-Illinois campaign calls for a new vision: every working Illinoisan should have access to at least two years of education or training past high school.

Countering assumptions that a college education will be the only ticket to a stable economic future in Illinois, nearly one million openings in middle-skill jobs are projected for the state by 2014, according to a new study by the Skills2Compete-Illinois campaign. While the openings signal new opportunities for Illinois' workforce, the report cites the growing concern that there will not be an adequate number of skilled Illinois workers to fill these positions. The report also finds that two-thirds of the people who will be in Illinois' workforce in the year 2020 were already working adults in 2005 -- long past the traditional high school to college pipeline. The Skills2Compete-Illinois campaign calls for a new vision: every working Illinoisan should have access to at least two years of education or training past high school.

Countering assumptions that a college education will be the only ticket to a stable economic future in Illinois, nearly one million openings in middle-skill jobs are projected for the state by 2014, according to a new study by the Skills2Compete-Illinois campaign. While the openings signal new opportunities for Illinois' workforce, the report cites the growing concern that there will not be an adequate number of skilled Illinois workers to fill these positions. The report also finds that two-thirds of the people who will be in Illinois' workforce in the year 2020 were already working adults in 2005 -- long past the traditional high school to college pipeline. The Skills2Compete-Illinois campaign calls for a new vision: every working Illinoisan should have access to at least two years of education or training past high school.