OER Archive

  • Shaping the Classroom from the Inside

    Crucial in this conversation is accessibility, not only in terms of access to scholarly materials, resources, readings, and other materials, but in the material conditions of accessibility. Many students (myself included) cannot pay the steep price of textbooks.

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  • Democratic Education Needs OER

    As a kid, I was always taught to value education over everything else because it was seen as the surest way to climb up the social ladder in a developing country. Now that I am involved in research about intergenerational mobility,  the monetary aspect of access to education has caught my interest.

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  • Portrait of author Luis Escamillia Frias

    Really Teaching Languages

    I was able to teach Portuguese by using exclusively free materials and resources. And I could build the course up according to my academic, ethical and political commitments. I could incorporate the tales, movies and social discussions that may help students to better understand some cultural aspects deeply embedded in Brazilian culture and in Portuguese language.

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  • Photo of author Britt Munro

    Building the Otherwise

    When we teach at CUNY, we step into the legacy of incredible activists who sought to reimagine openness in the university long before OER was in the news.

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  • The Ideology of Open Educational Resources

    Developing an OER syllabus was not only an opportunity to relieve my students of financial burden, but it was also an opportunity to acquaint them with a greater conversation around access.

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  • portrait of Zoe Alexander

    Reach, Longevity, and Creative Research

    I’ve begun to focus on facilitating a conversation (or even a single clear document) about what types of information can be found in which types of databases, pointing to those that are open resources, opening the door to the kind of creative and dynamic analyses at the heart of critical pedagogy.

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  • Beyond Paywalls to Better Learning

    I believe that my teaching style and syllabus should reflect the social-justice orientation of the City University of New York and the John Jay College of Criminal Justice. 

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  • A Reflection on Knowledge, Skill, and Pedagogy

    To accept [students' social mobility] as the limit of CUNY’s potential would be a betrayal of the movements that made it possible. Those of us who work and study here need to ask ourselves if a neoliberal conception of the university, as a place where rational individuals maximize their human capital to successfully compete in the labor market, is the most this place is capable of.

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  • OER and Critical Pedagogy: A Collaboration with Incomplete Artifacts

    We have a responsibility as educators to mobilize our authority in the classroom “against dominant pedagogical practices as part of the practice of freedom” and the choices we make in the creation of syllabi, the gathering of texts and materials, and the structuring and framing of assignments and course objectives, for example, enact their own politics.

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  • Apply by 2/15! Open Knowledge Fellowship

    The Library seeks applications for the Open Knowledge (formerly Open Pedagogy) Fellowship, which provides a $2000 stipend. What is the Open Knowledge Fellowship? This is an opportunity to consider how knowledge is created and produced, and for whom. The Fellowship provides interactive training on how […]

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