OER en open pedagogiek

Anoek Sluiter-Oerlemans, Assistant Professor Youth Studies bij de Faculteit Gedrags- & Maatschappijwetenschappen, deelt haar visie op en ervaringen met open onderwijs. Anoek besloot onlangs om open onderwijsmaterialen te gaan gebruiken. Ze betrok studenten bij het co-creëren van lesmateriaal voor een cursus over onderzoeksmethoden voor de MA-programma's Youth, Society and Policy en Deafblindness.

Transcript of podcast:

[sound bite/people chatting sound]

(Quote Anoek): I think open education should be available to everyone in terms of the materials that you use, but also I think students will be more engaged or involved or motivated to work on assignments that are not just disposable assignments that they receive a grade and then they end up in a drawer and you never look at them again, but if they can contribute to the knowledge base and contribute to other people's learning experiences. 

[jingle] 

Podcast host: Welcome to Open Science Bites - The Open Science Podcast of the University of Groningen, highlighting best practices and challenges academics experience when being open in their teaching and research.

This episode will focus on open educational resources. In a nutshell, open educational resources are learning, teaching and research materials in any format and medium that reside in the public domain. In other words, they are free to use for anyone. 

In this episode, Anoek Sluiter-Oerlemans, Assistant Professor in Youth Studies at the Faculty of Behavioural and Social Sciences, shares her views and experiences with open education. 

Anoek recently decided to start implementing open educational resources. She involved students in co-creating teaching materials for a course on research methods for the MA programmes in Youth, Society and Policy and Deafblindness.

Anoek: This academic year, I started to take the first few steps in also using open pedagogy and open educational practices more. So I was already using open-access materials, and now I have also started working with a student, creating open educational resources.

I just took the first few steps, so I haven't been around to actually publishing the material just yet. But when I was working on redesigning a course for this academic year, I was thinking about what kind of materials do I want to include in this course. What kind of articles do they need to read, for example. So there were already some Open Access articles in this course. And I was thinking maybe I could improve it a little bit further. And then my attention was drawn to a workshop from the University Library about redesigning your course with open educational resources. So that came at the exact right time while I was doing this work, and I decided to sign up and then a whole new world opened for me because I was only thinking about open-access materials, but actually, you can do a lot more. Have students also work on co-creating materials, and they had a lot of inspiring examples. And that's when I decided to that I wanted to include that as well in my course. 

[student chatter break sound] 

Podcast host: What are the benefits of getting started with open educational material? According to Anoek, the process of co-creating open educational materials together with students brought extra motivation to the classroom and a different learning experience. 

Anoek: It motivated the students in a different way. And they were very active, actively involved, so they worked in group settings. And I think because they know that this is going to form a basis for an open educational resource that they have to maybe take an extra step to really make something accurate and fun to read. I asked them to consider a little bit of a layman's audience for their project or knowledge chapter. So this was something different from what they were used to. So that also created a different learning experience, I think, for them. So, that was I think the main benefits for me. 

Podcast host: And from the teacher’s perspective, using open educational resources also provides an opportunity to learn from and be inspired by peers all over the world. 

Anoek: Because I used other people’s course guides or materials to be inspired. I think that's really also an advantage of having access to these open educational resources. Just to be able to take a look at another teacher's kitchen, so to say, see how they, how they do this kind of things. And as a relatively new teacher myself, that was really helpful. So, just see how could you do this? How could you approach this? This is also why I want to pay it forward a little bit and publish my course guide and my plan, hopefully to inspire other teachers as well.

Podcast host: Does Anoek have any tips for fellow academics who are also interested in experimenting with open educational resources? 

Anoek: I think maybe attending such a workshop was, for me, a really good starting point because you have a lot of information. They share the slides. Probably they share the slides regardless of whether or not you attend these workshops, with perhaps then it should be somewhere available that teachers can find it easily. But yeah, that for me, the workshop was pretty helpful, and then going from there. Just do it doesn't cost a lot of extra time. It opens up a whole new opportunity for assignments to consider or materials to consider. It can be very helpful for the teachers as well. 

[jingle] 

Podcast host: Anoek mentioned she is new to the world of open educational resources. What challenges did she encounter when working with open educational resources?

Anoek: The students were really on board with it. So or at the very least, they weren't opposed to the idea. So yeah, they were quite enthusiastic about it. So and there, they all approved of the publication. Some prefer to be anonymous, others prefer to have full credit with their name. So I gave them that option and also gave the option to reconsider at any time and contact me about it. So no, so far, not many obstacles. Perhaps the most important obstacle is just finding the time now to prepare everything for publication with everything else going on.

Podcast host: Anoek also tries to be open in the way she approaches her research.

Anoek: It started with publishing open access. And this is something that I strive to do throughout my entire career. But the thing the focus is now more and more also on sharing: sharing your datasets, sharing your syntax set, sharing or pre-registering your plan, so you can then follow up with okay, we've collected the data now, and we conducted the experiment, for example, and this was our plan, so we're going to stick to the plan and what comes out of that. 

So in all honesty, I think there's room for improvement in me being an open academic. And when I started doing research, doing my PhD, it wasn't really a big issue at that point to publish open access or pre-register your research. And I think in the years following that, it became more of a topic, and actually, looking back at it I'm, I'm thinking, why wasn't this an issue? Before, because it makes so much sense to be open, to publish your research so that everyone is able to read about it, and be accountable. 

[Jingle] 

Podcast host: This was Open Science Bites - The Open Science Podcast of the University of Groningen. Thank you very much for listening. 

Join us for our next episode on open educational resources with Sander van Lanen from the Faculty of Spatial Sciences. 

Open Science Bites is produced by the University of Groningen Library, with technical support of Wim Brons.

Sander van Lanen, universitair docent culturele geografie aan de Faculteit Ruimtelijke Wetenschappen, ontwikkelde het open tekstboek 'Introduction to academic research' door reeds open beschikbare teksten te hergebruiken. In deze aflevering deelt Sander zijn ervaringen met het maken van open onderwijsmateriaal. Ook staat hij stil bij het doel van open onderwijs en de voordelen ervan voor studenten. Is het een middel om aansluiting te vinden bij de maatschappij of om studenten voor te bereiden op de arbeidsmarkt?

Transcript of podcast:

[Jingle/sound bite] 

(Quote Sander): It's important to think about why we are doing open education. Is it because it's a new buzzword? Is it because it adds something for students? Is it because of the way, as a university, we want to relate to the society that we are a part of? Is it a way we want to connect our students to the future work field or to the wider world?

[jingle] 

Podcast host: Welcome to Open Science Bites - The Open Science Podcast of the University of Groningen, highlighting best practices and challenges academics experience when being open in their teaching and research.

This episode will focus on open educational resources. In a nutshell, open educational resources are learning, teaching and research materials in any format and medium that reside in the public domain. In other words, they are free to use for anyone. 

[typing sound] 

Podcast host: In this episode, Sander van Lanen, assistant professor in cultural geography at the Faculty of Spatial Sciences, shares his views on and experiences with open education. 

Podcast host: So, what does being an open academic mean? 

Sander: I teach and do research mainly around issues of urban inequality, urban social exclusion and spatial justice. I've always been interested in one way or another in sharing my work with people outside of university. I never want it to be the academic that only publishes in academic journals and academic books. 

So on the one hand, I really liked this idea that you open up education, maybe also to people or groups of people that do not have formal access to the university. Although I'm also sometimes a bit sceptical and not necessarily of open education, per se, but maybe of the drive to make as many education as open as possible. Because what I sometimes fear is that, if everyone starts creating in-class information, in-class assignments, in-class learning materials, and everyone is going to share it online and open to the public in whatever way. I’m sometimes afraid you're going to get an information overload, so to say, so that so many people are going to share maybe interesting things, that is going to be a hard task to go through it and see what is of quality and what is not. 

Podcast host: Sander developed the open textbook ‘Introduction to academic research’ for a bachelor’s course he was teaching. He composed this textbook by selecting and reusing texts that were openly available. 

Sander: I was teaching a course called ‘Introduction to academic research’, which is basically about learning students how to write academically. And we were using a book of methods before and what basically happened was a book with 27 chapters out of which we used five, and so I thought the book was not really suitable, so I wanted something else.

I started looking what I could do, and I could find books with relevant chapters, but then they were either the same problem, so three out of 17 chapters were irrelevant, and then the book is 80 euros. So you can't really do that to the students. And then, around the time I was searching, I participated in this open educational resources workshop, and then I started thinking, hey, if there are open educational resources available, I can pick and choose, and I can still create one. So I started looking, and I think out of three different books, I could take four chapters and compile these together into a book. The only thing I changed was to make them consistent in style, and put them up as a book for students to read.

Podcast host: What kind of obstacles did Sander encounter when creating this textbook?

Sander: I think the main obstacle was that it did take me more time than I expected. I quite quickly told myself that the first year I would only copy the text of the existing textbooks, and I would only make adjustments to make the style coherent. I think in the end, how much time in total, it's hard to say. I think I would spend two, two and a half days searching for chapters, then another maybe day to read several options. And then maybe half a day editing and finalising things. But I think then a second time it goes way, way quicker. I suppose with almost everything that you do new, there is a time investment the first time you do it, and then it becomes less after.

Podcast host: What are the arguments for using open educational resources?

Sander: I mainly teach nowadays in the Master Society, Sustainability and Planning, which has a very society-oriented perspective. So in there, I think it wouldn't be too hard to convince people, at least of the benefits of sharing knowledge of trying to have students work on projects that engender change. In the course that is going to start next week, for example, students do a small research project every year and we always try to include societal partners with this -  organisations that operate in neighborhoods (the course is called Revitalizing Neighborhoods), or the municipality and we have students at least present or we invite people for the municipality or neighbour organizations to the presentation because we think that the findings might be useful. And one of the reasons also is that we do this in this course is that the lectural to my work believes that students will be more motivated if something happens with their assignment, so that they don't just do it for us. So I think that would be another motivation. 

So yeah, I think there is a motivation of, on one hand, motivating students, maybe giving some perhaps inherent drive might help for at least a part of the student population. And the other one is, I think, within our faculty, the idea of being a Knowledge Hub in the region and working together with provinces, municipalities, etc., is valued strongly, so that might help to convince.

Podcast host: Does Sander have any tips for fellow academics who are also interested in experimenting with open educational resources? 

Sander: I think it's important to consider why you are doing it and how it contributes to it. And second, I think there is really good support available. I would not have been able to do this without Mira Zhuk, who helped me with the open textbook. It's fascinating to see what's out there that you've never even thought of yourself. And there's just a huge wealth of assessment methods, assignments that you can use, and people are willingly sharing. That for me was impossible to explore without that support.

Podcast host: What could the university do to improve the support that it provides on open education? 

Sander: One thing that I would like, I suppose, is, perhaps to think about ways in which the use of open [...] if we want to move to open education, the way the use of open education can be rewarded or recognised in one way or another. I think one of the things that I was looking into when I  created the open textbook was to see if I could add it to Pure to your list of publications as an academic, and it cannot because Pure is only for research outputs and not for educational outputs.

And I suppose also on an institutional level, it's important to think about why are we doing open education, is it because it's a new buzzword? Is it because it adds something for students? Is it because of the way as a university we want to relate to the society that we are a part of? Is it a way we want to connect our students to the future work field or to the wider world?

[Jingle] 

Sander: Maybe all courses should have a statement on why or why not they decided to do open educational resources. I think, related to my earlier scepticism, I don't think more is necessarily better when it comes to open educational resources. I think it's worthwhile for everyone to consider to what extent open education can be a benefit to the course, and there might be good reasons for some courses to say 'no here open education doesn't necessarily make it better, and therefore we make an informed decision to not use it'. And I think that in terms of strategy, it is a whole different approach to say, as much openness as we can, or at least for everything we should consider, we should make an informed decision whether open education is desirable or not and then act on that. 

[Jingle] 

Podcast host: This was Open Science Bites - The Open Science Podcast of the University of Groningen. 

Thank you very much for listening.

Join us for our next episode on open educational resources with Rashid Gabdulhakov from the Faculty of Arts. 

Open Science Bites is produced by the University of Groningen Library, with technical support of Wim Brons.

Rashid Gabdulhakov, universitair docent aan het Centre for Media and Journalism Studies van de Faculteit der Letteren, ontwikkelde twee volledig open online cursussen in samenwerking met IWPR, het Institute for War and Peace Reporting. De cursussen zijn bedoeld om niet-westerse wetenschappers wegwijs te maken in het westerse systeem van academische kennisproductie. Rashid deelt zijn ervaringen met open onderwijsmateriaal en hij staat ook stil bij hoe inclusief en divers het proces van kennisproductie is.

Transcript of podcast:

[Jingle/sound bite] 

(Quote Rashid): We have to understand, [you know], who makes it again into the classroom, through literature or physically as a teacher or student who is included in the process of knowledge creation, knowledge production, and whose voices are ever excluded.

[jingle] 

Podcast host: Welcome to Open Science Bites - The Open Science Podcast of the University of Groningen, highlighting best practices and challenges academics experience when being open in their teaching and research.

This episode will focus on open educational resources. In a nutshell, open educational resources are learning, teaching and research materials in any format and medium that reside in the public domain. In other words, they are free to use for anyone. 

[jingle] 

Podcast host: In this episode, Rashid Gabdulhakov, assistant professor at the Centre for Media and Journalism Studies at the Faculty of Arts, shares his views on and experiences with open education.

To develop two fully open online courses, Rashid collaborated with the IWPR, the Institute for War and Peace Reporting.

Rashid: I come from Uzbekistan, the Central Asian country, and together we came up with a couple of courses during the pandemic. We created two free online courses, eight weeks long each, with some assignments that help people comprehend the information. One of the courses focused on relying on online artefacts in research. The idea was to demonstrate how online artefacts can be used to produce new knowledge and to engage in exciting studies. The second course focused on how to navigate exactly the Western system of knowledge production based on my own experience, because I received my PhD at the Erasmus University here in the Netherlands, based on my own experience of publishing in Western academia. I shared some of the tips. The idea was to help scholars beyond the West or in my beloved region of Central Asia, get involved and produce more knowledge. Of course, this was done with the understanding that there are barriers, so you have to know English, most of the information we produce is in the English language. Most of the journals are unfortunately located in the West as well, for the field of media especially, but at least to help people who want to participate, who have agency already, to help them navigate the system. 

[jingle] 

Podcast host: So if you’re interested in experimenting with open educational resources, where do you start? 

Rashid: So first, ask yourself some questions. [Yeah.] To whom is this course beneficial? Who is your audience? Who will mediate the course as well, on whose platform will it exist? Making a course, of course, is one level. Another level is reaching your audience. How are people going to find out that this course even exists? As a media scholar, I always think in these terms, but of publicity, but you really need this outreach as well. And in my case, in my experience, CABAR.asia and IWPR also came in really actively in spreading this across social media platforms, and making this media campaign for the course that attracted quite a few students. Yeah, let's call them students, but quite a few people who followed the course and went through it. It also helps that at the end, you receive a certificate. I mean, it's not a university level certificate. It doesn't guarantee you any credits anywhere, but it's still a reward that you went through the course. 

[jingle/typing sound] 

Podcast host: What challenges did Rashid encounter when creating the online courses?

Rashid: The major obstacle was that you have to be very precise in your video material when you're recorded. Because in class, you can build upon some common discussion, make a bit of small chat, warm up the group you, are deprived of that opportunity in a video class, of course, so you have to be to the point automatically and very precise. Another challenge was, of course, that you don't see the audience, so there is no feedback, and you just hope that you are inclusive enough that it will land with a variety of audiences. Finally, the third challenge was technology because you have to be a bit of technologically savvy to produce this video material. And it took a bit of learning myself. So I started, did a bit of research, just short what to know, how to best position myself, what equipment I should purchase, a bit of equipment, microphone, some bloggers light. My wife would make fun of me for that, of course. We had a kid, actually, in September, right amid the recording of these online courses. So with a child at home, that was another challenge. So I had to do it. You know, while the light is still shining, but also when the kid is sleeping or is taking a walk outside.

[jingle]

Rashid: We are so overworked. You constantly are either teaching or researching, and it's a cycle, and there is very little time for a family, even in academia. Yeah, it's quite an open discussion that these problems are present. And when you engage in something extra, of course, as rewarding as it is, it requires a bit of time. So I think it's a matter of balancing. Yeah, you have to make sure you understand how much you can do and be at peace with that. So while we might have these great ideas and strive for making a change, we also need to be easy on ourselves and try to come up with something that we can manage at the end of the day to make sure that we complete it after all, and we're also satisfied. So ideally, I would do a course in multiple languages and maybe several courses, but I was able to produce two in this period of time, and I'm at peace with that.

Podcast host: How could universities alleviate these challenges or support academics experimenting with open educational resources? 

Rashid: So this question exactly what for a university can do to support is first maybe to instigate an inclusive conversation. So we can understand the needs, what is needed to begin with? What do people want to do and what is a barrier? So what prevents them in the way from doing there is a time is it technology is it what is it so we need to identify the desires ideas, we need to identify the barriers and then there will be a better understanding of how the university and in what manner, can facilitate the creation of open access knowledge. 

I think it's it has to do with two levels. On the one level, you need to give people time. Time is the most scarce resource for academics. You need to give people time. And second, you need to give people the ability to acquire these tools, to acquire a variety of tools. Some theoretical, practical, learn from each other in the process.

[sound bite]

Podcast host: What motivates Rashid in being open with his research and teaching? Rashid had no doubts that diversity and inclusion are his main drivers. 

Rashid: Being an open academic means struggling to me, struggling with the system. Because I see that there are quite a few issues in the knowledge production system. They have to do with different types of barriers, linguistic, gender, national, ethnic. So if you value open access, that means that you have to fight with the system in a way. And so to me, this is what it means, and it can be done, of course, at the individual level, but it's much easier when there is collaboration with colleagues or when there is institutional support. 

We have to understand, you know, who makes it again into the classroom, through literature or physically as a teacher or student who is included in the process of knowledge creation, knowledge production, and whose voices are ever excluded. So to me this touches upon both, again, issues of gender, ethnicity, nationality, health issues, how accessible are our universities, but also whose literature are we bringing in to define concepts? What I notice, for instance, in my own experience, is that in the media field, a lot of the theoretical concepts are produced in the West. So a lot of the theory, a lot of conceptualisation is produced in the West. And these theories are then contextualised in the so-called Global South. To me, that creates a limit. First of all, it's an unfair system. Second of all, we are limited to the system where these cookie-cutter approaches may not necessarily fit the reality elsewhere. So what I would encourage to do is to produce theories also beyond the Western world and to consider how this, how people beyond the West can regain agency or gain agency in conceptualising and in also producing theories that we hear at Western institutions can then also rely upon, so that the system is not just one sided, it's more fair, and in all reality, it's more logical, it's more adequate and it brings us closer to truth, which is the main aim of science anyways. 

[Jingle] 

Podcast host: This was Open Science Bites - The Open Science Podcast of the University of Groningen. 

Thank you very much for listening. Join us for our next episode on reproducibility. 

Thank you very much for listening. Join us for our next episode for advice from our open education specialists on how to get started with open education material.

Open Science Bites is produced by the University of Groningen Library, with technical support of Wim Brons.

Mira Buist-Zhuk is academisch informatiespecialist bij de Universiteitsbibliotheek Groningen en gespecialiseerd in open leermaterialen. In deze aflevering deelt ze tips en adviezen voor docenten om aan de slag te gaan met open educational resources. Beluister de aflevering en leer hoe je open educational resources kunt gebruiken, creëren, delen en er je voordeel mee kunt doen.

Transcript of podcast:

[Jingle/sound bite]

(Quote Mira): And so, of course, as enthusiastic as we are about our teachers using and reusing OER, we also realise it takes time. So what we're trying to do with our support service is to alleviate this burden, or try to make it as low-threshold as possible for teachers to engage with the topic of open education.

[jingle] 

Podcast host: Welcome to Open Science Bites - The Open Science Podcast of the University of Groningen, highlighting best practices and challenges academics experience when being open in their teaching and research.

This episode will focus on open educational resources. In a nutshell, open educational resources are learning, teaching and research materials in any format and medium that reside in the public domain. In other words, they are free to use for anyone. 

[background music] 

Podcast host: In this episode, Mira Buist-Zhuk, specialist on open education at the University of Groningen Library, shares some tips and advice for teaching staff on how to get started with open educational resources.

Podcast host: Why should teachers engage in open education?

Mira: Open Educational Resources are freely accessible and freely available. They reduce the costs, save resources on so many levels; for students, for teachers, for institutions, but also for society in general. Very importantly, they allow for more flexibility and customization in your teaching, because they are adaptable, and you can change them to fit your teaching and your learning goals and the needs of your students, rather than changing your teaching to fit the materials you have. This is the academic freedom you need. They allow for more innovation and variety in the classroom. And because they are free from complicated copyright restrictions and structures, they also allow for more flexibility. They're more inclusive and take into account the needs of your students, facilitate blended learning, but also help ensure lifelong learning and access to materials that your students will have for the rest of their lives. Not just your students, but the society in general. 

Podcast host: Can you tell something about different approaches to open educational resources?

Mira: You can reuse existing materials. You can adapt them as they are if you see that they are perfectly fine and you don't need to change anything. Or you can adapt or customize them, localize them, add some examples relevant to your course, translate them into the local language, add subtitles, add exercises or reflection moments, for instance. You can also remix several resources, several resources created by others, plus some sections of your own, for instance, to create a nice remixed reader or textbook. You can always create your own material. For instance, you found a niche that is not yet covered in your subject area, you can always create your own open educational resource and share it out into the world. You can release already existing materials that you already have created, and you can share them under an open license with the rest of the world. 

[sound bite/jiggle]

Mira: You can also involve students as co-creators of knowledge so you can engage in open pedagogy, which means that you engage students into Creating Reusable materials that have added value beyond the classroom. This way the students are activated and instead of passive consumers of knowledge, they also become active creators and co-creators of this knowledge. This gives more sense and meaning and purpose to their learning process. They feel more engaged, and this is a way more meaningful way to learn.

Podcast host: As a teacher, how can I reuse existing open educational resources? On a practical level, how do I do that? 

Mira: Well, first of all, we recommend you to start with your end goal in mind, what are the learning goals of your course? What are the learning objectives of your students? Then you can consider how OER can support you in this, what problems or needs it could resolve, and how it would fit into the design of your course. And then you will figure out what kind of OER you need to support these learning objectives. Then, of course, the next step to take is to go to an OER platform or repository and search, search for, the resources out there. Do pay attention to the licensing terms. They will determine what you can do and what you cannot do with this material. And if you find a suitable OER that's wonderful. And now you need to evaluate it. Does it correspond to the quality criteria? Is it a good reflection of the field? Is it not biased? Is it inclusive enough? Does it fit the course and the teaching goals you have with your course? Is it accessible, and is it usable for all your students? And is the license just free? Or is it truly open? Does it contain open permissions to reuse it? If you've evaluated it and found something that truly corresponds to the needs of your course, then go ahead and integrate it into your course.

Podcast host: Suppose I have created open educational material and I want to share it with the world, how do I do it?

Mira: You can do so yourself, or you can do so by asking us at the OER support point. The go-to place here is the SURF Sharekit repository, the Netherlands-wide platform implemented by SURF and supported by most higher education establishments in the Netherlands. We have an institutional license and facilitate sharing via this online platform. And we can help you with sharing your materials via this platform. 

Of course, besides Sharekit, we also use other international platforms where you can showcase your educational resources, and we will happily help you upload your resources and make them available to learners and teachers from all over the world.

Podcast host: In previous episodes, both Anoek Sluiter-Oerlemans and Sander van Lanen mentioned that they were inspired by attending a workshop about ‘redesigning your course with open educational resources’. Can you tell a bit more about this course?

Mira: Together with the specialists, didactic specialists from ESI, education support and innovation, and information specialists from the University Library, we developed a workshop on redesigning your course with OER and we give it a few times per year. The main goal of this workshop is to acquaint teachers with OER, with open licenses, with copyright, show the teachers where and how to look for open educational resources, the why behind that? Why should they engage with them, so we try to give them a wide variety of reasons, and many of them resonate with the teachers. We also introduce open practices and strategies for integrating OER in the course design, showcase examples of OER from our University and beyond. And also show where and how to look for open educational resources, where to find them. What are the cool platforms, collections and places where you can go and find some suitable materials.

Podcast host: What support can teachers expect from you and your team?

Mira: We provide all sorts of support, ranging from giving presentations and workshops on the topic of OER open education, open licenses, to providing individual consultations by information by didactic specialists, indeed. We also will provide guidelines and recommendations, we create information materials on the subject. We provide licensing and corporate advice, but also publishing advice. And we can also assist a teacher or any other interested person in assisting in locating and evaluating open educational resources, help you choose and apply a CC license to the material you've created. But we can also go deeper and provide you with feedback and suggestions for redesigning your courses with OER with open practices and with open pedagogical practices. We can also assist with creation of open textbooks with open educational videos with knowledge clips, or any other types of OER. And, very importantly, we help you with sharing open educational resources in university and national international contexts via online repositories.

And so, of course, as enthusiastic as we are about our teachers using and reusing OER, we also realize it takes time. It takes time to learn about them, it takes time to find them. So what we're trying to do with our support service is to alleviate this burden, or try to make it as low-thresholdy as possible for teachers to engage with the topic of open education. We try to provide the services to help them do that and will minimize the time it takes to learn about it, but also to find the suitable resources.

[Jingle] 

Podcast host: This was Open Science Bites - The Open Science Podcast of the University of Groningen. 

Thank you very much for listening. Join us for our next season on public engagement.

Open Science Bites is produced by the University of Groningen Library, with technical support of Wim Brons.