Open Educational Resources (OERs)

Affordable Learning Georgia is an initiative of the University System of Georgia focused on providing affordable course materials through the provision of grants.  Applications are typically accepted twice per year.

Faculty who intend to apply for an affordable materials grants must complete and submit an intent to apply form by Friday, October 3, 2025. The intent to apply form should be returned to the OGSP at grants@gcsu.edu and copied to the appropriate Department Chair/Dean.

Please see the Submission Timeline for further details.

The Office of Grants & Sponsored Projects invites all interested faculty and staff to submit an intent to apply for the Affordable Materials Grants (AMG). These grants are an ongoing effort to reduce the cost of course materials for students and increase the adoption of Open Educational Resources (OER). The AMG provides support for instructors and professional staff to execute approaches to no-and low-cost materials and contribute to student retention, progression, and graduation.

There are three categories to consider: Transformation, Continuous Improvement, and Research Grants.

Transformation Grants:

Transformation Grants support individual instructors, teams of instructors, entire departments, and professional staff in their efforts to replace existing course-specific commercial textbooks and materials with no- or low-cost learning materials for students. An example could be the adoption, adaptation, and/or creation of OER. The total funding requested for Transformation Grants cannot exceed $30,000.

Continuous Improvement Grants:

Continuous Improvement Grants support projects that increase the sustainability of OER through substantial revisions of existing courses, creation of ancillaries for existing OER courses, or replacement of current OER in courses with new/improved OER. Continuous Improvement Grants cannot exceed $10,000 in requested funding.

Research Grants:

Research Grants aim to broaden knowledge of how implementations of OER affect cost, outcomes, usage, and perceptions. Examples of topics in this category are “Does the free open access to open educational resources lead to increased student success over other resources?” and “Does the ability to revise and remix open resources for more localized student relevance influence student success over the use of other resources?”.

To ensure project feasibility, Research Grant teams must include at least one non-instructional faculty research collaborator (e.g., research faculty, institutional researchers, instructional designers and technologists, librarians, or student assistants) to help manage the project and conduct research activities. Research Grants cannot exceed $10,000 in requested funding.

Campus Support:

ALG Champions are on campus and available to assist with identifying affordable resources, fundamentals and best practices of open licensing, and the potential to enhance instruction through open pedagogy.

Champion points of contact are:

Paula Knight, Digital Resources and Experience Librarian and Library Champion, ext. 1693 or paula.knight@gcsu.edu

Dr. Jaclyn Queen, Instructional Designer and Instructional Design Champion, ext. 1276 or jaclyn.queen@gcsu.edu

For additional support, the Office of Grants and Sponsored Projects is available to assist with proposal development, feedback, and final submission. Review the timeline document for additional information.

Open Education Resource - There's no official definition, but generally....

Are Library Resources OERs?

Library resources are usually not free of copyright restrictions so they cannot be adapted, copied, or distributed without the permission of the copyright holder, even for educational purposes, so technically speaking, they aren't OERs. However, since library resources are free to use and many electronic resources have unlimited users, they can fill the same needs as OERs in many situations.

Textbook costs are rising much faster than the rate of inflation....and students are responding.

Why OERs?

• Affordable - Increasing cost of textbooks has led some students to forego buying the text at the expense of learning, often accepting a lower grade as a consequence.  Therefore, OERs can promote student learning and retention.
• Accessible - Electronic texts are available immediately -- No more waiting for the mail or out-of-stock books at the bookstore.
• Adaptable - Most texts are adaptable to the needs and interests of the class/ instructor
• Currency - Texts can easily be updated and made available in less time than print publication

Concerns....

• Locating/ Quality - Faculty frequently express concerns about the difficulty of finding resources, evaluating the quality of the resources they find, and the respect of their peers for the resources they choose that are not mainstream.  (This is getting much easier!....see "Where to find OERs," below.)
• Copyright - Instructors are often uncertain what the restrictions are on various types of materials.  While librarians aren't lawyers (at least, most of us aren't!), faculty benefit from basic explanations of Creative Commons licenses, Fair Use, and Copyright.
• Bookstores - Questions often arise about the impact of OERs on the college bookstore and the revenue they generate for the college.  The role of bookstores is changing, not only because of OERs, but because of competition from online booksellers and other factors. Some bookstores are finding ways to participate in OERs. Here are two examples:  What about the the bookstore? and University bookstores change with the Times. 
• Supplemental Materials - Some OERs have online helps for students as well as faculty-only materials such as test banks and slideshows. (For an example, see https://openstaxcollege.org/textbooks/psychology/resources)

There are many sources for OERs, but here are a few popular sites.  (There is often a fair amount of overlap in the materials in these sites.)

Many academic libraries have created Research Guides (sometimes called LibGuides) with OERs selected for their specific population. See the Learn More page for examples and be sure to check with your librarian!

Selection Criteria

Some of the factors the ENGL 1101 textbook committee considered when selecting a text to adapt:

• Quality of content - Of course! We did not require peer-reviewed content, but carefully examined the content for ourselves and gained approval from the textbook adoption committee before using the text.
• Appropriateness for our curriculum. The text we chose was adaptable, but generally addressed the concepts and assignments taught in our Freshman English class.
• License that permitted us to adapt and freely distribute
• Ease of adaptability. Some OERs have an open license, but no apparent way to capture the content in an adaptable form.  We were really not interested in writing a textbook in html!
• Printability. Some of our faculty expressed a strong preference for a format that would enable students to have a print book with consistent page numbers, etc.  Therefore, we opted for a linear format with some hyperlinks as opposed to an interactive, nonlinear format.
• Accessibility - The OER should be easy to find, embed or link to in iCollege (our learning management system).  While we did not make finding an OER with ADA compliance a priority, OIT made sure the final formatting was done with universal design in mind.

Other OER projects also consider availability of supplementary materials such as exercises and exams and peer review of the content.

Many OERs use Creative Commons Licenses to communicate just how "open" the resource is.

Copyright law grants, by default, "all rights reserved" to authors (or other copyright holders) to protect their claim to a work and profits generated from it.

Creative Commons is a popular way for copyright holders to modify these rights to allow others to reuse, modify, distribute, or even profit from their works without asking permission.  The works are still copyrighted and must be cited when used as an information source in a research paper, but the author has opted to allow others to use the work within selected restrictions.  

The particular combination of restrictions is selected by the copyright holder and is usually represented in code and/or image.  For example, 

This license specifies that you may modify, distribute, and reuse the work as long as you give attribution (credit) to the original author and you use the work non-commercially.

• Advocate
  • Increase awareness of OERs among faculty and administrators
  • Participate in conversations about OERs state-wide ....and beyond
• Educate
  • Lead workshops for faculty about finding and using OERs
  • Help students use software related to OERs, such as PDF readers
• Find/Collect
  • Help instructors locate OER resources for their classes (and library resources, where appropriate!)
  • Add OERs to the library catalog and/or aggregate in LibGuides.
• Advise - Librarians often have advanced knowledge about...
  • e-Book formats (including PDF, html, wikis, and interactive software)
  • Creative Commons licenses and other copyright issues
• Create content - Include links to library resources and write information literacy content for faculty-created OERs.
• Publish - Some libraries have OER publishing initiatives.  
  • Example: PDX Scholar from Portland State U http://pdxscholar.library.pdx.edu/
• Sponsor - Provide/administer grant funding to facilitate creation, adoption, and adaptation of OERs.
  • Example: NCSU Alt-Textbook Project  http://www.lib.ncsu.edu/alttextbook

Well, of course there's the rest of this guide....but also, check out the Affordable Learning Georgia website for information about OERs, grants, resources, and more.