Merge branch 'main' into EstherPlomp-RDM-review

book/website/_bibliography/references.bib

@@ -2223,7 +2223,6 @@ @book{Healy2018dataviz
 	url = {https://socviz.co/}
 }
 
-
 @article{Jambor2021dataviz,
 	doi = {10.1371/journal.pbio.3001161},
 	url = {https://doi.org/10.1371/journal.pbio.3001161},
@@ -2251,3 +2250,12 @@ @article{Kwok2018eln
 	journal = {Nature}
 }
 
+@article{Gumb2022oer,
+  doi = {10.17161/jcel.v5i1.14946},
+  url = {https://doi.org/10.17161/jcel.v5i1.14946},
+  year = {2022},
+  author = {Gumb, L. and Cross, W.},
+  title = {In Keeping with Academic Tradition: Copyright ownership in higher education and potential implications for Open Education},
+  journal = {Journal of Copyright in Education and Librarianship}
+}
+

book/website/communication/open/education.md

@@ -19,7 +19,7 @@ Open Education is rooted in the human right to access high-quality education.
     - Easier to collaborate, participate and share resources.
 - **Reduces duplication of effort**: If an educator needs materials for teaching and they can access open materials, then they need not make their own from scratch, thereby saving time.
 - Is generally **more accessible** due to the use of open formats compared to proprietary formats in which files cannot be changed. 
-    - Formats like Microsoft docx require access to Microsoft Word, whereas open formats such as RTF and HTML work with a variety of software. 
+    - Formats like Microsoft docx are proprietary, so preference should be given to open formats such as ODT and HTML work with a variety of software. 
     - While .pdf is an open format, it is also more closed in the sense that it is difficult to edit compared to formats such as RTF and HTML. 
     - Accessibility is not guaranteed! 
 Learn more about how to improve the accessibility of your resources: 
@@ -61,9 +61,13 @@ Fully open OERs comply with the [5 Rs](http://opencontent.org/definition/):
 ## How to set up OERs? 
 
 1. Choose a platform.
-2. Collect resources under an open license (see [Attribution & Fair Use: Copyright in Open Education](https://www.youtube.com/watch?v=jGTUHdadqJU) and {ref}`Licensing data section<rr-licensing-data>` for more information).
-3. Ask for feedback.
-4. Share and promote your resources.
+2. Collect resources under an open license
+   For more information, see:
+    - [Attribution & Fair Use: Copyright in Open Education](https://www.youtube.com/watch?v=jGTUHdadqJU)
+    - [Copyright ownership in higher education and potential implications for Open Education](https://doi.org/10.17161/jcel.v5i1.14946) by {cite:ps}`Gumb2022oer`
+    - and {ref}`Licensing data section<rr-licensing-data>`
+4. Ask for feedback.
+5. Share and promote your resources.
 
 See also a short video on '[Creating Open Educational Resources: Tips for New Creators](https://www.youtube.com/watch?v=DV-HiWtMq1U)' and '[A Guide to Making Open Textbooks with Students](https://press.rebus.community/makingopentextbookswithstudents/)'
 
@@ -76,9 +80,12 @@ See also a short video on '[Creating Open Educational Resources: Tips for New Cr
 (cm-open-education-resources)=
 # Resources
 - [SPARC Open Education Leadership Program curriculum](https://sparcopen.org/our-work/open-education-leadership-program/curriculum/)
+- [The OER Starter Kit ](https://iastate.pressbooks.pub/oerstarterkit/)
 - [Open Education Group](https://openedgroup.org/)
 - [Open Education Network](https://open.umn.edu/oen/)
+- [Open Educational Resources](https://www.surrey.ac.uk/library/open-research/open-educational-resources) by the University of Surrey
 - Webinar on '[Creating and Sharing Open Educational Resources (OER)](https://www.youtube.com/watch?v=6JgoUbED4rM)'
+- Webinar on '[Another Kind of Open: exploring the benefits and barriers to the creation and use of open educational resources](https://www.youtube.com/watch?v=Mc7eV4gHA_0)' 
 - [Podcast interview with Nicole Allen](https://leadinglinespod.com/episodes/episode-029-nicole-allen/)
 - Video Session on '[Open Education Through an Ethics of Care & Justice](https://www.youtube.com/watch?v=i74KEAJnoPY)'
 - Book 'Teaching to transgress' by bell hooks.