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ERIC Number: EJ1205904
Record Type: Journal
Publication Date: 2019-Feb
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0276-928X
Open up for Science Learning: Professional Learning Helps District Navigate the Transition to Open Educational Resources
Westfall, Jeanette
Learning Professional, v40 n1 p41-44 Feb 2019
In 2015, Liberty, (Missouri) Public Schools was updating resources for several content areas. Content consultant Diana Laufenberg, executive director of Inquiry Schools, had been working with secondary teachers to study options for the best and most current instructional practices in social studies. As teachers considered using online resources instead of or in addition to their textbook, Laufenberg saw the potential for the district to benefit from open educational resources. She recommended the district to the U.S. Department of Education's Office of Educational Technology, which was launching an initiative called #GoOpen to transform teaching and learning by encouraging districts to use openly licensed materials. The department invited Liberty to be recognized as a #GoOpen district by meeting a simple request: Replace at least one course textbook with an open educational resource. In exchange, Liberty would participate in a network of schools that shared processes, policies, and progress in their transition to the use of open educational resources. Since then, the district has implemented an open educational resource leadership team, embedded itself in a network of schools using open educational resources, and challenged district teachers and leaders to think differently about professional learning around courses and content. With professional learning supports in place, Liberty's experience with open educational resources has been positive. By the end of the 2017-18 school year, teachers of over 50 courses had made the decision to transition. Today liberty has a more learner centered model of schooling. This is the first step in empowering students to take ownership of what they learn -- by offering them tools and learning that focus on essential concepts instead of a page-by-page approach to content.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri