{"id":114,"date":"2024-01-22T18:33:45","date_gmt":"2024-01-22T18:33:45","guid":{"rendered":"https:\/\/pressbooks.hcfl.edu\/adopt\/?post_type=chapter&#038;p=114"},"modified":"2024-10-30T19:07:20","modified_gmt":"2024-10-30T19:07:20","slug":"searching-for-oer","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hcfl.edu\/adopt\/chapter\/searching-for-oer\/","title":{"raw":"Searching for Open Educational Resources","rendered":"Searching for Open Educational Resources"},"content":{"raw":"[video width=\"720\" height=\"576\" mp4=\"http:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/08\/How-To-Find-And-Evaluate-Oer-13.mp4\"][\/video]\r\n<p style=\"text-align: center\"><em>\"<a href=\"https:\/\/www.youtube.com\/watch?v=FbwuMQM-NG8\">How to Find and Evaluate OER<\/a>\"\r\nBy Abbey Elder. Licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\">CC BY 4.0<\/a>. <a href=\"https:\/\/flvctest-my.sharepoint.com\/:w:\/g\/personal\/rsauls_flvc_org\/ETuqOIpXvkBFigYnWlNGXnkBbib0r_VPNluUwZB1p-M_hQ?e=fRaCgZ\">Transcript<\/a><\/em><\/p>\r\n&nbsp;\r\n<div align=\"left\">\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div align=\"left\">\r\n\r\nBy the end of this chapter, one will be able to:\r\n<ul>\r\n \t<li>Understand and Apply Effective Search Strategies when Looking for Open Educational Resources<\/li>\r\n \t<li>Identify Several Online Open Educational Resources Repositories<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<h1>Introduction<\/h1>\r\n<\/div>\r\n<p style=\"text-align: justify\">After learning how to identify an OER in the last chapter, this chapter will cover searching for the right OER material. The video above overviews a three-step search process for finding OER, just like students use when researching a topic for a paper:<\/p>\r\n\r\n<ul>\r\n \t<li><strong>identify<\/strong> a topic, by outlining keywords and planning their search strategy;<\/li>\r\n \t<li><strong>compile<\/strong> relevant resources; and<\/li>\r\n \t<li><strong>evaluate<\/strong> their results (discussed in the next section).<\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">An instructor's search for OER is much the same.<\/p>\r\n\r\n<h1>Learning Objective Check-In<\/h1>\r\n[h5p id=\"15\"]\r\n<h1>Identify<\/h1>\r\n[caption id=\"attachment_661\" align=\"alignright\" width=\"300\"]<img class=\"wp-image-661 size-medium\" src=\"http:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/identify-customer-300x225.png\" alt=\"Someone identifying items\" width=\"300\" height=\"225\" \/> <a class=\"text-underline font-size-sm\" href=\"https:\/\/iconscout.com\/illustrations\/identify-customer\" rel=\"noopener\">Identify Customer<\/a>\u00a0by\u00a0<a class=\"text-underline font-size-sm\" href=\"https:\/\/iconscout.com\/contributors\/pixel-true-designs\" rel=\"noopener\">Pixel True<\/a> <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY 4.0<\/a>[\/caption]\r\n<p style=\"text-align: justify\">Identifying a topic involves outlining keywords and planning a search strategy.\u00a0 Instructors may pull together a keyword outline by identifying the main and sub-topics for OER content with the following:<\/p>\r\n\r\n<ul>\r\n \t<li>Course Title and Description; see <a href=\"https:\/\/flscns.fldoe.org\/TaxonomyList.aspx\">Florida's Statewide Course Numbering System (SCNS)<\/a><\/li>\r\n \t<li>Student Learning Outcomes (SLOs)<\/li>\r\n \t<li>Course Objectives<\/li>\r\n \t<li>Degree Pathway Indicators<\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">These will provide important topics and keywords in the search for content to adopt. Search strategies might involve combining terms in different ways, adding term(s) to broaden a search, or subtracting terms to narrow search results. Titles, headings, keywords, and context of OER should closely match what is stated within the SLOs. Likewise, instructors should select OER content (either whole or in part) that meet course objectives. Degree pathway indicators for the course or program are also important to consider when searching for OER. For instance, if \u201clicensure exam pass rate\u201d is an indicator, that concept should figure into a search strategy (for example, content to improve\/aid licensure exams). With this information, instructors should be able to pull together a search strategy which will yield OER content to compile. Instructors may want to include additional factors to identify, like if ancillary materials (for example, quizzes\/tests) are available with the OER.<\/p>\r\n\r\n<h1>Compile<\/h1>\r\n<p style=\"text-align: justify\">Instructors are encouraged to pull together the resource(s) that work best for them. When looking to adopt OER in place of a current commercial resource, start the search in an open textbook repository. Find sites that offer full course packs, textbooks, class presentation slides, quizzes, homework assignments, and exams. Course packs should be highly considered, as they may offer an easy path to adopt OER. Compiling a list of potential OER to adopt may seem overwhelming, as there are literally millions of openly licensed resources available.\u00a0 It is important that instructors feel confident when trying to find relevant resources. So, begin searching with targeted OER sites.\u00a0 The video in this section provided a good overview of two common repositories for finding OER:<\/p>\r\n\r\n<ul>\r\n \t<li><a href=\"https:\/\/open.umn.edu\/opentextbooks\/\">Open Textbook Library<\/a><\/li>\r\n \t<li><a href=\"https:\/\/oercommons.org\/\">OER Commons<\/a><\/li>\r\n<\/ul>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Please take a few moments to review other options below. Take note of the site(s) that may best fit the course needs.<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li><a href=\"http:\/\/www.merlot.org\/merlot\/index.htm\">MERLOT<\/a><\/li>\r\n \t<li><a href=\"https:\/\/openstax.org\/\">OpenStax<\/a><\/li>\r\n \t<li><a href=\"https:\/\/pressbooks.directory\/\">Pressbooks<\/a><\/li>\r\n \t<li><a href=\"https:\/\/commons.libretexts.org\/?_gl=1*1m7t06g*_ga*MTY5ODY1MzA0Mi4xNjk0MjAyMTg2*_ga_37C1BN2F1D*MTcyMTI0ODI1OC45LjEuMTcyMTI0ODI4MC4wLjAuMA..\">LibreTexts<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<h2>Student Open Access Resources<img class=\"aligncenter\" style=\"font-size: 16px\" src=\"https:\/\/openfl.digital.flvc.org\/sites\/openfl.digital.flvc.org\/files\/banner.jpg\" alt=\"openfl.digital.flvc.org\" width=\"435\" height=\"100\" \/><\/h2>\r\n<p style=\"text-align: justify\">The OPEN FL community have been pulling resources together in the <a href=\"https:\/\/openfl.digital.flvc.org\/islandora\/object\/oer%3Aroot\">Student Open Access Resources (SOAR) Repository<\/a>. Collections include courses with high dual enrollment. This is a statewide database of OER curated by the students, librarians, instructors, and staff from the Florida colleges and universities. If teaching one of these courses, please review the curated list in SOAR for potential OER to adopt.<\/p>\r\n\r\n<h2>Google Advanced Search<\/h2>\r\n<p style=\"text-align: justify\">Online search tools like <a href=\"https:\/\/www.google.com\/advanced_search\">Google Advanced Search<\/a> may also help in searching for and locating OER for a course. The Google Advanced Search allows users to filter results by usage rights, but it does not offer a list of licenses to search by. Instead, Google gives its own descriptions of the licenses:<\/p>\r\n\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li>not filtered by license (Default, All Rights Reserved)<\/li>\r\n \t<li>free to use or share (CC BY-NC-ND)<\/li>\r\n \t<li>free to use or share, even commercially (CC BY-ND)<\/li>\r\n \t<li>free to use, share, or modify (CC BY-NC or CC BY-NC-SA)<\/li>\r\n \t<li>free to use, share, or modify, even commercially (CC BY or CC BY-SA).<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<div class=\"textbox\">\r\n\r\n<img class=\"wp-image-868 size-full\" src=\"http:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/Google-advanced-search-e1724075437105.png\" alt=\"Closeup of Google Advanced page usage rights menu.\" width=\"983\" height=\"563\" \/>\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\nBe aware that search tools, like Google. rely on metadata being detected on the source webpage. It is wise to confirm the CC license on the content before reuse.\r\n<h1>Generative Artificial Intelligence (GenAI)<\/h1>\r\nIn recent years, generative artificial intelligence (GenAI) has captured the attention of instructors in higher education.\u00a0 The upcoming Adapt and Author modules will address best practices for this technology in changing or creating OER.\u00a0 When adopting OER, GenAI may play a role in searching for materials.\u00a0 If you use use GenAI (like ChatGPT) to find OER, make sure you verify the source of the content it provides as well as its accuracy and copyright status.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Instructor Voice<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n\"<em>[An open math homework and assessment platform] has a huge pool of questions I could choose from [and] provides a very detailed help if I want to author my own questions, which I take advantage of all the time. The ability to see my students\u2019 work in real time via live polls, analyze past performance, and keep track of student progress is amazing.<\/em>\"\r\n\r\nAnna Lurie, Mathematics Department\r\nPalm Beach State College\r\n\r\n<\/div>\r\n<\/div>\r\n<h1>Conclusion<\/h1>\r\n<p style=\"text-align: justify\">Identifying search terms and compiling a list of potential OER using repositories and search tools is an active part of the OER adoption journey. During this stage, don't take a deep dive into the resources. Pull together anything that may be relevant. The next chapter will discuss a more reflective step, evaluating the OER found.<\/p>\r\n\r\n<h1>Assessment<\/h1>\r\n[h5p id=\"31\"]\r\n<h1>Learner Survey<\/h1>\r\n[h5p id=\"63\"]","rendered":"<div style=\"width: 720px;\" class=\"wp-video\"><video class=\"wp-video-shortcode\" id=\"video-114-1\" width=\"720\" height=\"576\" preload=\"metadata\" controls=\"controls\"><source type=\"video\/mp4\" src=\"http:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/08\/How-To-Find-And-Evaluate-Oer-13.mp4?_=1\" \/><a href=\"http:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/08\/How-To-Find-And-Evaluate-Oer-13.mp4\">http:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/08\/How-To-Find-And-Evaluate-Oer-13.mp4<\/a><\/video><\/div>\n<p style=\"text-align: center\"><em>&#8220;<a href=\"https:\/\/www.youtube.com\/watch?v=FbwuMQM-NG8\">How to Find and Evaluate OER<\/a>&#8221;<br \/>\nBy Abbey Elder. Licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\">CC BY 4.0<\/a>. <a href=\"https:\/\/flvctest-my.sharepoint.com\/:w:\/g\/personal\/rsauls_flvc_org\/ETuqOIpXvkBFigYnWlNGXnkBbib0r_VPNluUwZB1p-M_hQ?e=fRaCgZ\">Transcript<\/a><\/em><\/p>\n<p>&nbsp;<\/p>\n<div style=\"text-align: left;\">\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div style=\"text-align: left;\">\n<p>By the end of this chapter, one will be able to:<\/p>\n<ul>\n<li>Understand and Apply Effective Search Strategies when Looking for Open Educational Resources<\/li>\n<li>Identify Several Online Open Educational Resources Repositories<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<h1>Introduction<\/h1>\n<\/div>\n<p style=\"text-align: justify\">After learning how to identify an OER in the last chapter, this chapter will cover searching for the right OER material. The video above overviews a three-step search process for finding OER, just like students use when researching a topic for a paper:<\/p>\n<ul>\n<li><strong>identify<\/strong> a topic, by outlining keywords and planning their search strategy;<\/li>\n<li><strong>compile<\/strong> relevant resources; and<\/li>\n<li><strong>evaluate<\/strong> their results (discussed in the next section).<\/li>\n<\/ul>\n<p style=\"text-align: justify\">An instructor&#8217;s search for OER is much the same.<\/p>\n<h1>Learning Objective Check-In<\/h1>\n<div id=\"h5p-15\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-15\" class=\"h5p-iframe\" data-content-id=\"15\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"ICE\"><\/iframe><\/div>\n<\/div>\n<h1>Identify<\/h1>\n<figure id=\"attachment_661\" aria-describedby=\"caption-attachment-661\" style=\"width: 300px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-661 size-medium\" src=\"http:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/identify-customer-300x225.png\" alt=\"Someone identifying items\" width=\"300\" height=\"225\" srcset=\"https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/identify-customer-300x225.png 300w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/identify-customer-768x576.png 768w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/identify-customer-65x49.png 65w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/identify-customer-225x169.png 225w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/identify-customer-350x263.png 350w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/identify-customer.png 1000w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-661\" class=\"wp-caption-text\"><a class=\"text-underline font-size-sm\" href=\"https:\/\/iconscout.com\/illustrations\/identify-customer\" rel=\"noopener\">Identify Customer<\/a>\u00a0by\u00a0<a class=\"text-underline font-size-sm\" href=\"https:\/\/iconscout.com\/contributors\/pixel-true-designs\" rel=\"noopener\">Pixel True<\/a> <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY 4.0<\/a><\/figcaption><\/figure>\n<p style=\"text-align: justify\">Identifying a topic involves outlining keywords and planning a search strategy.\u00a0 Instructors may pull together a keyword outline by identifying the main and sub-topics for OER content with the following:<\/p>\n<ul>\n<li>Course Title and Description; see <a href=\"https:\/\/flscns.fldoe.org\/TaxonomyList.aspx\">Florida&#8217;s Statewide Course Numbering System (SCNS)<\/a><\/li>\n<li>Student Learning Outcomes (SLOs)<\/li>\n<li>Course Objectives<\/li>\n<li>Degree Pathway Indicators<\/li>\n<\/ul>\n<p style=\"text-align: justify\">These will provide important topics and keywords in the search for content to adopt. Search strategies might involve combining terms in different ways, adding term(s) to broaden a search, or subtracting terms to narrow search results. Titles, headings, keywords, and context of OER should closely match what is stated within the SLOs. Likewise, instructors should select OER content (either whole or in part) that meet course objectives. Degree pathway indicators for the course or program are also important to consider when searching for OER. For instance, if \u201clicensure exam pass rate\u201d is an indicator, that concept should figure into a search strategy (for example, content to improve\/aid licensure exams). With this information, instructors should be able to pull together a search strategy which will yield OER content to compile. Instructors may want to include additional factors to identify, like if ancillary materials (for example, quizzes\/tests) are available with the OER.<\/p>\n<h1>Compile<\/h1>\n<p style=\"text-align: justify\">Instructors are encouraged to pull together the resource(s) that work best for them. When looking to adopt OER in place of a current commercial resource, start the search in an open textbook repository. Find sites that offer full course packs, textbooks, class presentation slides, quizzes, homework assignments, and exams. Course packs should be highly considered, as they may offer an easy path to adopt OER. Compiling a list of potential OER to adopt may seem overwhelming, as there are literally millions of openly licensed resources available.\u00a0 It is important that instructors feel confident when trying to find relevant resources. So, begin searching with targeted OER sites.\u00a0 The video in this section provided a good overview of two common repositories for finding OER:<\/p>\n<ul>\n<li><a href=\"https:\/\/open.umn.edu\/opentextbooks\/\">Open Textbook Library<\/a><\/li>\n<li><a href=\"https:\/\/oercommons.org\/\">OER Commons<\/a><\/li>\n<\/ul>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Please take a few moments to review other options below. Take note of the site(s) that may best fit the course needs.<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li><a href=\"http:\/\/www.merlot.org\/merlot\/index.htm\">MERLOT<\/a><\/li>\n<li><a href=\"https:\/\/openstax.org\/\">OpenStax<\/a><\/li>\n<li><a href=\"https:\/\/pressbooks.directory\/\">Pressbooks<\/a><\/li>\n<li><a href=\"https:\/\/commons.libretexts.org\/?_gl=1*1m7t06g*_ga*MTY5ODY1MzA0Mi4xNjk0MjAyMTg2*_ga_37C1BN2F1D*MTcyMTI0ODI1OC45LjEuMTcyMTI0ODI4MC4wLjAuMA..\">LibreTexts<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<h2>Student Open Access Resources<img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" style=\"font-size: 16px\" src=\"https:\/\/openfl.digital.flvc.org\/sites\/openfl.digital.flvc.org\/files\/banner.jpg\" alt=\"openfl.digital.flvc.org\" width=\"435\" height=\"100\" \/><\/h2>\n<p style=\"text-align: justify\">The OPEN FL community have been pulling resources together in the <a href=\"https:\/\/openfl.digital.flvc.org\/islandora\/object\/oer%3Aroot\">Student Open Access Resources (SOAR) Repository<\/a>. Collections include courses with high dual enrollment. This is a statewide database of OER curated by the students, librarians, instructors, and staff from the Florida colleges and universities. If teaching one of these courses, please review the curated list in SOAR for potential OER to adopt.<\/p>\n<h2>Google Advanced Search<\/h2>\n<p style=\"text-align: justify\">Online search tools like <a href=\"https:\/\/www.google.com\/advanced_search\">Google Advanced Search<\/a> may also help in searching for and locating OER for a course. The Google Advanced Search allows users to filter results by usage rights, but it does not offer a list of licenses to search by. Instead, Google gives its own descriptions of the licenses:<\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>not filtered by license (Default, All Rights Reserved)<\/li>\n<li>free to use or share (CC BY-NC-ND)<\/li>\n<li>free to use or share, even commercially (CC BY-ND)<\/li>\n<li>free to use, share, or modify (CC BY-NC or CC BY-NC-SA)<\/li>\n<li>free to use, share, or modify, even commercially (CC BY or CC BY-SA).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"textbox\">\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-868 size-full\" src=\"http:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/Google-advanced-search-e1724075437105.png\" alt=\"Closeup of Google Advanced page usage rights menu.\" width=\"983\" height=\"563\" srcset=\"https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/Google-advanced-search-e1724075437105.png 983w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/Google-advanced-search-e1724075437105-300x172.png 300w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/Google-advanced-search-e1724075437105-768x440.png 768w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/Google-advanced-search-e1724075437105-65x37.png 65w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/Google-advanced-search-e1724075437105-225x129.png 225w, https:\/\/pressbooks.hcfl.edu\/adopt\/wp-content\/uploads\/sites\/54\/2024\/01\/Google-advanced-search-e1724075437105-350x200.png 350w\" sizes=\"auto, (max-width: 983px) 100vw, 983px\" \/><\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>Be aware that search tools, like Google. rely on metadata being detected on the source webpage. It is wise to confirm the CC license on the content before reuse.<\/p>\n<h1>Generative Artificial Intelligence (GenAI)<\/h1>\n<p>In recent years, generative artificial intelligence (GenAI) has captured the attention of instructors in higher education.\u00a0 The upcoming Adapt and Author modules will address best practices for this technology in changing or creating OER.\u00a0 When adopting OER, GenAI may play a role in searching for materials.\u00a0 If you use use GenAI (like ChatGPT) to find OER, make sure you verify the source of the content it provides as well as its accuracy and copyright status.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Instructor Voice<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>&#8220;<em>[An open math homework and assessment platform] has a huge pool of questions I could choose from [and] provides a very detailed help if I want to author my own questions, which I take advantage of all the time. The ability to see my students\u2019 work in real time via live polls, analyze past performance, and keep track of student progress is amazing.<\/em>&#8221;<\/p>\n<p>Anna Lurie, Mathematics Department<br \/>\nPalm Beach State College<\/p>\n<\/div>\n<\/div>\n<h1>Conclusion<\/h1>\n<p style=\"text-align: justify\">Identifying search terms and compiling a list of potential OER using repositories and search tools is an active part of the OER adoption journey. During this stage, don&#8217;t take a deep dive into the resources. Pull together anything that may be relevant. 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