Editing Open educational resources (section)

==Advantages and disadvantages==

Advantages of using OER include:<ref name=":6" />
* Expanded access to learning{{snd}} can be accessed anywhere at any time
* Ability to modify course materials{{snd}} can be narrowed down to topics that are relevant to course
* Enhancement of course material{{snd}} texts, images and videos can be used to support different approaches to learning
* Rapid dissemination of information{{snd}} textbooks can be put forward quicker online than publishing a textbook
* Cost saving for students{{snd}} all readings are available online, which saves students hundreds of dollars<ref name="researchguides.library.wisc.edu">{{cite web|title=Open Chemistry Education Resources: Advantages and Disadvantages|url=https://researchguides.library.wisc.edu/c.php?g=592599&p=4104933|publisher=Board of Regions of the University of Wisconsin System|access-date=24 April 2019}}</ref>
* Cost savings for educators - lectures and lessons plans are available online, saving educator time, effort and money, while learning new knowledge<ref>{{Cite journal|last1=Pownall|first1=Madeleine|last2=Azevedo|first2=Flavio|last3=Aldoh|first3=Alaa|last4=Elsherif|first4=Mahmoud|last5=Vasilev|first5=Martin|last6=Pennington|first6=Charlotte R.|last7=Robertson|first7=Olly|last8=Tromp|first8=Myrthe Vel|last9=Liu|first9=Meng|last10=Makel|first10=Matthew C.|last11=Tonge|first11=Natasha|date=2021-12-23|title=Embedding open and reproducible science into teaching: A bank of lesson plans and resources.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/stl0000307|journal=Scholarship of Teaching and Learning in Psychology|volume=10 |issue=3 |pages=342–349 |language=en|doi=10.1037/stl0000307|s2cid=245461174|issn=2332-211X}}</ref>
* Consolidate the foundation for more reproducible and inclusive science<ref name=":2">{{Cite journal |last1=Azevedo |first1=Flávio |last2=Liu |first2=Meng |last3=Pennington |first3=Charlotte R. |last4=Pownall |first4=Madeleine |last5=Evans |first5=Thomas Rhys |last6=Parsons |first6=Sam |last7=Elsherif |first7=Mahmoud Medhat |last8=Micheli |first8=Leticia |last9=Westwood |first9=Samuel J. |last10=Framework for Open |first10=Reproducible Research Training (FORRT) |date=2022-02-22 |title=Towards a culture of open scholarship: the role of pedagogical communities |journal=BMC Research Notes |volume=15 |issue=1 |page=75 |doi=10.1186/s13104-022-05944-1 |issn=1756-0500 |pmc=8862562 |pmid=35193662 |doi-access=free }}</ref>
* Improve the quality of research produced by future generation of researchers<ref name=":2" />
* Removes barriers to entry and facilitate career progression by offering students to be involved in knowledge generation, enhancing diversity and representation within science.<ref name=":2" />

Challenges of using OER include:<ref name=":6" />
* Quality/reliability concerns{{snd}} some online material can be edited by anyone at any time, which may result in irrelevant or inaccurate information
* Limitation of copyright property protection{{snd}} OER licenses change "All rights reserved." into "Some rights reserved.",<ref>{{cite web |title=Copyright and Creative Commons are friends |url=https://creativecommons.org/get-cc-savvy/copyright-creativecommons-are-friends/ |website=Creative Commons |access-date=24 September 2019}}</ref> so that content creators must be intentional about what materials they make available
* Technology issues{{snd}} some students may have difficulty accessing online resources because of slow internet connection, or may not have access to the software required to use the materials<ref name="researchguides.library.wisc.edu"/>
* Languages in which OER are distributed – use of English as primary language of delivery may limit its use<ref name=":6" />
* Awareness within educational institutions<ref name=":6" /> – limits use of OER for research, teaching and learning