OER range from textbooks to entire courses and everything in between, including videos, podcasts, simulations, case studies, slides, and more. The key is that they can be widely distributed and adapted because they are at no cost to the user and are not subject to the usual copyright restrictions. This openness is most often indicated by a .
Open educational resources
Open educational resources (OER) are learning and teaching materials that are freely and openly available.
What can be done with OER?
Benefits of OER
- Free (or low-cost if printed) and thus affordable
- Can be used and shared with an unlimited number of students without fear of copyright infringement 
- Customizable and adaptable with few restrictions to meet student needs, teaching methods, curriculum, and recent developments
- Can be combined with other content and interactive or multimedia elements to provide richer teaching and learning opportunities
- Offer first-day, remote and continued access since most OER are digital, do not require an access code, and do not expire
- Contribute to success and completion by easing students’ financial burden without having a negative impact on their learning 
- Can be an opportunity for engagement and participation by co-creating knowledge with students in the form of renewable assignments rather than limiting their role to that of consumers of information 
The adaptation of existing OER and the creation of new resources are also opportunities to make course materials more accessible, inclusive, and representative for learners. This kind of flexibility rarely exists in traditional textbooks. Because OER are not created to satisfy a commercial market, they can address topics and include perspectives that would otherwise be neglected.
Did you know?
- Promote and reward the development of affordable learning materials
- Develop Open Educational Resources (OER) in French
More about OER and affordable learning materials
Library OER support
 C. Hendricks et al., (2017), “,” The International Review of Research in Open and Distributed Learning 18(4), ; R.S. Jhangiani et al., (2018), “,” The Canadian Journal for the Scholarship of Teaching and Learning 9(1); H.M. Ross et al., (2018), “,” Open Praxis 10(4), ; V. Clinton & S. Khan, (2019), “,” AERA Open, .