Should you write something new at all?
Creating an open resource from scratch is rewarding but expensive in time. Before starting, spend an hour checking whether something suitable already exists. If a resource covers most of what you need, adapting or remixing it is usually faster than writing a new one, and it avoids adding yet another near-duplicate to an already crowded landscape.
Writing from scratch makes the most sense when:
- you cannot find anything at the right level or in the right language
- existing material does not match your curriculum or your learners’ context
- your own explanation or example set is genuinely different from what is available
- you want full control over structure and license from the beginning
If none of these apply, a small adaptation may serve you better. That is a perfectly good outcome.
Define a small first project
First resources often fail because they are too ambitious. A whole textbook or a full course is a major undertaking involving writing, review, design, testing and upkeep. A better first target might be one of these:
- a single lesson with a handout and a few practice questions
- a short reading on one concept, with worked examples
- a set of problems with answers on one topic
- a glossary or revision sheet for a unit
Write one sentence describing it: “A four-page explanation of [topic] for [audience], with six practice questions and answers.” If you cannot write that sentence, the scope is still too vague. A finished small resource teaches you more about the process than an unfinished large one.
Know your audience and purpose
Decide who will use it and what they should be able to do afterwards. State this at the top of the resource. Think about prior knowledge: what must a reader already know, and where should they go if they do not? Good use of worked examples can help novices, and gradually giving them less support as they progress is often recommended by learning researchers, although the best balance depends on the learners.
Write a few learning objectives first, then draft material to meet them. Check each section against the objectives and cut anything that does not serve them.
Draft in a flexible, open-friendly format
Where you write affects how easily others can reuse your work. Prefer formats that are easy to edit and convert: plain text or Markdown, a word-processor file, or a simple web page. Avoid locking the only copy into a format that others cannot change. Keep separate files for images and data, and keep the editable sources, not just the exported PDF.
Build in accessibility from the start (clear headings, text descriptions for images, captions for any recordings), since adding it later is harder. Good file naming and a tidy folder structure will also make your life easier when you come back months later. A habit of making backups, ideally in more than one place, protects against losing the only copy of weeks of work.
Handle other people’s material carefully
Even an original resource usually includes some outside material: a photograph, a chart, a quotation. Anything you did not create needs its own permission or license. Options include:
- creating your own images and diagrams
- using material that is in the public domain or under an open license that is compatible with your chosen one
- using short quotations in line with the rules that apply in your country, where you have checked them
- leaving it out
Keep a note of the source and license of each outside item as you go. Reconstructing it later is tedious. If you are uncertain about a particular item, omit it.
Get feedback
Share a draft with a colleague or a few learners before release. Ask them to complete the exercises and say where they got stuck. Accuracy matters, so have someone with subject knowledge check facts, examples and answers, particularly any calculations. Fix errors before publishing, because once copies circulate, they are difficult to correct everywhere.
Choose a license
Release your resource under a clear, standard license rather than writing your own wording. Creative Commons offers a set of widely recognized options. Roughly:
- Attribution (CC BY) lets others reuse and adapt with credit; it is often considered the most open practical choice.
- Attribution-ShareAlike requires adapted versions to use the same license.
- NonCommercial options restrict commercial use, though what counts as commercial can be unclear and may limit use in some institutions.
- NoDerivatives options prevent changes, which reduces the value for teachers who want to adapt.
- CC0 waives rights as far as the law allows.
If you are employed to teach, check your contract or institutional policy first; your employer or funder may have a claim on materials you produce, or may have rules about licensing. A short conversation at the start can prevent difficulty later. This is general information, not legal advice, so use official sources for your own circumstances.
State the license prominently on the resource itself, name the creator as you want to be credited, and include a short suggested attribution line. Licenses are generally meant to be permanent for those who already received the work, so choose carefully.
Publish and maintain
Place the resource somewhere stable that others can find, such as an institutional repository, a subject collection or a public file host, and add a clear title and description so search engines and people can understand it. Include contact details or a way to report errors. Then decide how you will maintain it: even a note saying “reviewed in [month, year]” signals care. If you cannot maintain it, say so; others may be able to take it forward, which is a major advantage of open licensing.
Expect modest reach
Most original resources reach a small audience, and that is fine. The value is often local: a resource that fits your learners exactly. Treat the first one as practice, and finish it.