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Practices [clear filter]
Monday, November 9

2:30pm EST

Collaboratively Building an Inclusive OER Music Appreciation Textbook
Traditional music appreciation curricula outline the development of Western classical music. Such curricula focus on the canon of composers—mostly white, male, and European—whose work is heard in concert halls and opera houses. Some recent textbooks have made an effort to include popular styles and non-white musicians and composers, but without undermining the Eurocentric narrative or critiquing the focus on concert music. In 2018, instructors at the University of North Georgia began the process of redesigning the music appreciation curriculum to encompass a truly diverse set of works, artists, and practices. We abandoned the chronological approach and organized the curriculum around a series of themes. Our work culminated in the creation of an OER textbook that was published by the University of North Georgia Press. Although it was published in May 2020, the textbook—which comes with a full set of pedagogical materials—has already been adopted by programs around the country and has elicited strong positive commentary.

In this session, we will share the process by which the text was collaboratively developed and we will provide an overview of the contents. We will discuss the difficulties and triumphs involved in organizing a diverse group of co-authors. We will share testimonials from students and instructors about how this new curriculum has positively impacted their experience in the classroom. Then, we will lead session participants in identifying general-education classes at their own institutions that could benefit from a similar approach. Participants will leave with an understanding of how this process empowers instructors to shape a curriculum and boosts student success by providing them with zero-cost materials tailored to the course, and how a similar process can facilitate progress toward decolonization of Eurocentric curricula. Participants will additionally leave with an articulated plan for implementing or advocating for a similar process at their own institution.

Learning Outcomes:
Session participants will:

1. Learn how to manage the process of authoring a textbook in collaboration with a diverse group of instructors
2. Investigate how collaboration can help instructors to reenvision curriculum
3. Discuss the advantages of adopting an OER textbook
4. Examine the advantages of writing an OER text instead of simply adopting
5. Identify courses at home institutions that could benefit from the collaborative production of an OER text

avatar for Esther Morgan-Ellis

Esther Morgan-Ellis

Associate Professor, University of North Georgia
avatar for Rebecca Johnston

Rebecca Johnston

Associate Director, CTLL, University of North Georgia
Hello! I am Associate Director of the Center for Teaching, Learning, and Leadership at the University of North Georgia, where I administer a team of center directors and associated fellows who provide faculty development programming to the university at large. In my role, I oversee... Read More →

Monday November 9, 2020 2:30pm - 2:55pm EST
Concurrent 5
  Practices, Presentation

4:00pm EST

Libros en Español: Creating Language Equity through Open Education
Do a quick search for Open Educational Resources (OER) in any language other than English, and it quickly becomes clear that current OER materials lack linguistic diversity. In this session we will present a new digital texts project, Libros en español, a robust collection of Spanish language, open access texts, hosted on the City of New York’s (CUNY) instance of Manifold. We will introduce you to the Manifold publishing platform and to its new reading group function, which is a great way to foster student engagement through social annotation of digital texts. You will also see an example of how Manifold and Libros en español are currently being used at Lehman College (CUNY) to create an Open Education course, Conociendo a Galdós (Meeting Galdós). We hope that our presentation will inspire you to create and advocate for the development of Open Educational Resources in languages other than English at your own institution.

Learning Outcomes:
- Gain an understanding of the importance of Open Education/Open Educational Resource production in languages other than English.
- Learn about Manifold, an open-source publishing platform, and see an example of how it can be used to create a zero-textbook-cost course.
- See how Open Education/Open Educational Resources in Spanish can foster a greater appreciation and elevate voices from the Spanish-speaking World.

avatar for Robin Miller

Robin Miller

Open Educational Technologist, The Graduate Center, CUNY
avatar for Juan Jesús Payán

Juan Jesús Payán

Assistant Professor, Lehman College, CUNY

Monday November 9, 2020 4:00pm - 4:25pm EST
Concurrent 5
  Practices, Presentation

5:00pm EST

Rapid Open Adoption: Co-Constructing an Open, Active STEM Textbook with Students
In Spring of 2020 the University of Washington moved all courses to emergency remote. Many struggled, or doubled-down on existing, closed practices. Many further closed their courses through proprietary software, or proctored exams.

We tell a different story. Dr. Jennifer White opened her Endocrinology course to co-constructing an open textbook with students, starting from course materials and notes created by Dr. Moon Draper, the previous teacher of the course. Dr. White made the transition to open pedagogy and open textbooks with very little prior experience. After the Spring Quarter, her course transition was rated by students as being the best rapid transition to online in the UW Biology department.

In the Summer Quarter, Dr. White ran the course again, with Peter Wallis joining her as a researcher. Together we ran several open pedagogy design experiments. Our goal was to develop assignments teachers can use to make a rapid transition to open pedagogy, co-constructing open textbooks with students, in keeping with what we already know about high structure active learning.

We are in the process of writing up our research, drawn from assignment data, focus group feedback, and student surveys. We would like to tell you the story of our course, strengthen the evidence that it’s possible for teachers with little background to rapidly transition to open pedagogical and open educational practices, and share assignment and course designs you can use in your context, to open education to all.

Learning Outcomes:
Together, build a brief guide to rapid open education adoption. To accomplish this:

Review challenges & opportunities moving from in-person teaching to co-constructing an open textbook online in the COVID-19 crisis

Explore the possibility of rapid open education transformation through a real life case study

Analyze assignment designs & review student feedback

Select specific assignment designs participants can use to help students co-create Open Educational Resources

avatar for Peter Wallis

Peter Wallis

Director, Learning Systems and Assessment, The University of Washington
My broad research background includes neuroscience, big data, active learning. All of these have led me to believe that students and teachers can co-create learning materials, and that this approach, when well-implemented, is better for learners. I'm now applying design research methods... Read More →
avatar for Jennifer White

Jennifer White

Lecturer, University of Washington

Monday November 9, 2020 5:00pm - 5:25pm EST
Concurrent 2
  Practices, Presentation

7:30pm EST

An Open Annotated Bibliography Case Study
Some academic fields have a wealth of resources that are available online for free, but are not openly licensed. These resources can be leveraged for course materials and for development of open textbooks and open educational resources (OER) through open annotated bibliographies. In this case study I present my selection of assigned reading material for a college course on soil and water conservation. Potential options included three commercial textbooks or an assortment of alternative reading assignments in place of a conventional textbook. I chose to use alternative reading assignments, which include extension publications, government reports, and other similar free and credible resources available online. This led to the creation of Soil and Water Conservation: An Annotated Bibliography. An overview of the annotated bibliography development, content, and classroom use is presented. Soil and Water Conservation: An Annotated Bibliography serves as an example of an alternative approach for developing open textbooks and OER that enhance education while leveraging existing resources that may or may not be openly licensed. Further information is available in the case study recently published in the journal, Natural Sciences Education (Moorberg, 2020). Questions and answers related to this case study will be facilitated throughout the conference via email and Twitter using the hashtag #OpenSoilWaterCon and my Twitter handle, @ColbyDigsSoil.

Learning Outcomes: Audience members will 1) review the development and implementation of an open annotated bibliography, 2) learn the advantages of using open annotated bibliographies, 3) understand how to use open annotated bibliographies to facilitate effective student-led discussions, and 4) observe an example of using OER-enabled pedagogy to collaborate with students on textbook development.

avatar for Colby Moorberg

Colby Moorberg

Assistant Professor of Soil Science, Kansas State University

Monday November 9, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

Assess at the Speed of Learning
Assess at the Speed of Learning. This poster session will provide you access to open education websites where you can access free resources to create, adopt, adapt, and share learning outcomes assessment tasks and instruments. The tools included allow attendees to get started searching free, expertly created assessments you can use in your own courses. The tools are easy to use and allow the user to create, adopt, adapt, or share assessments using simulations, quizzes, interactive discussions, rubrics, games, and more. All resources presented are usable in face-to-face or virtual learning experiences. The resources provided include assessment tasks and instruments that are searchable by discipline. If you are looking for a place to get you and your students excited about the possibilities assessing learning, this is the session for you.

Learning Outcomes: Create, adopt, adapt, or share student learning outcomes assessment tasks and assessment instruments using open education practice.

avatar for Carla Rossiter-Smith

Carla Rossiter-Smith

Dean of Institutional Effectiveness, Pasco-Hernando State College
Carla Rossiter-Smith has a decade of experience working in assessment and institutional research in higher education. Her experience includes presentations at national and local conferences and participation in national working groups on data systems and accountability. Ms. Rossiter-Smith... Read More →

Monday November 9, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Showcase Gallery

7:30pm EST

Creating a Health Assessment Open Resource for a Nursing Program and Beyond
The use of electronic open educational resource that is linked directly to the students' learning management system offer ease of use and easy access for students. The high cost associated with the use of textbooks in nursing education is ameliorated by the use of open educational resources. Health assessment is a basic skill by all health professionals, including nurses. This body of knowledge is readily available from many open resources. There was an effort to use and modify available resources in health assessment that will fit the objectives of a health assessment course in most nursing programs. Furthermore, this open resources is continually developed by nurse educators and nurses as they continue to use this resource in their practice.

This session will include a poster presentation and illustration of open content, design and samples from a learning management system.

Learning Outcomes: Participants will:
1. explore issues around adopting open educational resources as references in nursing programs
2. discuss strategies to advocate for students' use of open educational resources in nursing programs
3. analyze course design and teaching strategies around an open textbook in health assessment

This is the link to the presentation: https://sway.office.com/4LG6reHXpTHEWST0?ref=Link

avatar for Raquel Bertiz

Raquel Bertiz

Faculty, Maryland Clinical Simulation Resource Consortium
avatar for Ching-Chuen Feng

Ching-Chuen Feng

Professor, Nursing Program, Montgomery College

Monday November 9, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Showcase Gallery

7:30pm EST

Designing an OER Advocacy Infographic
A demonstration of how to quickly design, using Canva, an openly-licensed infographic to use for OER advocacy at your campus/organization.

Learning Outcomes: Learn how to design an OER Advocacy One-Pager

avatar for Judith Sebesta

Judith Sebesta

Executive Director, Digital Higher Education Consortium of Texas

Monday November 9, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

High Quality Figures for an OER Course in Chemistry on Libretexts
Preparing for teaching remotely, I had the task of turning 300 existing slides that contained copyrighted figures into an open educational resource. The goal was to find figures with a Creative Commons license that would be as good or better than the ones I had been using. I will describe ways of searching for existing figures with appropriate license, ways that work for domains other than chemistry as well. In the second part of the talk, I will share techniques of making high-quality figures from scratch, specifically in the chemistry/biochemistry domain.

Learning Outcomes: 1) Search for existing figures with appropriate license for remixing
2) Create custom figures for the chemistry/biochemistry domain

avatar for Karsten Theis

Karsten Theis

Assoc. Professor of Biochemistry, Westfield State University

Monday November 9, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

Journeys through OER: Past, Present, and Future Adventures and Understandings
The presentation will be a 10-minute video with slides, images, and narrative/audio. In our video, we will explore our own journeys as users and developers of open educational resources. Examples of past and potential future renewable assignments and tools used for implementation will be included.

We will begin our session with a look of where we began: two members of the original OpenEd Fellows cohort (2015-16) who had limited experience with OER but were excited about learning more and meeting others who had a similar passion. Along the way, we were exposed to the issues, problems, and the status of open education and started thinking as an instructional designer and instructor, what can we do? Since meeting at OpenEd, we have collaborated on multiple conference presentations, open pedagogy projects, and a manuscript (published in 2019).

Our interest started with a simple change for easing financial hardship due to the textbook cost issue—adopt an open textbook. Over time, we moved to implementing open pedagogy by changing disposable assignments to renewable/non-disposable assignments. Each semester we tried to improve the experiences for both teaching and learning. Along the way, we did a few pieces of research that helped us have a better understanding of students’ experience and preferences regarding the textbook selection and non-disposable assignments. What was not reported in our findings about textbook selection was our own growth as an instructor and instructional designer. In our session, we will focus on the energy it took to create, implement, assess, and redesign the assignments we created, the collaboration needed between the two of us to make this work, and suggestions and recommendations based on what worked and what didn’t.

Our goal is to help others by being transparent with our own journeys. Our story is particularly relevant to this year’s conference theme, as we see our collaboration as an intersection between multiple dimensions of ourselves: we are in two different roles (instructor and instructional designer) at very different institutions half-way across the United States.

We will discuss our past collaborations--including celebrations and challenges--and how we will move forward in a time of increased emphasis on remote/online learning. This evolution will be crucial both as individuals and as a field, as we continue to move forward with rapid pedagogical shifts and changes during an unprecedented time.

Learning Outcomes: After this session, attendees will have a better grasp of and appreciation for the effects one's journey has on developing and using open materials and assignments. Understanding our journeys are key to understanding our pasts—and futures—as champions and users of OER. By opening up and examining our experiences of growth and setbacks thus far, we are more self-aware and can imagine how we might evolve as individuals and a community in the open education field.

avatar for Feng-Ru Sheu

Feng-Ru Sheu

instructional design librarian, Kent State University
avatar for Judy Orton Grissett

Judy Orton Grissett

Director of Experiential Learning and Associate Professor of Psychology, Georgia Southwestern State University

Monday November 9, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk
Tuesday, November 10

1:00pm EST

Virtual Clinical 101: An Open Educational Resource

This session presents the need for open educational resources for simulation educators as the need for more innovative ways of educating future nurses arise. The high cost of training for educators to become competent in the use of simulations in nursing education can be a barrier to the use of such technology in nursing education. There needs to be an initiative and continued advocacy to provide more accessible and affordable education on using simulation for all nurse educators, which, will eventually improve nursing education and quality of patient care. The current pandemic also highlights the reliance of higher education on traditional models of nursing education, specifically clinical education. Alongside the need to keep up with society’s demands for better ways to educate nurses, there is also an urgent need to convert to the use of simulations as the way to provide clinical education due to restrictions imposed by COVID 19. Nurse educators need urgent education on how to teach through simulations, but education may not be readily available, accessible, nor affordable. Furthermore, nurse educators, also need to learn how to facilitate, not just traditional simulations, but virtual simulations as well.

As a response to such urgent need, the authors designed a Virtual Simulations 101 through a simulation consortium. This is an asynchronous on-line course made up of four modules on the basics of simulation with focus on virtual simulations and standards of best practice. The course was pilot tested by clinical educators, and further revised after receiving feedback from learners. Principles and strategies of remote learning and teaching were implemented in designing the course.

This open resource was disseminated to all nursing programs in the state of Maryland. One nursing program required all its faculty to complete the course prior to starting clinical. Four release ESH was provided for their faculty. Over the span of one month, over 60 nursing faculty have enrolled in this course, 30 have successfully completed it.

The course has received positive feedback both from novice and expert simulation educators. Sample feedback includes:

“As we transition into total remote instruction for Fall 2020, the information not only provides necessary tools for facilitating that transition, these modules have encouraged me to be mindful of employing systematic methods that have already been vetted (rather than me just "winging" it!).”

Learning Outcomes:
Discuss relevance of open educational resources for simulation education

Explore designs for open educational resources for simulation educators

Describe the key elements of virtual course design of Virtual Simulations 101

avatar for Raquel Bertiz

Raquel Bertiz

Faculty, Maryland Clinical Simulation Resource Consortium
avatar for Jasline Moreno

Jasline Moreno

Faculty Lead, The Maryland Clinical Resource Consortium

Tuesday November 10, 2020 1:00pm - 1:25pm EST
Concurrent 1
  Practices, Presentation

2:00pm EST

Information Security Fundamentals: Theory and Hands on Practices
This session is divided into two sections. In the first section, we will discuss the theoretical (Open access) content organization for Information Security course. We will discuss couple of innovative and open source avenues from where the instructor can get assistance for course designing. We will also discuss the techniques for creation of digital contents which can enhance the learning for students. In the second section, we will introduce many open source and freeware ethical hacking tools which instructors can use to give hands on practice to their students.

Learning Outcomes:
After attending this session, the attendees will be able to design a fundamentals of information Security course which will have theoretical and hands on practical tools. They will also learn about open source security tools and other theoretical content.

avatar for Umar Khokhar

Umar Khokhar

Assistant Professor of IT, Georgia Gwinnett College
avatar for Binh Tran

Binh Tran

Information Technology Associate Professor, Georgia Gwinnett College

Tuesday November 10, 2020 2:00pm - 2:25pm EST
Concurrent 4
  Practices, Presentation

2:00pm EST

It’s Alive! Reviving OER with Interactive Content to Create a Living Online Course
The 5Rs of OER are not only a framework for licensing, but an opportunity to breathe life into texts that might otherwise be forgotten. The 5Rs also power the generosity that open education advocates and practitioners have been sharing with their peers who are new to online education. The speed at which open textbook creators can now adapt material for new contexts is a valuable skill as the future of higher education constantly shifts, and, coupled with the potential for OER to grow and fill new gaps, OER creators are poised to lead the shift to blended and online learning.

This panel will feature educators who have enhanced existing OER by incorporating formative and summative assessment to remix/revise the existing resource into a package suitable for an online course. By using H5P interactive content, importing chapters from other texts, and/or adding a social annotation layer with Hypothesis, panelists have revived OER to become the basis for online learning and provided one quick, efficient model for transferring a previously in-person course to a blended or online learning environment. Our panelists will share their experiences with creating and incorporating multimedia, annotation, H5P activities and other interactive content in their openly licensed texts and will explore some of the challenges, successes, and surprises they've encountered along the way.

Learning Outcomes:
- Compare and assess interactive elements and multimedia that can be integrated into online content to enrich the student experience
- Attendees will understand how they could develop a simple openly licensed “Frankenbook” for quick pivot to online learning
- Imagine long term applications for interactive online course material such as making open textbooks with students as a form or non-disposable assignment

avatar for Michelle Nakano

Michelle Nakano

Faculty, Science & Horticulture, Kwantlen Polytechnic University
Michelle is a career educator whose priority is student engagement in experiential learning and open education. 
avatar for Steel Wagstaff

Steel Wagstaff

Educational Product Manager, Pressbooks
I'm the educational product owner for Pressbooks, a small Canadian startup which makes open source book publishing software. I've spent most of my adulthood attending or working for universities, though I've worked outside the academy as a land surveyor, prison educator, and youth... Read More →
avatar for Brenna Clarke Gray

Brenna Clarke Gray

Coordinator, Educational Technologies, Thompson Rivers University
Brenna Clarke Gray is an educational technologist by day and a comics scholar by night. She writes on representations of Canada in American comic books and the failings of the Canadian academy in equal measure. You can find her on Twitter: @brennacgray.
avatar for Adeola Agoke

Adeola Agoke

Associate Director of the African Language Program, University of Wisconsin-Madison

Tuesday November 10, 2020 2:00pm - 2:25pm EST
Concurrent 5
  Practices, Presentation

2:30pm EST

Secondary/Post-Secondary Collaboration in OER Creation
The session will highlight two secondary/post-secondary partnerships to create and implement two new Open Educational Resources. These partnerships are connected to the College in the Schools program at Central Lakes College. Two high school instructors worked with CLC college instructors this year to create OER.

Mitchell Denny, high school English instructor, and Lori-Beth Larsen and Kate Porter, college reading instructors revised an OER for Critical Literacy. The Critical Literacy OER will be used in two high schools this Fall 2020. Students enrolled in the course will receive college credit taught by a high school instructor in collaboration with a college instructor.

Joy Davis, a high school Spanish instructor, co-created an OER for Global Studies using the United Nations’ Sustainable Development Goals as a framework. The OER for Global Studies will be used in five high schools this coming school year. Students enrolled in Introduction to Global Studies will get college credit in several goal areas. These courses will be taught by high school instructors in collaboration with a college instructor.

Learning Outcomes:
Participants will learn about how a college instructor collaborated with secondary instructors on two OER projects. They have access to the two OER (Global Studies and Critical Literacy), and will learn about how the collaboration is being implemented in six different high schools in Minnesota.

avatar for Lori-Beth Larsen

Lori-Beth Larsen

Instructor and OER Lead Faculty, Central Lakes College

Tuesday November 10, 2020 2:30pm - 2:55pm EST
Concurrent 3
  Practices, Presentation

4:00pm EST

Opening Access in Remote Communities: A Canadian North Perspective
Three panelists discuss their perspectives on open education in the Northwest Territories of Canada based on the areas and students they serve.

Aurora College’s online pilot of the Personal Support Worker program aims to bring training for well-paid employment in an increasingly necessary sector to new immigrants and Indigenous residents of remote communities who may not otherwise engage in post-secondary education. Entrance requirements focus more on students’ suitability for this role in their communities. Necessary academic upgrading is designed into the program to open it to candidates with the cultural strengths to succeed in this career.

The School of Business and Leadership adapted to fiscal restraint and resisted pressures to close programs through partnering with quasi-government organizations and sharing technological resources. A blended format with synchronous video conferencing classrooms afforded new ways of opening higher education to learners on multiple campuses scattered across across 1.34 million square kilometers. Access to these programs is further opened with the College’s University and College Access Program (UCAP) and the Prior Learning Assessment and Recognition (PLAR) course that grants secondary school credits for accomplishments of adult life.

Satellite learning centres in isolated (fly-in) communities provide free academic upgrading and Literacy & Essential Skills training to adults impacted by colonization, denied the academic credentials, self-confidence, or economic and social standing needed to move to the Territory’s three major centres and enrol in post-secondary courses on campus.

This broad range of sectors and student characters challenge commonly accepted delineations of open education. We contend that innovative educational programs, policies, and practices evolving in Canada’s north speak to equity and access in other colonized spaces.

Learning Outcomes:
To illustrate the importance of opening up of non-formal, informal and formal learning opportunities to all remote residents of the NWT.

To inform the diversity of educational needs.

To identify the array of necessary connections given geographical dispersion, variability of educational experiences and divergent needs amongst communities.

To provide examples of various methods used to open up education to remote populations.

Edited after session: In answer to a question about literature on educational trauma, Jim answered with the names of several Indigenous scholars, who, although not all address trauma directly, speak to the indigenous educational experience.  Here's a better sampling of authors than Jim could remember at the time:
Batiste, Marie 
Brayboy, Bryan McKinley Jones 
Brave Heart, Maria Yellow Horse
Smith, Linda Tuhiwai 
Archibale, Jo-ann 
Kirkness, Verna J. 

link to our open slides (now open for commenting only)  

avatar for Jim Stauffer

Jim Stauffer

Adult Learning Specialist - Educational Technology, Aurora College
lifelong learning, connected learning, rural and remote Indigenous communities, non-western ways of knowing and being
avatar for Tammy Soanes-White

Tammy Soanes-White

Instructor, Aurora College
My interests are in distributed teaching and learning, remote post-secondary and higher education and in technology enabled practices. 
avatar for Wanda Roberts

Wanda Roberts

Senior Instructor, PSW program, Aurora College

Tuesday November 10, 2020 4:00pm - 4:55pm EST
Concurrent 1
  Practices, Panel

4:30pm EST

Making Music Education Open: A New Framework
This session will introduce some ways that market forces create unique challenges when engaging with music in an open education context. While exciting open resources for music scholars continue to be developed, there is a gap when considering open education for performers and applied musicians.

This presentation will present a framework for evaluating and approaching the tools and materials that applied musicians create and study and will outline ways that others can foster more productive approaches to open education for music makers. The presenters will also discuss how this work is informing approaches towards inclusive and anti-racist practices in music.

Learning Outcomes:
Identify the ways that traditional music scholarship and applied music education differ and how to support applied musicians engagement with open education
Recognize the ways that the challenges with open education and music parallel traditional academic disciplines
Compare your local music situation to two contrasting case studies to identify opportunities to expand music open education in your local context

avatar for Matthew Vest

Matthew Vest

Music Librarian, UCLA
Matthew Vest is the Lead for Outreach and the Music Inquiry and Research Librarian at UCLA. His research interests include change leadership in higher education, digital projects and publishing for music and the humanities, and composers working at the margins of the second Viennese... Read More →
avatar for Kathleen DeLaurenti

Kathleen DeLaurenti

head librarian, Arthur Friedheim Library, Peabody Institute

Tuesday November 10, 2020 4:30pm - 4:55pm EST
Concurrent 5
  Practices, Presentation

6:00pm EST

Reimagining OERs in Humanities Courses: Best Practices for Literature, Mythology, Art History & More
This session will begin with several brief presentations of creative ways college faculty have used OERs in humanities courses. They will also share innovative ways of supplementing OERs with course materials that fall outside the public domain and creative commons licensing but still do not pass any costs on to students. The session will be open for attendees to ask questions and share their challenges, solutions, and innovations for reimagining how we do OER in the humanities.

Learning Outcomes:
Attendees will learn innovative ways to implement OERs in humanities courses (literature, mythology, art history, etc.) and to supplement OER materials using library, public domain, and online resources.

avatar for Monica Fuglei

Monica Fuglei

English Department Chair, Arapahoe Community College
avatar for Susan Stafinbil

Susan Stafinbil

English Faculty/CDHE OER Ambassador, Arapahoe Community College
I teach English, literature, and humanities courses at Arapahoe Community College (ACC) in Littleton, Colorado.  I've been working with OER for several years thanks to support from the Colorado Department of Higher Education and ACC's OER Advisory Committee.I'm excited by the range... Read More →
avatar for Mitch Cota

Mitch Cota

Librarian, Arapahoe Community College
I am a Reference Librarian for ACC. I am interested in OER for Community Colleges.
avatar for Karen Danielson

Karen Danielson

Professor of Art History, Chair Visual Arts and Graphic Design, Community College of Denver

Tuesday November 10, 2020 6:00pm - 6:25pm EST
Concurrent 2
  Practices, Presentation

7:30pm EST

Creating a STEAM Textbook as a Learning Tool
Creating textbook chapters is time-consuming and, in general, does not include the target audience. One solution is to have the students create the material assuring accessibility. This presentation describes a class in which undergraduate students worked together to create textbook chapters in behavioral neuroscience. During last summer the work became a STEAM project supported by the Mellon Foundation in which I collaborated with an art professor and student artists to illustrate the work. Students learned how to acquire, synthesize, and describe complex, abstract concepts in text and illustration. The professors learned how to bridge the gap between their disciplines.
Deliverables also included an art exhibition and a peer-refereed publication.

Learning Outcomes: How utilizing undergraduates in the creation of an open-access textbook benefits the students
How both artists and scientists benefit from working together.
How librarians can assist with the process.

avatar for jennifer swann

jennifer swann

Professor, Lehigh University
I have been a professor of Biological Sciences at Lehigh University in Bethlehem, PA for over 25 years. My career began in circadian rhythms where I worked to identify multiple circadian and food entertainable oscillators.  I then moved to neuroendocrinology and behavior.  My work... Read More →

Tuesday November 10, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

Faculty Cohort Program: Semester-Long Learning Community on OER
In spring and summer 2020, LOUIS: The Louisiana Library Network hosted two rounds of the LOUIS OER Commons Faculty Cohort Program. This competitive program enabled faculty from across the state to participate in a semester-long online learning community. The program intended to create an environment of support and shared learning as faculty explored and deepened their knowledge of OER locally in terms of their discipline and institutions, and broadly in terms of teaching, learning, and the higher ed landscape.

This session will provide a review of the program, from its intent to the call for proposals to the learning community design to the final deliverables and assessment. Participants interested in building community around open education online using existing resources will gain an understanding of this model so that they might be able to apply it to their context.

Learning Outcomes: Participants will be able to describe what a faculty learning community is.

Participants will be able to articulate elements of the faculty cohort structure that they could apply to their context.

avatar for Emily Frank

Emily Frank

Affordable Learning Administrator, La. Board of Regents - LOUIS

Tuesday November 10, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

How Distance Learners Create Open Online Support Communities on Twitter
Introduction: As more education pivots online and many students experience distance learning for the first time, I will outline how distance learners use open platforms to build their own online learning communities and how effective these may be. All students should be able to fully participate in the exchange of knowledge regardless of location or stage of their studies. An open platform like Twitter which is simple to use and available at no extra cost to students can support this.
Student identity: While open access online distance learning has seen steady growth, there remains evidence that open education distance learners have higher drop-out rates and many students feel isolated. OpenEd Distance learners often have other important roles alongside studying such as work or caring roles leading to a loss of student identity. Research shows Twitter can provide a platform for distance learners to develop this student identity in an open space benefiting students and HE institutions.
Benefits of Twitter for students: Research on how distance learners and full time campus based students use Twitter to interact with their peers show that the interaction is beneficial both to the students' feelings of association with the course but also their understanding of the topics. Examples of this research and findings will be outlined.
Existing research limitations:
1.Focused on analysing interview and questionnaire data with very limited use of qualitative research on the actual 'tweets' or messages produced by students on Twitter. Tweet analysis is possible with software programs which analyse key words and phrases being used as well as sentiment analysis.
2.Limited network analysis: Power remains an issue in online communities and to ensure a truly ‘open’ educational environment, it is important to study whether power hierarchies remain within these new online study communities. Despite the capability of this research, there are limited examples within educational settings.
3.Large-scale tweet analysis in educational settings: Software programs have made large-scale analysis of over tens of millions of tweets possible and this is regularly carried out in relation to political events but rarely within educational settings.
My doctoral research project: It is therefore recommended that further research is considered to study the tweets generated by OpenEd distance learners in open platforms such as Twitter using both qualitative and quantitative methods.

Learning Outcomes: A literature review on studies showing how distance learners can use microblogging sites such as Twitter to create open support communities.
•Can social media offer Open access distance learners an open space to ‘meet’ other students?
•How can Twitter interaction between students benefit them and HE institutions?
•What research has been done to test this?
•What does the research show?
•How has this research been carried out and what are its limitations?
•What further research is required?

avatar for Olivia Kelly

Olivia Kelly

Doctoral Researcher, The Open University
I have been working as an Associate Lecturer with the Open University for 13 years in a variety of 1st year (Level 1) modules. I am now in my second year of an EdD (Doctorate in Education) where I am researching how some distance learners use Twitter to reach out to each other and... Read More →

Tuesday November 10, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

Use it, Adapt it! New Tutorial on APA Citation
If you’re looking for an open educational resource for learning APA Style citation, this tutorial may be for you! This 30-45 minute self-paced, interactive tutorial created by the University of Alberta Library provides an introduction to APA citation guidelines, 7th edition. The tutorial also explores why citation is important and elements of common source types. The APA Style Citation Tutorial is designed with undergraduate Education students in mind, but as an OER it's available for everyone to use and adapt!

Published through Open Education Alberta, the APA Style tutorial is the first time the open textbook and OER publishing service has been used to develop library teaching materials through the Pressbooks platform. The tutorial was created and published during the shift to increased online learning due to the COVID-19 pandemic and local budget cuts to education funding, which emphasized our goals of sustainability and openness for the tutorial. The APA Style tutorial was recently featured in an article in Open Shelf magazine, which discusses the development of the tutorial.

Learning Outcomes
By examining the APA citation tutorial, conference attendees’ will be able to:
  1. Explore an interactive, self-paced open educational resource (OER) for learning APA Style citation,
  2. Discover an example of an OER created in Pressbooks open-source publishing software,
  3. Use or adapt this APA Style citation tutorial for your teaching and resource needs.

avatar for Sarah Adams

Sarah Adams

Sessional Librarian (former position), University of Alberta

Tuesday November 10, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Showcase Gallery

7:30pm EST

Use of Digital Reusable Assignments to Supplement and Support OER Adoption and Increase Student Engagement in a Human Physiology Course
Adoption of OER materials presents unique challenges for courses that rely heavily on images and videos for the conveyance of complex concepts, as these materials may be lacking in these areas. A challenge that is not unique to this course is increasing student engagement. In order to tackle these challenges simultaneously, we sought to implement the use of two types of digital reusable assignments in the Principles of Human Physiology course. The initial assignments were designed, in part, to have the students identify videos and images under a Creative Commons (CC) license that illustrate major course themes. Specifically, core topics that students typically struggle with and are difficult to convey without visual aids. In the second digital reusable assignment, students worked in groups to generate their own media resource on a specific topic. Students were allowed to choose the format of their resource. Media modalities included, songs, comics, graphics, posters, podcasts, videos, etc.. For both assignments, these media could be pooled and used to augment the teaching resources provided with the OER textbook. We hoped that this would improve the available teaching resources and give students a feeling of investment in the course and permanence to their work.
To educate students about copyright and their rights as authors, the librarian assigned to the course visited the class at the beginning of the semester to share an online guide explaining how to find and identify open access resources, including videos. Later on, the librarian offered a required workshop where students rights as authors were discussed and where they were offered the opportunity to sign a release form for their final exercise assigning a CC license to their work. Students’ decisions were kept in sealed envelopes until grading was finished, and only then shared with the professor. Links to the course guide and release form will be shared during the presentation, as well as examples of student work with assigned CC licenses.

Learning Outcomes: After viewing this lighting talk viewers will be able to: Create an assignment that allows students to identify open access images and videos that facilitate understanding of complex topics. Create an assignment that allows students to create open educational resources that could be incorporated into future iterations of the course. Plan how to address authors rights and FERPA permissions with students. Access examples of students work and an example FERPA permission form.

avatar for Moriana Garcia

Moriana Garcia

STEM and Scholarly Communications Librarian, University of Rochester
avatar for Jon Holz

Jon Holz

Associate Prof. of Instruction, University of Rochester

Tuesday November 10, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk
Wednesday, November 11

10:00am EST

How (and Why) to Create Your Own OER Podcast
Welcome! This will be a pre-recorded presentation but will be "screened" live in Zoom. We'll be available for discussion in Zoom starting at 10:40AM EST! See you soon!

Session Description

At MIT OpenCourseWare, we’re passionate about sharing OER with a global audience. Our newest initiative, the Chalk Radio Podcast, is our latest creative effort to promote awareness of OER at scale and to amplify diverse experiences of creating and sharing OER. We completed our first season with 100K+ downloads on podcast platforms and 110K+ listens on YouTube, so we strongly believe podcasting can be a powerful tool for sharing OER more broadly.

In this session, facilitated by the host of Chalk Radio and MIT OpenCourseWare’s Media Production lead, we share what we’ve learned as newcomers to the podcasting space, provide guidance to other educators initiating or currently working on their own OER-focused podcasts, and get feedback and tips from more experienced participants.

Our session hones in on the five stages of getting a podcast off the ground: 1) defining your focus and audience; 2) making technical decisions about how to record (and how to reimagine these possibilities when recording remotely during Covid-19); 3) preparing interview protocols; 4) post-production editing and accessibility considerations; and 5) outreach and promotion. Through an asynchronous special epsiode of Chalk Radio made especially for our session attendees, we’ll briefly share practical tips in each of these areas and then make ourselves available via zoom to work with participants to apply the suggestions to their own projects. We will use participants’ ideas and experiences to enhance the production and promotion of Chalk Radio, and invite participants to share their own stories of making, using, and sharing OER on our podcast.

Learning Outcomes:
1) Define your OER podcast audience and focus; 2) Get recommendations for recording remotely during Covid-19; 3) Discuss how to develop effective interview protocols; 4) Learn about post-production storytelling strategies; 5) Discuss how to make your podcast more accessible to a diverse audience; 6) Get feedback on outreach strategies and gain access to promotional email templates; 7) Amplify your OER story on Chalk Radio, the MIT OpenCourseWare podcast

avatar for Brett Paci

Brett Paci

Video Publication Manager, MIT Open Learning
Please ask me about video, podcasts, and the droid attack on the Wookies.
avatar for Sarah Hansen

Sarah Hansen

Senior Manager, Open Educator & Strategic Initiatives, MIT Open Learning
Please ask me about podcasting and MIT OpenCourseWare.

Wednesday November 11, 2020 10:00am - 10:55am EST
Concurrent 2
  Practices, Workshop

11:00am EST

"Science Isn't Really My Thing": Nonmajor Students’ Perceptions of an Open Pedagogy Project
Our session is pre-recorded so we won't be with you live - feel free to ask questions using this Google doc or by tweeting us: @hsmiceli and @lindseygumb

Presentation Slides: Science Isn't Really My Thing

In this session, we have invited two former students, who previously participated in the open pedagogy project we employ in a general education science course, to share their and their classmates' perceptions and experiences participating in the project. Non-majors students have very complex emotions and experiences that shape their relationship with science. Many students enter with high anxiety and low confidence in their scientific abilities, usually manifesting in comments like “Just so you know, I’m not good at science.” We’ve noticed that open pedagogy has allowed these students a participatory voice in scientific dialogues that they are often excluded from as non-majors.

The students have previously participated in groups to create, edit, and curate websites that were then used as the “textbook” for future semesters. Students have often responded positively to this project, citing that knowing their work will help future students in this required course gives them more confidence in science, as well as gives them a more solid purpose for completing the project. Because this project is about giving students a voice in spaces they usually don’t have one, these students are excited to engage with the Open Education community to amplify their experiences. After a brief introduction to the project, students will be asked about their feelings upon entering the course, their experiences creating and editing the websites, and their feelings exiting the course, among other questions. The student presenters will also share and respond to quotes from their fellow classmates. Questions from the audience will be welcomed as well.

Learning Outcomes:
Students that enter required, general education science courses can have high anxiety and low confidence, open pedagogy can be a tool used to increase confidence, decrease anxiety, and give students a voice in science. Attendees will hear from students themselves regarding the impact of participating in open pedagogy in their required general education science course.

avatar for Lindsey Gumb

Lindsey Gumb

Scholarly Communications Librarian, Roger Williams University
avatar for Heather Miceli

Heather Miceli

Adjunct Faculty, Roger Williams University
Interests: Open pedagogy in science courses, Adjunct support systems
avatar for Morgan Strassburg

Morgan Strassburg

Student, Roger Williams University
avatar for Ainsley Iovanna

Ainsley Iovanna

Student, Roger Williams University

Wednesday November 11, 2020 11:00am - 11:25am EST
Concurrent 3
  Practices, Presentation

12:00pm EST

Promoting Robust Student Learning of Statistics with Open Education Resources
Learning is robust if the acquired knowledge meets at least one of the following three criteria: long-term retention; transfer and accelerated future learning. Promoting robust learning (rather than normal learning) of statistics knowledge content types is a desired transformative outcome for a second year statistics course offered at Bethune-Cookman University. Thus, we selected and implemented instances of statistics courses available through the Open Learning Initiative (OLI) web-based learning environment. Analytics of learning transactions from over nine semesters (offered to 303 traditional and 94 online students) is allowing us to investigate the metacognitive behaviors that promote robust student learning of statistics.

Learning Outcomes:
The attendee will learn how the data received from Open Learning Initiative by Carnegie Mellon helped us to determine best interventions to improve learning of statistics in Practical Statistics Course offered at Bethune-Cookman University.

avatar for Kelly Carey

Kelly Carey

Mathematics Instructor & Department Assessment Coordinator, Bethune-Cookman University
I have been a mathematics educator since 1988. I love trying to incorporate new technology in my courses. Recent interests are studying student metacognition Strategies in Learning Statistics.
avatar for Raphael Isokpehi

Raphael Isokpehi

Professor of Biology & Bioinformatics, Bethune-Cookman University

Wednesday November 11, 2020 12:00pm - 12:25pm EST
Concurrent 4
  Practices, Presentation

12:00pm EST

Open Art Histories: Reimagining How We Teach Visual and Material Cultures
Open Art Histories (OAH) is a platform for art, art history, visual art, architecture, communication, and museum studies teachers and instructors in Canada. Our goal is to build a generative and supportive network for addressing the pressing pedagogical challenges confronting these fields, including globalizing art history, teaching English-as-an-additional-language students, decolonizing the discipline and classroom, and advancing accessibility and inclusion. This collaborative workshop explores how we might adapt our pedagogical practices to best represent a field in flux, one that is no longer bound by a single historical narrative or set of objects? What approaches or tools might we develop or adopt to make our increasingly dynamic field accessible to the increasingly diverse students in our classrooms? How can open access, online resources, and new technologies, which have dramatically transformed the way both text and object are encountered, shape course content and delivery, while providing dynamic, tangible, and sustainable outcomes for students? Participants will consider the challenges in teaching visual and material culture both within the discipline of art history and beyond as a way to order and reimagine, reinvigorate, reinvent, and reshape the teaching of the discipline for our times.

Learning Outcomes:
At the end of this session, participants will be able to: identify the challenges in teaching visual and material cultures in the 21st century; make connections between the challenges and pedagogical tools (resources, programs, apps) currently available;
and, envision ethical and sustainable open educational practices in their own teaching and curriculum.

avatar for Alena Buis

Alena Buis

Department Chair, Snəw̓eyəɬ leləm̓ Langara College
Alena Buis is an Instructor and Chair of the Department of Art History and Religious Studies at snəw̓eyəɬ leləm̓-Langara College in Vancouver British Columbia. She has an MA in Canadian Art History from Concordia University (Montreal) and a PhD in Visual and Material Culture from Queen’s University (Kingston). Her recent research focuses on the scholarship of teaching and learning for art history (So-TLAH... Read More →
avatar for Johanna Amos

Johanna Amos

Part-time faculty, Art History, Concordia University
avatar for Sarah E.K. Smith

Sarah E.K. Smith

Assistant Professor, Carleton University
avatar for Jen Kennedy

Jen Kennedy

Assistant Professor, Queen's University
avatar for Elizabeth Cavaliere (she/her)

Elizabeth Cavaliere (she/her)

SSHRC Postdoctoral Fellow, Queen’s University, Department of Art History and Art Conservation
avatar for Devon Smither

Devon Smither

Assistant Professor, Art History/Museum Studies, University of Lethbridge

Wednesday November 11, 2020 12:00pm - 12:55pm EST
Concurrent 3
  Practices, Workshop

4:00pm EST

Open Pedagogy for Hyflex or Online Learning: Examples from HiEd
Click here for session SLIDES. For today's presentation, I aim to spend about 2 minutes on the pedagogy section, 10 minutes on the first three examples (slides # 10 - 13), and 3 minutes on the model for incorporating different considerations. This should leave us time to touch on other matters as prioritized by your chat and Q&A.  :)
The presentation slides contain more extensive information, and I hope they may engender continued discussion beyond this session! Contact me at maeve.dion@unh.edu

Session Description:

Whether on campus or online, students can benefit from open education … but only if we design our courses and assignments appropriately to our varied student audiences and their learning conditions. In the current pandemic situation, students’ learning environments may alter throughout the semester or academic year. Principles of open pedagogy and online learning can help us better prepare for the flexibility required in uncertain times.

We need to design participatory models and student engagement activities that facilitate student agency and accessible learning in a multitude of circumstances. This presentation offers some examples from undergraduate, in-class/hybrid courses as well as graduate, asynchronous online courses and adaptations for the hyflex model.

The needs of our different learners also mean that we cannot just establish one curriculum design and use that for all of our open courses. Rather, we should be customizing the curriculum and learning activities based on the pedagogical principles appropriate to the level and expectations of learners, the modality(ies) of the learning experience, and our own fundamental teaching beliefs.

This presentation concludes with a model of one approach for determining appropriate pedagogical theory, principles, and best practices for any given combination of these factors (learners, modalities, teaching philosophies). By demonstration, the particular set of factors underlying the earlier examples of participation/engagement are used to show alignment, but this model can be used to tweak or overhaul curricula based on any chosen set of factors.

Whatever your philosophy of teaching, you have a developed (or developing) teaching identity, and your beliefs/identity can be integrated into an accessible and open approach to teaching and learning.

Learning Outcomes:
  • Explore different options to increase flexibility for participation/engagement when students’ learning conditions change.
  • Consider small or large changes to integrate open pedagogy and more accessible learning in your next class.
  • Discuss a planning technique to help align curriculum design and learning activities with pedagogical principles.
  • Imagine ways to implement open pedagogy in an approach consistent with your own teaching philosophy/identity.

avatar for Maeve Dion

Maeve Dion

Assistant Professor of Security Studies, University of New Hampshire
My pedagogical emphases include constructivism, andragogy, collaborative learning, open education, and universal design for learning. I teach cybersecurity and homeland security at the University of New Hampshire, where I direct the online M.S. in Cybersecurity Policy and Risk Management... Read More →

Wednesday November 11, 2020 4:00pm - 4:25pm EST
Concurrent 5
  Practices, Presentation

7:30pm EST

5 Apps and 5 Techniques to Create Engaging Online Classes
In Spring of 2020 we had to transition to online classes in one week. As we had to conduct our classes online, we had to find new ways to conduct sessions and exam reviews. This session will be led by a (your title here!) and a Professor so we can share what works in small as well as large classes as well as on the institutional side

The technology we will share is free, and easy to use. Participants will leave with tools that they can immediately adopt in their courses. The delivery of the course will be highly interactive and will model how we teach in our courses.

Learning Outcomes: Our goal is to share tools, and techniques that can immediately be applied by instructors to create comprehensive review sessions. We will show how to:

· Foster an effective review of concept understanding

· Provide engagement techniques

· Promote/rewards studying before the review session

· Encourage students to come to the review session better prepared and with questions

· Ease procrastination in studying

· Decrease anxiety

· Promote the correct use of jargon to define terms

avatar for Florencia Gabriele

Florencia Gabriele

Adjunct Professor, Massbay CC
Dr. Florencia Gabriele holds a Ph.D. and M.A. from Northeastern University, an M.A. in International Economics and Finance from Brandeis University, and a B.A. in Economics and Management from Emmanuel College. Dr. Gabriele is a highly sought-after professor and consultant who has... Read More →

Wednesday November 11, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

A General Education Science OER by Nonmajor Students
The CORE 101 Pedagogy Project can be found here!

There is oftentimes a mismatch between the level of knowledge required to understand even some of the most basic textbook selections for general education science courses. To that end, students in my general education science course for the past 4 semesters have been writing, editing, and curating OER websites using the Google Sites platform. These websites serve as the “textbook” for my sections of the general education science course I teach.

Instead of focusing solely on content to be memorized, the websites explore the intersection of complex science topics and society. Students are encouraged to explore ways in which their field of study also connects with the topics at hand - criminal justice majors have written about the ethics of DNA fingerprinting, political science majors have written about the politics surrounding climate change. Students have also participated in workshops to ensure the third-party materials they use are openly-licensed and/or make a fair use argument for their inclusion.

One of the goals this year is to disseminate the project so that others can reuse. While there is consideration to shift it to a platform that allows for easier revision and remixing, I wanted to share the usefulness of Google Sites as a platform for open pedagogy projects that can easily be reused by others and is user-friendly, especially for students that have institutional access to G-Suite for Education.

Learning Outcomes: Sharing a student-created OER for general education science educators.

avatar for Heather Miceli

Heather Miceli

Adjunct Faculty, Roger Williams University
Interests: Open pedagogy in science courses, Adjunct support systems

Wednesday November 11, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Showcase Gallery

7:30pm EST

Classroom Culture: Fostering Inclusivity in the Digital World of ESL
Whether teaching online or in-person, the interactive experience of storytelling promotes the advancement of the targeted language through creative and collaborative learning. When ESL students culturally identify with the materials scaffolded in the class lessons, they feel more motivated and at ease to participate and engage in the intellectulaly and emotionalyl captivating discussions. Teaching online has opened the doors for many in broadening the resources we integrate into our digital learning sphere. In this brief presentation, I would like to highlight some of the most effective activities and tools I've gathered for free to foster a sense of camaraderie among my learners of all levels. More importantly, it is necessary to be introspective in analyzing the ways in which we can provide an open and welcoming environment for our students in their quest for linguistic acquisition. 

As students become their own best storytellers , they reinforce the personalization and empowerment of language. TESOL educators will gain quick teaching tips on how to cultiate such an environment on a shoe-string budget while incorporating an abundance of humor and cultural references to promote a sense of inclusion in the community.

Learning Outcomes: By the end of the brief presentation, participants (instructors) will be able to cultivate an inclusive environment that promotes collaborative efforts in composing narratives that align with student perspectives/interests.

avatar for Caroline Kim

Caroline Kim

ESL Instructor, NOCE
I was born and raised on the east coast in Virginia, but I've grown to love and call Southern California my home. Prior to teaching, I was a grant writer at a nonprofit health and human services organization that assisted at-risk homeless children and families. Having witnessed the... Read More →

Wednesday November 11, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

Customizing Textbooks without Publishers: Empowering MATH Faculty to Create an Open Educational Resource (OER)
Texas A&M University's Department of Mathematics (MATH) received a university-level Enhancing the Design of Gateway Experiences (EDGE) grant to support departmental work seeking to increase student success rates in two large-enrollment, introductory-level, gateway courses. Grant recipients are working collaboratively with other University units to strategize, develop, and implement evidence-based teaching and curriculum redesign strategies in the identified courses to help improve success rates while increasing rigor and expectations to better attain the traditionally high academic standards. This project is aligned and directly supports Texas A&M’s Student Success Initiative (https://provost.tamu.edu/Initiatives/Student-Success).

As an initial step in their EDGE grant work, the faculty conducted a systematic textbook review to evaluate which textbook they would use as part of each course’s redesign process. It did not take the faculty long to determine none of the publisher-issued textbooks met the textbook selection criteria. This catalyzed the group’s decision to author their own OERs, one for each of the two large-enrollment, introductory-level, gateway math courses. The MATH’s OER project represented a partnership of a small group of dedicated and skilled academic professional track faculty, the Center for Teaching Excellence, Texas A&M Libraries, and Disability Resources, where each partner had specific roles.

Having just completed the EDGE grant’s year one, presenters will provide an overview of the process the MATH faculty group used to create their OERs, focusing on the discovery, curation, and implementation of OERs to making both MATH courses more engaging and inclusive by opening free access to high-quality learning materials. Presenters will also discuss their research plan for assessing the OERs’ impact on students’ attitudes and perceptions about learning math. The first OER, Mathematics for Business and Social Sciences is available through the Texas A&M repository (https://oaktrust.library.tamu.edu/handle/1969.1/188687).

Learning Outcomes: Participants will be able to…
1. Describe how Texas A&M organizations partnered and supported a team of Mathematics faculty in authoring two OERs.

2. Identify specific strategies and lessons learned regarding faculty support in authoring new OERs.

3. Describe how the project directly supports Texas A&M’s Student Success Initiative.

avatar for Bruce Herbert

Bruce Herbert

Director, Office of Scholarly Communications, Texas A&M University
avatar for Samantha Shields

Samantha Shields

Instructional Consultant and Ph.D. student, Texas A&M University

Wednesday November 11, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

Peer-assisted Learning through Open Research Education: a Medical Student’s Perspective
Recently collected data from the Research Committee of the International Federation of Medical Students’ Associations (IFMSA) has shown that although 98% of medical students worldwide think that research is important in medical education, less than 20% believe that it is sufficiently addressed in their medical curricula. These numbers have motivated us to create research education resources that are open, free and accessible to anyone who is interested in learning about medical research. We have created Educational Activities, ready-made outcome-based training workshops. Through these workshops, we intend to provide medical students around the globe with an opportunity to learn and explore the field of medical research and overcome challenges faced in research education, such as lack of interest, time and specialized curricula.

In this session we will present our research training workshops and their structure, explain how we created them and how they are being evaluated. Special significance will be given to highlighting their open education aspect, how they are shared among medical students and how our methods could be transferred to other fields.

Our Educational Activities are designed to be facilitated by students for students. They can be used by any student with little research experience as each manual contains theoretical information and resources for the facilitator to teach specific research skills to their peers.

Learning Outcomes: Our attendees will:
Get acquainted with 3 ready-made outcome-based interactive training workshops about medical research developed by International Federation of Medical Students' Associations.
Get insight on the structure and distribution process of our Open Educational Activities.
Critically reflect on the role of peer-assisted education as a part of Open Ed.
Analyze how openly accessible peer education can increase the learning experience of medical students within research education.

avatar for Veronica Anayansi Moreno Mares

Veronica Anayansi Moreno Mares

IFMSA Director on Research Exchange 2020-2021, International Federation of Medical Students’ Associations (IFMSA)

Wednesday November 11, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

Reimagining OER Discovery: Mapping OER to Transfer Courses
Identification and discovery of appropriate, high quality open educational resources (OER) is a significant challenge for faculty and often a barrier to adoption. In response, the VIVA OER Course Mapping Project Task Force is reimagining how faculty find OER appropriate for general education courses by developing a listing through VIVA Open, an OER Commons microsite, that aligns with Transfer Virginia courses. Transfer Virginia, led by the State Council of Higher Education for Virginia (SCHEV) and the Virginia Community College System (VCCS), is a collaboration between institutions of higher education, intended to reform the transfer experience by removing barriers to transfer from two-year to four-year institutions in a more affordable, efficient, and equitable manner.

Without a Virginia common course catalog, partnering with the Transfer Virginia initiative has afforded the Course Mapping Task Force access to course templates drafted by Virginia faculty that outline objectives, topics, and learning outcomes. Since VCCS courses are high enrollment, general education courses, the Task Force expects the mapped materials will also benefit lower-level courses at four-year public and private institutions in Virginia. Expansion of the Course Mapping Project to include general education courses at 4-year institutions will determine if this assumption is correct.

Faculty engagement and review of the selected OER are also essential in determining the success of the project. Thus, Virginia faculty are invited to “sprint” review the OER for quality of explanation of subject matter and comprehensiveness. The results are increased engagement with and among Virginia faculty, exposure to available OER in their discipline, a faculty reviewed seal of approval, and greater insight into their valuation of curated OER.

Learning Outcomes: Key takeaways include outlining the challenges and steps involved in implementing and coordinating the various elements of a large scale Course Mapping Project that can be adapted to other institutional or consortial situations. Participants will also learn about the value of engaging faculty in OER reviews that relate directly to the curriculum.

avatar for Jenise Overmier

Jenise Overmier

Research and Instruction, Marymount University
avatar for Sophie Rondeau

Sophie Rondeau

VIVA Assessment and E-Resources Program Analyst, George Mason University/VIVA
electronic resources, e-book research, OER, meditation, Argentine tango
avatar for Paula Kiser

Paula Kiser

Washington and Lee University

Wednesday November 11, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

Teaching Lysistrata in an Age of Protest
The work described in the abstract above is part of a larger course project, Reclaiming the Classics for a Diverse and Global World. The course was designed to make works of ancient civilizations accessible in translation at a minimal cost to students. At present, by partnering with our library and locating OER resources, the cost to the student is nil. The usage of OER resources also allows for flexibility and portability in time of COVID--they can be accessed anywhere there is wifi, and also downloaded and printed. Affordability is of prime concern to our students, as is the tendency for classical works to be hijacked by alt-right groups in order to reinforce their sense of cultural 'superiority'. If, as Ta-Nehesi Coates stressed, "Tolstoy is the Tolstoy of the Zulus," works of antiquity should be accessible and reinterpretable to speak to the experiences of diverse student bodies. For that reason, this course pairs Euripides' Trojan Women with the performance of that play by Syrian refugees. It pairs Euripides' Medea with authors of color's reinterpretation of Medea, as published in Cambria Press' Black Medea (and Wesley Enoch's Black Medea). Other classical works are used to investigate themes of interest both to the ancient world and our own, including concepts of gender and sexuality, free and unfree status, social mobility or restriction, migration and citizenship, protest, transformation, economic and social disparity, and imperialist pretensions. Another focus of the course is the diversity of art in the ancient world, with special focus on the representations of individuals from Africa, Egypt, and Asia. Lysistrata will be used as an example of the kind of relevancy and urgency which can be created in the classroom with OER texts.

Learning Outcomes: This session examines how to adapt existing OER resources to make them more accessible to diverse student learners. In this instance, the text is Lysistrata and the adaptation consisted of the addition of notes and an introduction and the LibreText platform. Accessibility was increased through demonstrating how ancient texts are reinterpreted to become relevant to modern concerns, in this case, women’s marches, protests,sex-strikes, and #BLM, through pairing the play with Spike Lee's Chi-Raq.

avatar for Jessalynn Bird

Jessalynn Bird

Assistant Professor of Humanistic Studies, Saint Mary's College
I am currently involved in a project creating OER resources (translations, teaching activities, resources) for Greek and Roman texts and modern adaptations of them for LibreText. I am a medievalist by training, but teach history, writing, and literature courses from antiquity to the... Read More →

Wednesday November 11, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

The Carpentries Instructor Training Program: A Case Study
The Carpentries is a community-led non-profit that teaches foundational computational and data science skills to researchers and librarians around the world. In this presentation, Dr Kari Jordan will introduce the uniqueness of The Carpentries' model for distributing as well as developing open instruction, and point attendees to resources as well as community platforms for further information and discussion. This presentation will also highlight The Carpentries' response to COVID-19, particularly our work and official recommendations around moving computational and data skills workshops online.

Here is an overview of what we hope to highlight about The Carpentries model and activities:
- We address unmet training needs in rapidly developing fields. Our model accomplishes this in spite of and because of a shortage of qualified faculty and practical obstacles to rapid change in university course offerings.
- Our train-the-trainer model offers a great approach to scaling data skills training. The instructor training curriculum is also maintained collaboratively, which ensures we include a broad range of perspectives, and allows us to stay abreast with educational research and pedagogy.
- Training in best practices for curriculum developers as well as instructors, also Open, helps to ensure quality. Code of Conduct is key to community health and sustainability.
- Collaborative development and maintenance of publicly-available lessons on a global scale, paired with widespread implementation by and for diverse audiences is good for our curricula and good for our communities.
- Our practices and workflow in two programs: Carpentries Incubator (collaborative lesson development) and Carpentries Labs (repository of peer-reviewed, collaboratively developed lessons) may be of interest to this group.
- Previously, our technical workshops were ‘open’ only to those who could attend in person, on campus. Online workshops can be offered to anyone, anywhere. However, equity and inclusion have to be considered in new ways as technological inequities now matter more.
- Call to action and invitation for further conversations with attendees: The Carpentries can bring workshops to different and new communities, train people as workshop instructors, invite those with ideas and interest to join our curriculum development community, share our curricula so others can borrow from our curricula for their own courses

Learning Outcomes: - understand The Carpentries train-the-trainer model for open instruction
- know where to find documentation, papers and other resources relevant to The Carpentries model for open instruction
- learn about opportunities that exist to work/collaborate with The Carpentries

avatar for Serah Njambi

Serah Njambi

Director of Community Development and Engagement, The Carpentries (carpentries.org)
erah Njambi Rono is a computer scientist and a writer. She has served as a technologist and Developer Advocate in the Open Data, Open Source, Open Science space for more than 6 years now, and has broad and valuable experience in listening to and shepherding communities, developing... Read More →
avatar for Kari L. Jordan

Kari L. Jordan

Executive Director, The Carpentries
I am the Executive Director of The Carpentries, a non-profit project that teaches foundational coding and data science skills. In this role I advocate for The Carpentries mission, vision, and values through strategic relationships and championing people first, access for all, and... Read More →
avatar for Karen Word

Karen Word

Director of Instructor Training, The Carpentries
I manage an instructor training program that teaches evidence-based practices in education to researchers and research-adjacent professionals who wish to share their software and data skills using our 2-day workshop curricula. All of our course materials (Instructor Training and technical... Read More →

Wednesday November 11, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk
Thursday, November 12

10:00am EST

Creating and Adopting Open Educational Resources in Entrepreneurship and Innovation
This session will explore the creation and adoption of Open Educational Resources in the areas of Entrepreneurship and Innovation. Panelists include editors, authors and adopters of the Rebus Foundation's Media Innovation and Entrepreneurship textbook first published in 2017 and the OpenStax Entrepreneurship textbook published in 2020. Hear about the initial processes and ongoing efforts to develop the materials and how they have been used in university programs around the world.
One panelist will discuss a current effort to change the introductory entrepreneurship curriculum at Georgia State University to the adoption and inclusion of OER materials through an Affordable Learning Georgia large-scale Textbook Transformation Grant.
Panelists will also address how applying Open Educational Resources have aided curriculum changes as a result of the Covid-19 pandemic.

Liz Mays, Arizona State University
Dr. Michelle Ferrier, FAMU
Dr. Barbie Chambers, Texas Tech University
Dr. Geoffrey Graybeal, Georgia State University

Learning Outcomes:
-Review Open Educational Resources within the context of entrepreneurship and innovation

-Identify applications of Open Education during the Covid-19 response

-Demonstrate uses of Open Educational Resources within entrepreneurship and innovation at university programs

-Apply Open Education entrepreneurship and innovation practices, processes and resources

LINK to FERRIER AND MAY SLIDES:  https://www2.slideshare.net/locallygrownnews/2020-opened-media-innovation-entrepreneurshipferrier-mays

LINK TO GRAYBEAL SLIDES: https://mygsu-my.sharepoint.com/:u:/g/personal/ggraybeal_gsu_edu/EeOp0ev_qpBMuJJQIFU05ZgBR_ffGg3LuQcMY5vZ2fEsCg?e=VVfE5r

avatar for Geoffrey Graybeal

Geoffrey Graybeal

Clinical Assistant Professor, Georgia State University
I teach entrepreneurship at Georgia State University in Atlanta. I've created content for two OER textbooks, the Media Innovation and Entrepreneurship Textbook (Rebus Foundation) and Entrepreneurship (OpenStax) and currently implementing curriculum changes through an Affordable Learning... Read More →
avatar for Michelle Ferrier

Michelle Ferrier

Professor, Florida A&M

Thursday November 12, 2020 10:00am - 10:55am EST
Concurrent 1
  Practices, Panel

10:30am EST

Openness and Flexibility: Growing a Learning Design Mindset in Malawi’s Teacher Training Lecturers
Integrating educational technologies in low-bandwidth, low-connectivity contexts across Africa poses unique challenges to educators and provides a rich testbed for innovation. The Malawian Primary Teacher Education curriculum has recently been redesigned, to introduce a inquiry-based curriculum that emphasises learner-centredness. In order to support lecturers in the acquisition of the skills and knowledge necessary to facilitate such learning, a short course was designed for Malawi’s 8 Teacher Training Colleges (TTCs) and equipment was received (tablet computers and data) funded by the German government. The aim of this course was multilayered: beyond training lecturers to use these devices in their teaching practice, it was important to support them in their journey from a traditional, teacher-centred approach to a learner-centred approach that would align to the re-designed outcomes-based national curriculum. A co-design thinking methodology informed the course design, development and implementation process. Stakeholders from the various TTCs participated in initial co-design workshops to develop a persona and identify/refine the design challenges, after which the course design was developed through various iterations of reflection and redesign with an initial cohort of 40 participants. The course designers built it Moodle as an OER (drawing from a variety of OERs( and presented virtually from South Africa to Malawi during July and August 2020 using BigBlueButton, an open source video conferencing tool. The initial course participants were pre-selected by their as technology champions with the aim to train them so that they could then facilitate further iterations of the course for colleagues at the TTCs. The course was offered as a hybrid model, lecturers attended a 3-day webinar-delivered workshop using their phones and tablets, followed by a 4-week self-directed online learning phase, and a 4-day closing webinar-delivered workshop. This allowed participants to move between highly facilitated, synchronous collaborative learning design spaces and self-regulated asynchronous learning experiences. Using the Teacher Change Frame (TCF) (Tarling and Ng’ambi, 2016) participants could plan their own learning journey based on their individual needs and aspirations. The Integrating Technology in Teaching and Learning (ITTL) course, emphasises the need for home-grown innovation to address contextual challenges in teaching, learning and assessment.

Learning Outcomes:
Describe the course-design process to develop an OER virtually from South Africa for Malawian lecturers
Explore the innovation process to solve contextual challenges at a distance that impact how participants accessed learning in low-bandwidth, low connectivity contexts.
Examine the application of a design-thinking methodology in an online, open course design process and analyze how this process equipped local actors with design-thinking tools to develop solutions within their own contexts.

avatar for Isabel Tarling

Isabel Tarling

Researcher & Lecturer, Two Oceans Graduate Institute
"The person doing the work, is usually doing the learning." Tarling, I. 2020This has to be one of my most repeated phrases to educators, from professors and lecturers at higher education institutions, to practicing and office-based teachers, and teaching students. When we get children... Read More →

Thursday November 12, 2020 10:30am - 10:55am EST
Concurrent 3
  Practices, Presentation

11:00am EST

Reimagining PreK-12 OER Development through Teacher Education Programs
Open Educational Resources (OER) have taken higher education by storm because they provide students greater access to course materials and instructors greater instructional flexibility. Yet, OER creation and use have been quite limited in prekindergarten through high school (PreK-12) educational contexts. A study of K-12 educators in the United States found that only 5% of those surveyed utilized OER, with only 31% indicating they had an awareness of OER (Seaman & Seaman, 2020). Yet, K-12 educators overwhelmingly rated OER curriculum as high quality and effective at encouraging deeper learning. It is clear that more work is needed to increase awareness of OER in PreK-12 education and increase the breadth of materials available.

Teacher education programs provide a unique opportunity to not only increase awareness of OER, but also develop open materials as part of the learning process. This session will share the results of a study in which nine graduate-level teacher education candidates participated in a renewable assignment as part of a course. Based on an open pedagogy approach, a renewable assignment is one in which the artifact produced has value to others beyond the course, leverages the permissions of OER, and is made available publicly. In this study, the candidates produced an open resource for teaching and learning by creating, adapting, or remixing existing OER and were invited to submit their finished artifact to OER Commons (http://oercommons.org). Utilizing a convergent mixed methods research design (Creswell & Creswell, 2018), we collected quantitative and qualitative data through a survey, interviews, and artifacts to explore the decisions and perspectives of the teacher education candidates as they engaged in OER development. Results showed that the majority of candidates (67%) created a new resource; yet, only a few (33%) decided to share their resources openly. The teacher education candidates largely viewed the renewable assignment design as a valuable learning experience. While candidates’ reported increased awareness and understanding of OER and demonstrated positive beliefs about the value and effectiveness of OER, their self-efficacy stymied their willingness to share their work openly.

We aim to share valuable insights, challenges, and implications from our research for engaging teacher education candidates in PreK-12 OER development by reimagining coursework and assignments.

Learning Outcomes:
  • Participants will consider key findings and insights about how to prepare primary and secondary educators to use and design OER through teacher education coursework.
  • Participants will learn about a model for integrating renewable assignments within teacher education coursework.
  • Participants will discuss implications for and challenges of developing PreK-12 OER in teacher education coursework and assignments.

avatar for Stacy Katz

Stacy Katz

Open Resources Librarian, Lehman College, CUNY
avatar for Jennifer Van Allen

Jennifer Van Allen

Assistant Professor, Lehman College, CUNY

Thursday November 12, 2020 11:00am - 11:25am EST
Concurrent 2
  Practices, Presentation

12:00pm EST

Engaging LIS Students with OER-Enabled Pedagogy
The presenter will describe the experimental use of OER-enabled pedagogy as a framework for engaging graduate-level library and information science students in a course on international and comparative librarianship. In the case to be presented, students were assigned to create their own textbook as an OER. Each student authored a chapter featuring the libraries and the field librarianship in a non-North American country of their choosing, and the completed text was published on the presenter’s institutional repository. Given the experimental nature of this assignment, the presenter examined whether students who are required to create their own OERs perceive such work to be valuable, motivating, or rewarding, and whether they attribute particular challenges or shortcomings to that activity. The presenter will provide a brief overview of the textbook creation assignment described here and emphasize the results of the investigation in terms of student perceptions. In addition, the presenter will discuss lessons learned and propose implications moving forward.

Learning Outcomes:
(1) Recognize the potential of OER-enabled pedagogy as a framework for improving student learning.

(2) Identity renewable coursework as a potential pedagogical innovation for enhancing levels of student engagement and enthusiasm.

(3) Appreciate students' perceptions of OER-enabled pedagogy in context of the present case study.

(4) Leverage students’ perceptions for the purpose continuous improvement in teaching and learning.

avatar for Christopher Hollister

Christopher Hollister

Head of Scholarly Communication, University at Buffalo Libraries
Chris Hollister is the University at Buffalo’s Head of Scholarly Communication. In that role, he develops and advances initiatives related to scholarly publishing, open access, and open education. A longtime advocate and activist for transforming the current system of scholarly... Read More →

Thursday November 12, 2020 12:00pm - 12:25pm EST
Concurrent 4
  Practices, Presentation

1:00pm EST

Graduate Student Voice and Choice: Exploring How Co-design of OER Impacts Learning and Engagement
Graduate students enrolled in the University of Calgary’s Masters of Education (MEd) cohort, Learning and Leading in a Digital Age, engaged in a course on the Ethics of Education Technology. The key learning task was to co-design and co-create an open educational resource (OER). Students selected topics of interest relevant to the course, and wrote chapters for an open textbook published online as a Pressbook.

Our session delves into the design of the course, the instructional process, and learner outcomes from delivering a graduate course using an open learning instructional design. With emphasis on both the perspectives of the students who took the course and those of the instructor, this session shares insights on the process of co-designing learning experiences through the development of an OER, and how this approach impacted learning and engagement.

Speaking to the instructor's experience, we address the following topics: Supporting students in an open learning course design; breaking down barriers to disseminating and sharing knowledge in academia; establishing adequate boundaries and constraints to guide students in the creation of their chapter; and balancing open versus structured learning to support students creating and publishing OER for the first time.

Speaking to the student's experience, we address the following topics: How student engagement shifted knowing ideas could be published for a broader audience; how the course design enabled students to learn through contributing to the exchange and creation of knowledge; how the ‘openness’ of the assignment allowed students to weave their unique expertise and professional context into their studies; and challenges experienced by students including pressure/stress of sharing work publicly and learning to work with more ambiguity that can accompany an open learning approach.

We will address lessons learned throughout the project including: Open learning design and OER development can be successfully combined into an impactful teaching and learning experience for graduate students and instructors; OER creation can increase the authenticity of university assignments and increase learner engagement; and that there are logistics to consider when co-creating an open textbook as a course assignment (e.g. copyediting, style sheet, formatting, copyright & licensing, etc.)

Following our session, attendees will be able to:
- Advocate for open educational practices as an opportunity to provide graduate students with enhanced choice and voice in their education;
- Revise and remix a design model for open learning that can be integrated across grade levels and disciplines;
- Communicate the connections between open education and authentic, collaborative learning experiences;
- Anticipate and overcome challenges that can arise with co-designing an OER

avatar for Barbara Brown

Barbara Brown

Professor, University of Calgary
Dr. Barbara Brown is director of professional graduate programs and partner research schools in the Werklund School of Education at the University of Calgary. Her research interests include research-practice partnerships, professional learning, and collaborative instructional des... Read More →
avatar for Christie Hurrell

Christie Hurrell

Librarian, University of Calgary
avatar for Verena Roberts

Verena Roberts

Instructor/Researcher, University of Calgary
Verena Roberts is a Learning Sciences EdD Candidate, Sessional Instructor and Research Assistant in the Werklund School of Education at the University of Calgary in the Partner Research Schools initiative and a course design Project Assistant with the Taylor Institute of Teaching... Read More →
avatar for Mia Travers-Hayward

Mia Travers-Hayward

Research Assistant, University of Calgary
avatar for Michele Jacobsen

Michele Jacobsen

Professor, University of Calgary
avatar for Nicole Neutzling

Nicole Neutzling

Research Assistant/ Teacher, University of Calgary
- K - 12 Open Pedagogy/Design- Graduate Student's perspective on OER and co-design - #EdTechEthics

Thursday November 12, 2020 1:00pm - 1:25pm EST
Concurrent 4
  Practices, Presentation

1:00pm EST

Open Resources for Nursing Update
In 2018, Chippewa Valley Technical College (CVTC) was awarded a $2.5 million grant from the Department of Education to create 5 nursing OER textbooks and 25 related VR scenarios. This session will provide a high-level overview of Open RN grant project and share the development and review processes used to create the five Nursing OER textbooks. Information on accessing the Nursing Pharmacology OER textbook and the associated H5P learning activities will also be provided.

Learning Outcomes:
After completing the session, participants will be able to:
- Provide a high-level overview of Open RN grant project
- Discuss advocacy and education strategies
- Describe the development and review processes used to create the OER textbooks
- Explain how to access the Nursing Pharmacology textbook and associated H5P activities
- Outline virtual simulation scenarios being created by the Open RN project

Our pdf presentation contains hyperlinks to many resources.

avatar for Vince Mussehl

Vince Mussehl

Open RN Lead Librarian, Chippewa Valley Technical College
avatar for Kim Ernstmeyer

Kim Ernstmeyer

Open RN Grant Project Director, Chippewa Valley Technical College
I am a nurse who is passionate about improving healthcare by enhancing nursing education with active learning and simulation.

Thursday November 12, 2020 1:00pm - 1:25pm EST
Concurrent 1
  Practices, Presentation

2:00pm EST

Illustrative Mathematics + Geogebra + Moodle = Great Teaching and Learning
This session will show participants how to use an OER Moodle (or Canvas, D2L, or Schoology) course shell to increase the asynchronous collaboration and communication between students and teachers using the Illustrative Mathematics middle school math curriculum that has been incorporated into Geogebra. Illustrative Mathematics is an openly licensed, highly acclaimed standards aligned middle school math curriculum designed for face to face instruction. GeoGebra is an openly licensed interactive mathematics software suite for learning and teaching Science, technology, engineering, and mathematics from primary school up to the university level.The Geogebra version of the curriculum provides synchronous teaching and learning capabilities suitable for video conferencing instruction. Moodle is the most widely used Learning Management System in the world and it focuses on interaction and collaborative construction of learning content. Moodle is also openly licensed. The Moodle LMS course shells are available at Moodle.Net ( they can be downloaded without creating an account on MoodleNet; just choose Browse > OER > Moodle Courses > [click on the name of the course].) and they can be uploaded into Canvas, Schoology, and D2L (I expect they would load into Blackboard, too, but that hasn't been tested and very few K-12 schools use it.)

The LMS shell enables the synchronous teaching and learning to be extended asynchronously and increases the ability of students to collaborate and communicate with each other and their teacher. The LMS shell also adds multiple ways to assess learning, and it enhances the ability to use Geogebra-Illustrative Mathematics in a face to face mode so that transitions from distance learning to face to face learning, or vice versa, will be easier.

The instructional content included can be used immediately wherever middle school math is taught in English. Spanish versions of Illustrative Mathematics are available but not yet included in the Geogebra versions. Both Geogebra and Moodle translate the user interface instructions into many languages - but not the content. Having the user interface language translated into their own language will be beneficial to Non-English speakers. The Geogebra version of Illustrative Mathematics uses graphics and digital manipulatives which will make the content easier to use and require less translation than text based instructional content. The open source translation capabilities and focus of both Moodle and Geogebra make this combination useful in many parts of the world. It’s an example of Creative, Innovative, and Effective use of Open Educational Resources and Practices with Global usefulness During the COVID-19 Pandemic and beyond.

This combination of open content and open software will serve as a model of other similar combinations.

Learning Outcomes:
Participants will know how to access and use a creative, innovative, and effective Open Educational Resource and two complementary openly licensed educational software applications with global usefulness during the COVID-19 pandemic and beyond.

avatar for Dan McGuire

Dan McGuire

Executive Director, SABIER
Dan McGuire is the Executive Director of the Stone Arch Bridge Initiative for Education Resources which is a non-profit that provides professional development for faculty to increase skill in using Open Educational Resources.  Dan has more than 30 years of experience innovating... Read More →

Thursday November 12, 2020 2:00pm - 2:25pm EST
Concurrent 4
  Practices, Presentation

2:30pm EST

SUNY Exploring Emerging Technologies for Lifelong Learning & Success (#EmTechMOOC)
Participants will test drive the State University of New York’s “Exploring Emerging Technologies for Lifelong Learning and Success.” This Massive Open Online Course (MOOC) is an open-access resource targeted toward a diverse group of learners, including students, faculty, and anyone from across the globe with an interest to learn how to use freely-available established and emerging technologies to succeed in today’s rapidly changing environment.

Learners in this MOOC gain an understanding of the value and implications of using technology tools for career and personal advancement in a framework of lifelong learning strategies and the 4Cs of 21st-century skills; communication, collaboration, creativity, and critical thinking. The modules feature Discovery Learning Exercises for hands-on learning about a variety of available technology tools and resources. The final module involves a peer-review activity of the ePortfolio that participants develop that highlights the artifacts created in the first four modules. The MOOC’s complementary EmTechWIKI is a socially curated collection of technology tools and resources is also available as a stand-alone open educational resource.

This session introduces #EmTechMOOC which provides participants with opportunities for hands-on experimentation and play. Participants explore the MOOC for personal and professional growth as they build a personal toolbox and learn about freely-available technology tools. 

We also highlight how EmTech is able to be adopted as an OER by a campus or organization to adapt and remix. In addition, we will share how participants can use emerging technologies to create and enhance their own OER materials.

#EmTechMOOC is ideal for diverse participants, including international groups, and those from diverse backgrounds and abilities. The need to use technology tools does not diminish when considering international perspectives. In fact, needs are heightened and highlighted. An originating purpose of the concept of Massive Open Online Courses (MOOCs) is to democratize learning and make high-quality learning opportunities available to anyone, no matter where in the world they are located. #EmTechMOOC is a valuable asset for any international collaborative partnership.

Visit the project website to learn more: http://suny.edu/emtech

Learning Outcomes:
  • Participants will increase their ability to successfully engage with and implement freely-available established and emerging technologies.
  • Participants will gain a greater understanding of the SUNY #EmTechMOOC to potentially implement this free learning opportunity within their own campus or another learning context.
  • Tools and resources available through the EmTechWIKI are excellent sources to help build and create OER through a variety of media-rich modalities.
We are actively seeking additional partners and collaborators - please contact us if you would like to connect to discuss possible opportunities: emtechmooc@gmail.com

Slides for this session are available at: http://bit.ly/emtech-opened20

avatar for Roberta (Robin) Sullivan

Roberta (Robin) Sullivan

Teaching & Learning Strategist, University at Buffalo
I am a connector of people and ideas and collaboration is my favorite word. This is true in life and learning. I am a Teaching and Learning Strategist with Education Services with the University Libraries at the University at Buffalo who conducts research regarding innovative digital... Read More →
avatar for Cherie van Putten

Cherie van Putten

Instructional Designer, Binghamton University
Cherie van Putten is an Instructional Designer in the Center for Learning and Teaching at Binghamton University, State University of New York. She is also the Assistant Director for the Tools of Engagement Project. Cherie holds a master's in Adult Education from Penn State University... Read More →

Thursday November 12, 2020 2:30pm - 2:55pm EST
Concurrent 5
  Practices, Presentation

3:00pm EST

Taking OER to the LIS: Reimagining the Preparation of Library Science Students for Open Education
While there are open education continuing education programs for practicing librarians, there were no known courses focusing on open education in any of the ALA-accredited library science programs. This presentation will focus on the development and delivery of an online, one-credit course in Open Education Librarianship for the San Jose State University iSchool. Attendees will learn about the nature of the course, its learning objectives, structure and content.

The course was first proposed in January 2020 and accepted by the San Jose State University iSchool curriculum committee in February 2020. While the iSchool already offered a course in scholarly communication librarianship that offered an introduction to open access, the program director believed that students would want an even more in depth course focusing specifically on open education. The course was developed between March and May2020 and launched in July 2020. The initial enrollment for the course met the maximum number of 35 students shortly after registration for summer 2020 courses opened, indicating the level of student interest in this course.

The four-week course is designed to introduce student to two primary open education topics, open education resources and open pedagogy. Topics covered in the course include:
•Textbook crisis
•Open textbook publishing model
•Advocacy for open textbooks
•Role of the Open Education Librarian
•Open pedagogy projects
•Designing and delivering open education workshops
•Busting OER myths
•Understanding “free’ vs “open”
•DEI in open education
•Open education research
•Getting to know open education advocates

The presentation will also discuss what types of assignments and projects are used to expose students to the type of work that Open Education Librarians perform. The presenter will share student reactions to the course, how effectively it met their expectation for learning about open education and whether the course encouraged them to consider open education as a career path in librarianship.

To encourage aspiring librarians to develop an appreciation of or passion for open education it is desirable to incorporate it into the LIS curriculum. This presentation will consider the potential and effectiveness of this approach for developing the next generation of Open Education Librarian.

Learning Outcomes:
* Identifying the students enrolled in library and information science programs as future participants in and leaders in open education;
* Leveraging current library and information science students interest in social justice and diversity movements to create a new generation of open education advocates;
* Components of an open education course for LIS students and student reaction to participating in an open education course (how might it impact their future career path decisions).

avatar for Steven J. Bell

Steven J. Bell

associate university librarian, temple university
I enjoy exploring the intersection of academic librarianship and higher education. I'm passionate about exploring how we design better library experiences for community members - and the ways we can better integrate the academic library into the teaching and learning that happens... Read More →

Thursday November 12, 2020 3:00pm - 3:25pm EST
Concurrent 2
  Practices, Presentation

6:00pm EST

Vocational Students Experience in the Co-Creation of OER
This talk will discuss a research study that explored the perception of trades students in the co-creation of OER. This study used a mixed-methods case study approach to examine the impact of the co-creation of OER on first-year electrical trades students. As open education continues to grow and expand, vocational education and its students could find value in adopting the tools that OER use affords, and trades could offer their distinct voice to the conversation. In this study, students participated in creating open textbooks on various topics. Data collection was based on a questionnaire with 18 participants and interviews conducted with nine participants. The qualitative analysis revealed five themes in the student's perception in the creation of OER: accessibility, the value of co-creation, digital literacy skills, the value of peer and self-assessment, and student agency. Overall, participants found the process enjoyable and that it had a positive impact on their vocational education.

Learning Outcomes:
This session will focus on practical exercises that can include students in the co-creation of OER. The use of open pedagogy will be discussed in a practical sense and examples will be given where open pedagogical practices have made an impact on vocational students.

avatar for Chad Flinn

Chad Flinn

Instructor, BCIT

Thursday November 12, 2020 6:00pm - 6:25pm EST
Concurrent 2
  Practices, Presentation

6:30pm EST

Faculty Perceptions of Open Pedagogy: Examining Diversity, Inclusion, and Accessibility
With the increasing development and adoption of Open Educational Resources, many researchers and practitioners are interested in carefully examining pedagogies connected with their use. This presentation presents research findings and explores the following questions -- (1) how do faculty members define and implement open pedagogy?, (2) what are faculty members experiences with open pedagogy in regard to course implementation and student learning outcomes compared to traditional practices?, (3) what are the perceived affordances and constraints of using open pedagogy in higher education?, and (4) do faculty members feel as though the benefits of open pedagogy outweigh the potential costs?

Learning Outcomes:
Discover the perceptions of instructors who implemented various approaches to open pedagogy in post-secondary institutions in the eastern United States. Instructor perceptions provide evidence of open pedagogy's effectiveness, including for diversity, inclusion, and accessibility in the classroom.

avatar for John Hilton III

John Hilton III

Researcher, Open Education Group at Brigham Young University
I began researching issues related to OER in 2008. I'm passionate about increasing OER research - especially research related to efficacy and student perceptions. See http://openedgroup.org/review.
avatar for Bryson Hilton

Bryson Hilton

Doctoral Student, University of Oregon
avatar for Cecil Short

Cecil Short

Graduate Student, Brigham Young University

Thursday November 12, 2020 6:30pm - 6:55pm EST
Concurrent 1
  Practices, Presentation

6:30pm EST

Student Creators: Developing an Open Marketing Resource for Non-Profits
This session is designed as a traditional presentation built using slides, screenshots, and live demonstrations to showcase how 34 Marketing and Graphic Design students from KPU were able to successfully create a large-scale OER project in 13 weeks.

The presentation is structured to walk the audience through our 13-week journey together:
1. (Andrea) How the course was structured; how the project was framed & scheduled; how guest speakers were integrated; the tools and resources provided/used; the role of anti-racism, representation, and accessibility; the use of “ungrading” and reflective ePortfolios.
2. (Vanessa & Paris) Students’ perspective on learning about Open & the SDG’s; how to conduct Open research; the learning curve on developing an Open resource in Pressbooks; collaborative and team work in a distance-learning Pandemic-induced environment; and reflecting on the entirety of the project by developing ePortfolios.

KPU students enrolled in the 4th year “Integrated Marketing Communications” course in the Summer 2020 term embarked on an ambitious project: to create an Open marketing resource for non-profits, activists, and advocacy groups who often have the least amount of marketing dollars and the fewest number of marketing resources to research, design, plan, and execute marketing campaigns.

By drawing on available OERs and by highlighting the success behind activists movements such as Black Lives Matter, the Wet’suwet’en land defenders, and Hogan’s Alley Society, students developed a comprehensive IMC Guide that takes the reader through the process of creating successful marketing campaigns.

The Open Guide to IMC includes a number of Open resources including templates for crafting Creative Briefs, developing Content Calendars, and designing Brand Identities. Students created the Open Guide for IMC to be fully Accessible and interactive with over 60 H5P content types.

Before beginning the project, students were asked to first develop a deeper understanding of a few foundational concepts: the SDG’s, the Open Movement, the Creative Commons; and Open tools & resources that can be used in Open development.

Students were then sorted into 1 of 3 groups and began a 13-week process of researching, writing, curating, editing, and attributing. By the end of the term, each student worked on every part of the Open Guide, allowing them to apply their existing marketing knowledge and graphic design skills while also developing new ones.

Learning Outcomes:
1. Identify how to engage students in open pedagogy projects
2. Learn how to organize a class-wide OER project
3. Become more familiar with how to integrate various tools and technologies to support OER development (e.g. Hypothesis, H5P, Pressbooks)
4. Acquire first hand advice and feedback from OER-authors (students) and gain insight on how to engage students in similar open pedagogy projects

avatar for Andrea Niosi

Andrea Niosi

Marketing Instructor, School of Business, Kwantlen Polytechnic University
I am a marketing instructor in the School of Business at Kwantlen Polytechnic University (British Columbia). At OpenEd20 I'll be presenting an OER that my 4th year Marketing students created during Summer 2020: it is an Open Guide to Integrated Marketing Communications. It is a sort... Read More →
avatar for Paris Summers

Paris Summers

Student, Kwantlen Polytechnic University
avatar for Vanessa Mora

Vanessa Mora

Student, Kwantlen Polytechnic University
I recently graduated from Kwantlen Polytechnic University with her Bachelor of Business Administration in Marketing Management. In March 2016, she graduated from KPU's Diploma in Public Relations program and since then, has been working full-time at a global communications marketing... Read More →

Thursday November 12, 2020 6:30pm - 6:55pm EST
Concurrent 3
  Practices, Presentation

7:30pm EST

Creating a CRT-enabled Open Pedagogy in Online Courses: An Example of a Renewable Assignment
This video will present the audience with an example of a renewable assignment that links open pedagogy with culturally responsive teaching (CRT). Open pedagogy empowers students to become active participants in the construction of course context (Wiley & Hilton, 2018) while CRT connects and directs them to leverage their culture, language, ethnicity, experiences, emotions or other individual connectors. CRT has been shown to improve students’ learning and help discover their interests and talents (Bassey, 2016), increase participation and communication (Chen & Yang, 2017), and result in higher rates of positive student behavior (Larson, et al., 2018). Providing the connection and relevance of the material through CRT approach as well as the freedom of creating such material through open pedagogy approach may provide synergistic effects. The video will provide an example of a renewable assignment that combines open pedagogy and CRT aiming at unlocking student potential and improve learning and future success.

Bassey, M. O. (2016). Culturally responsive teaching: Implications for educational justice. Education Sciences, 6(4), 35

Chen, D., & Yang, X. (2017). Improving active classroom participation of ESL students: Applying culturally responsive teaching strategies. Theory and Practice in Language Studies, 7(1), 79-86.

Larson, K. E., Pas, E. T., Bradshaw, C. P., Rosenberg, M. S., & Day-Vines, N. (2018). Examining how proactive management and culturally responsive teaching relate to student behavior: Implications for measurement and practice. School Psychology Review, 47(2), 153-166.

Wiley, D., & Hilton,John Levi, I.,II. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distributed Learning, 19(4) Retrieved from http://ezproxy.libproxy.db.erau.edu/login?url=https://www-proquest-com.ezproxy.libproxy.db.erau.edu/docview/2139910261?accountid=27203

Learning Outcomes: -Discussing the positive effects of the symbiosis of open pedagogy and culturally responsive teaching (CRT)
-Assessing an example of a renewable assignment that combines open pedagogy and CRT aiming at unlocking student potential and improve learning and future success.
-How to implement CRT-enabled open pedagogy in online courses across disciplines

avatar for Dorina Tila

Dorina Tila

Faculty, Kingsborough Community College
Dorina Tila is a faculty in the Business Department at CUNY Kingsborough Community College. She is an online learning mentor, Kingsborough Center for e-Learning (KCeL); professional development & faculty interest group leader, Kingsborough Center for Teaching and Learning (KCTL... Read More →

Thursday November 12, 2020 7:30pm - 7:30pm EST
View Anytime
  Practices, Lightning Talk

7:30pm EST

Integration of Student Perception Data with Multi-mode Learning Analytics for Continuous Improvement of Course Materials
This video will breifly review a case-study on integration of quantifiable student perception data into a continuous improvement process driven by learning analytics. The work builds upon the RISE (Resource Inspection, Selection, and Enhancement) Framework to evaluate and improve open content within an introductory physics course, including a web-based textbook, hand-on labs, in-person practice exercises, and interactive self-paced practice questions. The alignment of content identified for improvement by statistical analysis and students’ perceptions are previewed. The methods, tools, and workflow used to integrate student perceptions into the identification, prioritization, inspection and improvement of content is described and example improvement actions from the case-study are proposed. Contact the speaker for information on how to download and implement the open-source software tools used to support his work will be provided or for further discussion the methods and results.

Learning Outcomes: 1) Explain how student perceptions of content can integrated into the quadrant analysis and then used to inform content improvement
2) Be aware of a new software package (in python) that allows users to perform the quadrant analysis with optional student perception features
3) Consider the preparation required to apply the quadrant analysis in your own course and identify possible barriers to completing those steps

avatar for Lawrence Davis

Lawrence Davis

Associate Professor, Umpqua Community College
Dr. Lawrence (Mick) Davis is an Associate Professor of Science at Umpqua Community College (UCC) in Roseburg, OR where he teaches General Physical Science, General Physics, General Physics with Calculus, and Water Resource Science.  In his spare time Mick enjoys alpine climbing... Read More →

Thursday November 12, 2020 7:30pm - 7:30pm EST
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  Practices, Lightning Talk

7:30pm EST

Journalism Education Resources for Sustaining Democracy
Learning journalistic skills and values increases civic participation and brings new voices into the conversation about sustaining our democracy. We also believe that design and systems thinking are powerful tools for grappling with uncertainty, not only with respect to the future of journalism but the dilemmas facing our information ecosystem, contemporary society and the planet.

Journalism + Design has developed a set of resources for developing the skills, values, and habits of mind required for practicing journalism in the 21st century, and has adapted these resources for remote education. Our gallery will showcase the exercises, assignments, and materials that have been developed for educators leading student newsrooms, journalism courses, and journalism-adjacent courses such as English composition, digital humanities, communications, and sociology.

Learning Outcomes: Journalism + Design faculty will introduce session attendees to materials, exercises, and assignments that introduce design, systems thinking, and playful pedagogy to journalism and journalism-adjacent courses.

avatar for Blake Eskin

Blake Eskin

Assistant Professor, Journalism + Design, The New School

Thursday November 12, 2020 7:30pm - 7:30pm EST
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  Practices, Showcase Gallery

7:30pm EST

Navigating Creating Upper-Level OER for Science Electives
Upper division electives are as varied as the faculty who teach them. Which frequently means that one textbook doesn’t fit all expectations. This seems like an area where the adaptable OER would fit in nicely, giving the professor the ability to customize a text to their course. However, frequently that there are no open access resources for these widely varying special topics. Frequently, a single expensive text is required for students, but a professor may supplement with other texts not required, but also not accessible to the students. In this session, strategies for creating an OER text for a upper division elective will be shared (that don’t require writing an entire textbook from scratch), while also soliciting ideas from the audience.

Learning Outcomes: *Strategies for creating new OER
*Challenges with creating new OER
*Resources for adapting other content for Elective Courses
*Where to start with creation (versus adaptation/adoption)

avatar for Adelaide Clark

Adelaide Clark

Assistant Professor - Chemistry, Oregon Institute of Technology
Open Educational Resources became a passion project for me almost 4 years ago. It was my first year as a faculty member and I realized just how expensive some textbooks can be and how many students were having to choose between the textbook (to be successful in my course) and food... Read More →

Thursday November 12, 2020 7:30pm - 7:30pm EST
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  Practices, Lightning Talk

7:30pm EST

OER is Served: Framing OER as a Service to Stakeholders
If you think running an OER initiative is just about finding materials for faculty, think again! OER is tied to so many areas of librarianship that it is critical to reframe how we think about our work.

Our OER work does not just focus on the textbooks and materials created and used; we center our OER work as a service we provide to our campus, or rather, as a set of services we can provide to stakeholders across our campus.

This lightning talk will share how we see OER support as a service provided in tandem with instructional design, scholarly publishing, teaching, and copyright consultations. We will provide a case study for each of these areas and provide tips for those who want to take this approach in their own institutions. We have found that this approach was successful in particular because our initiative was bootstrapped and built with the elbow grease of librarians, rather than with institutional motivation and monetary support.

Framing OER as a service begs the question: service to whom? We find that, for us, OER work is a service to students, a service to faculty, and a service to the college as a whole. Serving students means decreasing the amount of money they need to spend on textbooks and course materials. Serving faculty means providing instructional support and fostering their academic freedom. And service to the college means supporting enrollment efforts which emphasize the low cost of attendance.

Viewers will find ideas for their OER programs at colleges big and small, public and private.

Viewers will:
- Learn how we positioned OER work as a library service and the benefits that may provide
- Hear a case study of OER work at a private college with several campuses
- Begin to determine whether this approach might be a good fit for their institution
- Understand how OER work fits into other library services

avatar for Sara Tabaei

Sara Tabaei

Library Information Literacy Director, Touro College
Initiated the Open Touro at Touro College in 2018. Currently, overseeing this project and working closely with my dedicated OER librarian, Georgia Westbrook, to expand OER college-wide. 
avatar for Georgia Westbrook

Georgia Westbrook

Open Educational Resources & Instruction Librarian, Touro College

Thursday November 12, 2020 7:30pm - 7:30pm EST
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  Practices, Lightning Talk

7:30pm EST

Supplement Your Foreign Language Class with OER
The presentation will consist of presenting different OER that are used in our Language classrooms. The presenters will demonstrate how to use four different tools that have been helful in their own classes and will be a perfect addition to synchronous and asynchronous learning environments. 

Learning Outcomes: - The public will learn how to use existing OER materials in their Foreign Language classes
- The public will learn how to use different tools in a distance learning environment or an in-person classroom.

avatar for Ani Alcocer

Ani Alcocer

Instructor in Spanish, University of Idaho

Thursday November 12, 2020 7:30pm - 7:30pm EST
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  Practices, Lightning Talk
Friday, November 13

10:00am EST

Engaging eLearning Interns in Designing and Developing Open Online Courses for Indian Schools
In India, the COVID educational disruption affected 32,07,13,810 learners, including 3,43,37,594 in tertiary education. In response to the mass destruction, Koneru Bhaskara Rao & Hemalata Human Development Foundation (KBR & HL Human Development Foundation), India has been conducting remote "eLearning for professional development" (eL4PD) programmes since April 2020. Designing and developing Moodle-enabled and OER-enabled online courses are the key takeaways for the eL4PD participants. Our Foundation’s eL4PD programmes have enabled 100+ in-service Higher Education teachers not only to design and develop Moodle-enabled and OER-enabled online courses but also to build eLearning capacity of their colleagues or institutions.
What about the pre-service teachers, who rarely get exposure to technology-integrated teaching-learning? How will they develop competencies to integrate ICT in their professional practice to ensure the equity and quality of learning in schools in alignment with the National Education Policy 2020 (NEP 2020) of India? To address these questions, our Foundation has taken up another initiative to provide practicum training for pre-service teachers / Bachelor of Education (B.Ed.) students through a 4-month virtual eLearning Internship from July 2020. The 4-month eLearning Internship aims at: (1) training on and engaging the interns in designing and developing online courses (upon completion of the Class 5 Math open course development, the Interns self-evaluate and peer-evaluate the quality of the course that they have developed using an online course evaluation rubric and submit the course and eLearning Internship project report to the Mentors for review), (2) releasing the open course with a CC BY license to facilitate free access on our Moodle site or enable schools or school teachers to download the Moodle backup file and restore the course on their Moodle site in order to track their learner’s engagement and progress and (3) improving the supply of skilled eLearning professionals to Indian academia so as to meet the emerging eLearning requirements of the country.
This paper presents (i) how our Foundation and Open Education India Mentors virtually engaged the eLearning Interns in the first two months in learning about and developing knowledge and skills on OER, Moodle and online course design using the backward design approach and (ii) eLearning Interns’ experience and perceptions on designing Moodle-enabled and OER-enabled eLearning.

Learning Outcomes:
1. Designing remote and virtual eLearning internship to improve the supply of skilled eLearning professionals.
2. Understanding Indian National Education Policy and one of its thrust areas “Technology Use and Integration”
3. Equipping the pre-service teachers with the skills required for engaging in open educational practices (OEP)
4. Designing and developing OER-enabled online courses on Moodle (open source Learning Management System)
5. Promoting open education culture in India

avatar for Indira Koneru Yalavarthi

Indira Koneru Yalavarthi

Founding Director, KBR & HL Human Development Foundation
I am the Founding Director of Koneru Bhaskara Rao & Hemalata Human Development Foundation. Professionally, I am the Head, eLearning and Assoicate Dean at IBS India . I manage the eLearning Department for 7 IBS Campuses and provide eLearning support to the Icfai group of institutions. I train Professors at Icfai group of institutions and at various academic and research institutions in India and Asian countries on eLearning – Moodle, Blended Learn... Read More →

Friday November 13, 2020 10:00am - 10:25am EST
Concurrent 5
  Practices, Presentation

11:00am EST

Self-Determination Theory as a Framework for Structuring OER-enabled Pedagogy
Open Pedagogy has been described as a method by which open educators may make significant and meaningful changes to the pedagogical approach utilized in their classes. Open Pedagogy is a method where one relinquishes unilateral control of the learning environment and eschews a banking model of education in favor of one that is empowering, gives voice to students, and encourages class participants to join in the co-creation instead of passive consumption of knowledge.

Suffering from a plethora of multifaceted and sometimes divergent definitions, OER-enabled Pedagogy has been proposed as a more concrete term better suited to effective communication and research. OER-enabled Pedagogy is defined by four criteria that must be met: 1- Students create a new artifact; 2- The artifact supports learning of that beyond the creator, 3- Students may share their work publicly, and 4- Students may openly license their artifacts.

This session reports on research conducted with first-year college students who participated in a project based on OER-enabled pedagogy. Using a qualitative design, students were asked questions related to elements of the project and what criteria they found motivating. Interviews were coded using the types of internal and external regulation found in Ryan and Deci’s work on Self-Determination Theory. We will discuss findings of this research as well as what they suggest about how we can make open pedagogy most beneficial for students. Much research has been done on the benefits experienced by those who are autonomously versus externally controlled. Our suggestions for those who are utilizing open pedagogy or OER-enabled pedagogy will be related to how even this approach can enhance or reduce student autonomous regulation.

Learning Outcomes:
1. Describe the tenets of Self-Determination Theory and how these relate to open pedagogy and OER-enabled Pedagogy.
2. Review data on motivational elements of students who have completed a project based on OER-enabled Pedagogy.
3. Reflect on how the structure of OER-enabled Pedagogy may impact student development of internally regulated motivation and the benefits this represents.

avatar for Eric Werth

Eric Werth

Professional Development Manager, University of Pikeville
I am the Professional Development Manager at the University of Pikeville, where I work on campus-wide initiatives aimed and improving student learning in face-to-face, blended, and online courses and research into open education. Specifically, my research has focused on motivation... Read More →
avatar for Katherine Williams

Katherine Williams

Professional Development Educator, University of Pikeville
I am the Professional Development Educator at the University of Pikeville in Pikeville, KY. My current research at the institution focuses on Open Pedagogy and OER-enabled Pedagogy as means to promote equity in learning, particularly when looked through the lens of Critical Pedagogy... Read More →

Friday November 13, 2020 11:00am - 11:25am EST
Concurrent 3
  Practices, Presentation

3:30pm EST

Attenuated Democracy: A New OER Textbook for U.S. Government Courses
Salt Lake Community College has published a new OER textbook for U.S. Government and Politics courses that consciously takes a new approach to the subject, resulting in a relevant and relatable textbook that appeals to students. This session describes the book itself as well as the collaborative process that connected the author, the editor, and OER support staff at the College. The book is available here: https://slcc.pressbooks.pub/attenuateddemocracy/

Learning Outcomes: Participants will be introduced to a new OER textbook published by Salt Lake Community College, including the need for this textbook, the process by which it was created, and the specific approach it takes.

avatar for David Hubert

David Hubert

Associate Provost for Learning Advancement, Salt Lake Community College

Friday November 13, 2020 3:30pm - 3:30pm EST
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  Practices, Lightning Talk

3:30pm EST

Co-curating Open Knowledge for Educational Justice? A Metadata Meeting of the Minds
Reimagining open education as social justice would entail decolonizing dominant modes of searching for and curating cultural knowledge. Can co-curating digital cultural content licensed under Creative Commons and public domain serve as an effective and equitable open educational resource and practice? This interactive discussion gathers a team working toward this exact goal. Curationist.org, a new platform currently in public beta, is a digital space for finding and collecting significant cultural and historical resources that are not limited by copyright. People-driven, not algorithm or profit-driven, the project aspires to communicate liberated cultural narratives that enhance curiosity, intercultural exchange, and critical thinking by prioritizing collaboration and directing attention to the source(s). Our team identifies metadata and taxonomy as key sites of knowledge and cultural erasure, excavation, and recovery. Metadata and taxonomy hold popular pedagogical potential for intercultural dialogue, exchange, and intervention, particularly in light of the colonialist power dynamics of collections, categorizations, and curation. This discussion brings together team-members working on: content curation, editorial vision, metadata schema, taxonomy guidelines, ‘open’ intellectual property licensing, feminist archiving, community-based partnerships, academic contextualization, storytelling sovereignty, the free knowledge ecosystem, and the community shared values governing our practice of an emergent educational justice approach to co-curation.

Curationist is developing the technology for a specialized search tool and interface so people can search and curate openGLAM collections and archives in one centralized hub. The team explores ‘user-interfaces’ and ‘user-experiences’ conducive to student-crowd-sourced co-curation and critical open pedagogy for educational and epistemic justice. Students and informal learners would explore subjects in an intercultural, interdisciplinary, interactive format. Concurrently, they would be learning about and contributing to data structures and search algorithms, indigenous data sovereignty and dialogo de saberes (dialogue of knowledges). Our Regional Taxonomy structure starts with UN world regions, but the OER/OEP platform will add indigenous and nomadic place-names and diasporic routes. We look forward to learning how this project can develop and align with open educational justice goals and movements. Join us.

Learning Outcomes: Introduction to a public good co-curation open knowledge project
Dialogue and advice on metadata and taxonomy as OER/OEP and popular pedagogy
Making connections for collaborations

avatar for garrett graddy-lovelace

garrett graddy-lovelace

Educational Advisor (Anticolonial OER), MHz Foundation
As Associate Professor at American University's School of International Service in Washington DC, Garrett Graddy-Lovelace researches and teaches agricultural, environmental, food, seed, land, and data policy from the perspectives of critical geography, feminist political ecology... Read More →

Friday November 13, 2020 3:30pm - 3:30pm EST
View Anytime
  Practices, Lightning Talk

3:30pm EST

Collaborative Open Educational Practices: Sharing Evidence-based OER to Facilitate Meaningful Adaptation
Although there is a growing need for more collaborations between education researchers and practitioners (e.g., educators or instructional designers) to promote Open Educational Practices (OEP), the open education community has yet to develop an ecosystem in which education researchers share evidence-based instructional materials as Open Educational Resources (OER) and practitioners share back their customized materials. The quality of OER as instructional materials, but not as a cost-effective alternative to traditional resources, has been traditionally examined by "the perceived quality" through a peer-review process, rather than through actual field studies with its end users. As we see the need for more effective and sustainable OEP efforts, it is increasingly important to establish such a new way of effective collaboration that provides evidence-based OER.

Towards the goal of exploring how we might develop an ecosystem where education researchers and practitioners can share evidence-based resources and engage in OEP, we will offer an example showing one such collaborative OEP. We will show our OER that were created based on the research findings informed by our two research studies and will describe how the collaboration between researchers and educators facilitated our OEP. Specifically, we conducted studies in which education researchers and practitioners designed visual representations in middle-school algebra and evaluated their effectiveness in a real-world context. The OER are offered in different formats to facilitate a variety of use (e.g., use of Google slides as a platform to allow for easy customization or an automated digitized tool to allow efficient adaptation).

We will describe how education researchers and practitioners collaborated in the design and research phases. We will also discuss how sharing evidence-based OER meaningfully facilitates effective OEP.

Learning Outcomes: After engaging with our session/work, education researchers, educators, or instructional designers will be able to discuss with their colleagues (by having a casual conversation or workshop) one way in which researchers and practitioners can effectively collaborate in promoting Open Educational Practices (OEP).

LINK TO THE PRESENTATION PAGE: https://tomonag.org/opened20/

avatar for Tomo Nagashima

Tomo Nagashima

Graduate Student, Carnegie Mellon University

Friday November 13, 2020 3:30pm - 3:30pm EST
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  Practices, Showcase Gallery

3:30pm EST

Comparative Analysis of an Open Educational Resource Textbook and Commercial Textbook on Student Outcomes in an Online Nursing Course
The researchers will present a comparative analysis conducted between courses that utilized a teacher-developed OER and a commercial textbook for a 300-level online undergraduate nursing course.

The OER is a 138-page text containing six chapters with a CC-BY Creative Commons license. OER content covers all course topics and learning activities. The OER contains substantially more depth and breadth of course topics compared to the commercial textbook. The OER was peer reviewed by the School of Nursing Curriculum Committee prior to use in this study.

The sample for this study included 160 nursing students enrolled in an online RN to BSN course during the spring (6 sections), summer (2 sections), and fall (5 sections) semesters in 2019. Seven-week sections are offered twice per semester with multiple sections running simultaneously. Students used the commercial textbook in the Spring semester and the OER in Summer and Fall semesters. To control for teacher effect, the same three instructors taught all sections of the courses throughout the study period. These instructors have taught the course for several years and were proficient in the content. Each instructor taught similar numbers of students in the CT and OER groups. The researchers were unable to control for students (GPA, financial aid recipient, etc.) due to the lack of student participation in the study.

The results found there was no statistically significant difference in assignment, discussion forum, or final grades. Similar learning gains were found between OER and the commercial textbook cohorts.

This study shares timely knowledge about the use of OER in undergraduate online nursing education, a discipline with minimal OER outcomes data. At a time when competition for nursing program enrollment is high, nursing faculty have an essential tool, adoption and creation of OER, to attract students to their institution. This study addressed the current gaps in knowledge related to outcomes when using an OER in online nursing education.

Learning Outcomes:
Attendees will understand the impact of a teacher-developed OER and how it can offer students similar learning gains compared to a traditional commercial textbook.

avatar for Jamie Murphy

Jamie Murphy

Associate Professor, State University of New York, Delhi
avatar for Nancy Winters

Nancy Winters

Associate Professor, State University of New York, Delhi

Friday November 13, 2020 3:30pm - 3:30pm EST
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  Practices, Lightning Talk

3:30pm EST

Digital Literacy OER: Creating
The Center for Open Education at Hokkaido University collaborated with Adobe Systems Inc. to develop OER, which fosters critical thinking and creative problem-solving skills required in Digital Literacy (DL) education. In this collaborative research, we create OER to learn design thinking that underpins critical thinking and creative problem-solving skills in first-year college education. Also, we aim to develop a learning program utilizing this OER through production activities that use digital tools.
Since the 1990s, there has been a growing interest in digital literacy, which is a general term for the ability to survive in a digital society, and DL refers to the ability to interpret, evaluate, understand, manage, utilize, and produce digital resources that we access and use daily. DL is a comprehensive concept that includes the abilities of computer literacy, ICT literacy, information literacy, and media literacy. Because the scope of the DL concept is so broad and society itself is rapidly changing, it is difficult to determine where to focus.
We examined the competencies which the university students should learn and share this OER with the educators who conduct DL education and learners who want to learn the basics of DL, thereby reducing the burden on teachers and helping students to learn autonomously.
The competencies this OER include are based on the competencies of the Digital Literacy Global Framework proposed by UNESCO. We focus on the competencies to use digital tools to externalize, share, and develop thoughts through critical reflection. This OER combines the knowledge of DL and design thinking that provides fundamental principles and methodologies to incorporate their learning and research into visual expressions using digital tools and share with others. It can be positioned as a study skill for researchers who are living in the digital age.

The list of OER is below (in Japanese). We are working to develop the English version.

Function of digital product

Observation of digital product

Evaluation of digital product

Learning Outcomes: The audience learns what digital literacy is based on the UNESCO DLGF framework is, and to know how the OER enables educators and students to learn and share the knowledge and skills which is a need in the digital age. Because the digital literacy framework is too broad, focusing on the appropriate knowledge and skills for the specific learners and educators is necessary. We developed this OER for university students and educators. The audience will learn how we examine the broad competencies.

avatar for Katsusuke Shigeta

Katsusuke Shigeta

Associate Professor, Hokkaido University
A researcher conducting Ed Tech. & Open Education Research at the Hokkaido University.
avatar for Hiroaki Tanaka

Hiroaki Tanaka

Hokkaido University Center For Open Education

Friday November 13, 2020 3:30pm - 3:30pm EST
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  Practices, Lightning Talk

3:30pm EST

Discovering Physical Science Concepts From Everyday Materials
We have developed a pedagogical open access manifoldapp textbook on the “Science of Everyday Materials,” that helps students in learning science topics in the everyday context. This is being used to teach the course physical science for non-science majors. Rather than teaching students in traditional disciplinary bounds: physics, chemistry, biology, our course and resources incorporate examples from everyday life through which the underlying science can be learnt, sometimes cutting across all fundamental physical sciences. Take coffee for examples: grinding beans is a physical process, coffee in itself is a chemical, and caffeine’s effects on our body is biological.

In addition, most of everyday practical ‘materials’ are a combination of solid-liquid properties. Ketchup for example is a liquid when flowing out of a bottle, but a solid when dipping a fry through it. This course features the science behind household materials that have combinations of solid and liquid properties. Apart from textual content, the course features lively experiments such as how to make huge soap bubbles, and the science of Oobleck (magic mud).

In the broader context, this course features how to solve complex problems by understanding their most basic concepts. One example seemingly unconnected to materials is traffic jams. Traffic jams arise from driver-driver interactions, similar to the emergence of material properties from interactions between molecules. Students can apply the quantitative methods learnt during discovering the science behind every day phenomena, to solve problems, in their day to day jobs be it academia or industry.

At this session, we will discuss the different examples from our open textbook and lab experiments, as well as future plans for learning modules to teach core scientific concepts through examples from everyday life.

Learning Outcomes: Teaching science to non-science undergraduate majors is both important and challenging. We have developed pedagogical resources to teach physical science concepts to non-science majors through everyday examples ranging from traditional materials to the science of huge soap bubbles and even traffic jams. These are available in an online textbook form as a manifoldapp project, as part of an Affordable Learning Georgia (ALG) grant: https://alg.manifoldapp.org/projects/science-of-everyday-materials

avatar for Skanda Vivek

Skanda Vivek

Assistant Professor, Georgia Gwinnett College

Friday November 13, 2020 3:30pm - 3:30pm EST
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  Practices, Showcase Gallery

3:30pm EST

Scaffolding Open Textbook Project in an Undergraduate Core Curriculum Classroom
During the Fall 2019 semester, the Scholarly Communication Team within University Libraries at Butler University in Indianapolis, IN, held a year-long Faculty Staff Learning Community during the 2019-2020 academic year to promote and engage more faculty in OER and open pedagogy. Meeting once a month to discuss OER driven topics, an English professor decided to replace a teaching assignment with creating an open textbook. The class was a multidisciplinary, “core” curriculum course covering Revolutionary Europe and North Africa. The textbook for this class retails $120 new, and $108 used. We used this opportunity to have the students create an open textbook for the two sections of the class, to be used in future sections.

Through multiple library instruction sessions, students were taught the basics of building a textbook. First, understanding copyright, Creative Commons, the public domain, and how to include media with different types of CC licenses. The students are divided into 11 groups, writing 11 chapters. The students wrote chapters, and learned how to use Scalar, an online publishing platform from the University of Southern California. Students wrote their chapters, which included sections, discussion questions, key terms, and media such as photos, videos, and maps.

Our main concerns included the quality of the student content, correct media attribution, and time sensitivity. The professor and I made some decisions early on regarding these possible pitfalls: we would require changes in the face of incorrect information or incorrect attributions, but would allow the work to be an ongoing creation, modified and improved by future courses. Because of COVID-19 and the distribution of the Spring Semester, some activities, such as peer review and other modifications will be part of the Fall 2020 semester and a new set of students.

Learning Outcomes: 1) How to start using Scalar in an undergraduates in a multidisciplinary class to develop an open, e-textbook, to be used in future classes
2) How to scaffolding the assignment,
3) How I taught the students the platform, the basics of open pedagogy, copyright, and peer review.

avatar for Jennifer Coronado

Jennifer Coronado

Scholarly Communication Librarian, Butler University Libraries

Friday November 13, 2020 3:30pm - 3:30pm EST
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  Practices, Lightning Talk
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