OpenEd20

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.

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

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

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.

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.

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.

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?

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.

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

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.

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.

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.

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.

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.

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

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

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

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)

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

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.

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.

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

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.

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
https://spark.adobe.com/page/KOMwLnnHrw2t3/

Observation of digital product
https://spark.adobe.com/page/uxNmLGKZzZuMW/

Evaluation of digital product
https://spark.adobe.com/page/V2Rq71zGYcC5i/

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.

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.