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Strategies [clear filter]
Monday, November 9

2:00pm EST

Faculty Experiences of OER Learning Circles
Dr. Karen Pikula is a Psychology Instructor for Central Lakes College and OER Faculty Development Coordinator for Minnesota State. Dr. Pikula has created an innovative way to maintain engagement and progress in faculty adoption and creation of OER. Her OER Learning Circles provide facilitated pathways for faculty to author ancillary materials, redesign their courses with OER, or author their own OER. Participants receive not only guidance and encouragement from leaders and peers, but also and importantly recognition and compensation for their OER output.

Open Education is expanding in scope beyond just providing lower-cost textbooks. OER now can provide increased accessibility, new forms of active participatory learning, and can be used to address inequities inside and outside the classroom. The Learning Circle model allows participants to showcase their own efforts and share a variety of experiences and new ideas.

Prior to OER, instructors had been constrained by the materials made available by publishers. OER allows faculty to tailor materials specifically to course objectives, learning outcomes, and student needs. The flexibility to “remix” openly-licensed content allows incredible flexibility, but can be a daunting prospect for new users of OER. The Learning Circle format smooths the path to from adoption to adaptation to authoring.

This session will showcase several faculty and librarians who have participated in and benefited from the OER Learning Circle model. They will describe their experiences, their projects, and how many of them were able to use this opportunity to address issues of accessibility, diversity, equity and cultural relevance.

Several of the panelists are veterans of a number of Learning Circles; some have taken part in an additional Learning Circle Leader cohort and have begun working with administrators to host OER Learning circles on their own campuses, and will share this experience as well.

Learning Outcomes:
This session will provide participants with new ideas for how to support, develop, and grow OER adoption on their campus, and improve their use of OER materials in their own professional practice. Participants will receive testimonials from Learning Circle members, describing their OER projects and how the Learning Circle format facilitated their work.

avatar for Mark Gucinski

Mark Gucinski

Biology Faculty, St. Cloud Technical and Community College
avatar for Elissah Becknell

Elissah Becknell

Library Faculty, Minneapolis Community and Technical College
avatar for Karen Pikula

Karen Pikula

OER Faculty Development Coordnator, Minnesota State
Supporting faculty in adopting OER, redesigning courses and authoring of OER materials through collaborative cross disciplinary OER Learning Circles.Print on Demand Services. Z-Degree (zero Textbook cost AA degree). I am interested in talking to anyone about their experiences in using... Read More →
avatar for Dan Alosso

Dan Alosso

Asst. Professor/ History, Bemidji State University
I teach Environmental, US, and World History at Bemidji State and reuse, remix, edit, and author OER for my courses. Planning to get 100% away from commercial textbooks by end of 2019-20 academic year.
avatar for Carolyn Weber

Carolyn Weber

Communication Studies Faculty, Minnesota West Community and Technical College
avatar for Monica Roth Day

Monica Roth Day

Associate Professor of Social Work, Metropolitan State University
I am an associate professor of social work at Metropolitan State University in St. Paul, Minnesota. My journey to the use and creation of OERs has provided me with new creative outlets, enhanced teaching strategies, and more connections with students. I've taught for more than 20... Read More →
avatar for Rebecca March

Rebecca March

Librarian/Instructor, Minneapolis Community & Technical College
avatar for Kate Brau

Kate Brau

Health and Physical Education faculty, Hibbing Community College
avatar for Nick Heisserer

Nick Heisserer

Business Faculty, Central Lakes College

Monday November 9, 2020 2:00pm - 2:25pm EST
Concurrent 3
  Strategies, Presentation

3:00pm EST

Z Degrees at 5 Colleges in 12 Months
The State of Minnesota’s 91st Legislature passed Senate File 2415 in the spring 2019 session. This bill included a directive for the Minnesota State colleges and universities system, stating that three additional colleges must offer the opportunity to earn a Z-Degree by the academic year 2020-2021. It’s now Fall 2020 and Minnesota State is offering five new zero cost degrees (Z-Degrees) at five different colleges, developed in just 12 months. Attendees will learn of the struggles, the shared victories, and the commitment needed to do the seemingly impossible.

Learning Outcomes:
Participants will learn how Minnesota State in one year, expanded from 1 to 6 colleges offering Zero Textbook Cost (Z) Degrees:
•Building a Foundation with OER
•Assessing Readiness to offer a Z Degree
•Supporting the Work
•Managing and Meeting the Challenge
•Promoting the Results
Resources will be shared for those who wish to reuse or modify our approach.

avatar for Stephen Kelly

Stephen Kelly

Open Education and Innovation Program Coordinator, Minnesota State
I oversee the innovation funding program in the Minnesota State colleges and universities system. I enjoy conversations about anything related to innovation in higher education.
avatar for Tim Anderson

Tim Anderson

System Director for Student Success Technologies, Minnesota State Colleges and Universities
avatar for Kim Lynch

Kim Lynch

Senior System Director, Minnesota State Colleges and Universities

Monday November 9, 2020 3:00pm - 3:25pm EST
Concurrent 3
  Strategies, Presentation

4:00pm EST

Faculty OER Experts' Strategies for Advancing Adoption of OER in Higher Education
In 2011, Saveri and Chwierut described open education/OER as one of seven disruptive innovations in education. For more than a decade, proponents have made a strong case for OER to facilitate students’ academic success. Despite the well-documented value of OER to advancing access, equity, and inclusion, significant progress remains elusive. 
Against this backdrop, in what ways do faculty need to reimagine their work in order to advance OER adoption? What areas do faculty feel are in their purview to reshape to enable greater acceptance of OER? What will move faculty from roles as responders to active leaders in advancing OER use?

In this presentation, I will discuss the results of a study undertaken to grapple with faculty adoption of OER. Sixteen faculty OER experts from diverse institutions provided their insights into the OER activities that they perceived as being most important for faculty to tackle and those activities most likely to be actually adopted by faculty. This presentation will examine the 35 activities identified by the OER expert panel as being needed to advance adoption, and of those 35, the 17 activities they felt most important and the 11 that they felt they had agency to actually implement. Finally, the audience and presenter will engage in a discussion and Q & A of the relatively small number of OER activities that the experts felt were both equally important and likely to be implemented by their faculty colleagues over the next 10 years and discuss how the Expert Panel strategies align with the strategies and priorities at their institutions.

Learning Outcomes:
Attendees will receive strategies as well as insights for advancing faculty adoption of OER from faculty who have utilized OER in their courses for five to fifteen years. These strategies may be used as a basis for beginning or continuing a dialog among faculty colleagues and other partners at their institutions. The discussion among audience members may heighten awareness of activities that need to be prioritized in order to advance OER adoption within their educational environments.

avatar for Stephanie  Sterling Brasley

Stephanie Sterling Brasley

Dean, University Library, California State University, Dominguez Hills
I am interested in networking and learning more about open education, open pedagogy, open research and more.  

Monday November 9, 2020 4:00pm - 4:25pm EST
Concurrent 3
  Strategies, Presentation

7:30pm EST

Introducing The Open Pipeline
The foundation of open education advocacy work is building relationships; open education advocates work with their colleagues as they begin their journey from non open to open and ideally stay with them each step of the way. Progress exists but it is sometimes hard to measure as adoption statistics only tell part of the story.

To help track and ensure the progression of each phase of the open education journey, the pipeline, a productivity tool used in the sales world, is applied to open education initiatives. Come learn about the five stages of the open pipeline to determine if it could be a useful tool for measuring and sustaining open education progress at your institution.

Learning Outcomes: By the end of this lightning talk the learner will be able to name the 5 stages of the open pipeline and be able to apply this tool to the open education initiative at their own institution.

avatar for Ross McKerlich

Ross McKerlich

Open Education Advisor, BCcampus
Open Education Advisor & Regional Representative for the interior.I support open education initiatives in six post secondary institutions in the interior of British Columbia. I also work collaboratively with the learning & teaching team and special projects team at BCcampus.  

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

7:30pm EST

Publishing Reimagined: An Overview of OER Publishing Services at the University of Texas at Arlington
This YouTube playlist about the open educational resources (OER) publishing program at the University of Texas at Arlington (UTA) Libraries features interviews with stakeholders in the OER creation pipeline, including OER creators, librarians, and printing and distribution partners. UTA Libraries believe education should be available to everyone, which means supporting the creation of free, open, and accessible course materials. We provide access to and support for using open source tools to create and disseminate OER. We prioritize eliminating as many barriers to OER use as possible, so we offer training and technical services for transitioning existing open content into an editable format, licensing and attributing content to abide by legal and ethical reuse expectations, providing content in multiple format options (e.g., web, PDF, EPUB, optional hard copies), and indexing OER in open repositories. We are also actively committed to increasing the accessibility and usability of OER by providing accessibility evaluations, trainings, and assistance with content remediation as necessary.

avatar for Michelle Reed

Michelle Reed

Director of Open Educational Resources, University of Texas at Arlington
I lead efforts to support the adoption, adaptation, and creation of OER and advocate for the creation of experiential learning opportunities that foster collaboration, increase engagement, and empower students as content creators.
avatar for Jasmine Bridges

Jasmine Bridges

OER Coordinator, University of Texas at Arlington

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

7:30pm EST

Systematic Planning for Educating and Attitude Changing Events and Initiatives on OER
In this session, we will present how we plan a series of events (webinars and workshops) to inform, educate and encourage language teaching faculty to both use and create OER in their teaching, especially for those who are teaching less commonly taught languages (LCTLs). We will also share our actual experiences in this process--what worked and what did not as planned.

We are a center that provides both instructional support and professional development for language teaching faculty and AIs at a big research university. We found ourselves constantly making decisions on copyright issues in terms of providing audio and video services. Especially after courses are moved online, we feel the pressing need of educating our faculty on both the use and creation of OER. A large range of languages are offered at this university and many of them are so rarely taught that it is only offered in this university (within the U.S.). Few digital learning materials are available for these languages. We hope to encourage our faculty in creating high quality digital learning materials and to share them in proper ways. Creative Commons licenses are a valuable tool for such sharing. However, while search for such resources is easy, proper use (with attribution, for example) requires some serious training. When it comes to assigning a CC license to OER to be shared, it is even more challenging and complicated. We will cover the topics of Creative Commons Licenses, OER and OER-enabled pedagogy. We also plan to identify financial resources to engage LCTL instructors to create and share OER resources.

There is a lot to cover so we have come up with a sequence of teaching these concepts. We will share the sequence of events both during presentation and in the form of a shared document. While teaching key concepts is a must, empowering an attitude change is a bigger challenge. We will present how we identify challenges and opportunities at the university we work and how to address these in the series of events.

Limitation: We have just completed the planning for the first event so we will not be able to complete the full series of events before the conference, which means we will not be able to share a lot of actual experiences. However, since the planning stage is critical, we believe we have a lot of valuable thoughts and experiences to share.

Learning Outcomes: -The attendees will be able to tell the procedures and different aspects of planning a series of events and projects that inform and educate instructors how to use and share OER, as well as motivate instructors in such practices.
-The attendees will be able to learn experiences from carrying out the above plan.
-The attendees will have a template to start with for themselves to engage in such planning and organization of the planned events and initiatives.
-The attendees will get inspired.

avatar for Xiaojing Kou

Xiaojing Kou

Director, Center for Language Technology, Indiana University, Bloomington
avatar for Rebecca Ramsey

Rebecca Ramsey

Audio/Video Specialist, Indiana University Center for Language Technology

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

7:30pm EST

Taking Over OER: Evolving an Established OER Program
In this presentation, two research and instruction librarians will present specific tips and tricks of taking over an established OER university program. They will present on communication and marketing strategies, developing an OER Mini Grant website, new program ideas, and designing OER workshops for other UNCG librarians. We will also talk through challenges faced and ideas for future improvements, such as incorporating copyright workshops into the OER Mini Grant requirements. And lastly, we’ll talk about ideas to get teaching faculty and librarians to contribute OER materials back into repositories.

Learning Outcomes: Participants will learn how an OER grant program is implemented through marketing, workshops, cross-campus collaborations, and faculty outreach. In addition, participants will get practical advice on how to evolve an existing OER program based on the experiences of two librarians who took over OER initiatives at their library.

avatar for Sam Harlow

Sam Harlow

Online Learning Librarian and Assistant Professor, UNC Greensboro Libraries
avatar for Melody Rood

Melody Rood

Student Success Librarian and Assistant Professor, UNC Greensboro

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

12:00pm EST

Charting a Statewide Course: Trends and Analysis from OER Grantees
In this session, we will share the data reported from OER Grantees who have participated in the Colorado OER Grant Program. We will discuss how having a sponsored and financially supported program has led to gains in OER awareness and adoption. Overall themes include large increases in the amount of OER champions on campuses, institutions tracking student cost savings, and administration support of OER.

Report: http://masterplan.highered.colorado.gov/wp-content/uploads/2020/10/FINAL_OER_Report_2020_9_29_20.pdf

Slides: https://docs.google.com/presentation/d/16rjdN4YlvTxkerQq6J9-S8vo2ZJ8pihwEChfmL81zhc/edit?usp=sharing

We will share quantitative, qualitative, and anecdotal data regarding the progress of grantees during the first 1.5 years of OER grant operations. We will also discuss case studies which highlight the value of open education beyond cost savings.

What’s clear is OER saves students money, but this investment matters beyond the financial benefit. OER and open education practices help educators redesign approaches to teaching through innovative methods, ultimately supporting the transformation of education for the future of learning. The work inspired by the OER legislation is important to students and educators everywhere.

We will discuss these specific key findings from our annual report:
1. Current performance measures indicate a striking return on the State’s initial investment. 2. National trends and local data suggest OER supports student learning outcomes while lowering costs for students. 3. Building capacity and funding creates a statewide ecosystem for successful OER adoption.


Containing costs for students in higher education is paramount to the Colorado Department of Higher Education (CDHE) and the State of Colorado. Although data suggest that earning a postsecondary credential improves individual earning potential and offers robust return on investment, the cost of college or technical school remains a barrier. To this end, CDHE is building capacity for wide-scale implementation of open educational resources (OER), free or very low-cost teaching and learning materials that live in the open domain. Pursuing this strategy was borne out of a bill that created a statewide OER Council and grant program.

OERs, practices and philosophy have inspired educators to innovate by reinvigorating curricula, starting free textbook campaigns and more. This is a direct result of two key factors for institutional capacity: 1) State-supported OER grant funding and training opportunities and 2) the willingness of expert educators from all disciplines to continue to innovate their educational practices for the student benefit.

Learning Outcomes:
As a result of attending the session, colleagues will: Receive an overview of statewide data from the Colorado OER Grant program; including aggregate data from grantees, qualitative feedback on the OER grant, impact of OER on various types of campuses (community colleges. 4-years), and survey result from grantees. Learn about the impact of a campus grant to and new or existing OER initiatives at various types of campuses. Engage in an open review of the data collection and analysis process

avatar for Brittany Dudek

Brittany Dudek

Manager, OER and Library, Colorado Community College System
avatar for Spencer Ellis

Spencer Ellis

Director of Educational Innovation, Colorado Department of Higher Education
avatar for Casey McCoy-Simmons

Casey McCoy-Simmons

PhD Student, University of Denver

Tuesday November 10, 2020 12:00pm - 12:25pm EST
Concurrent 4
  Strategies, Presentation

12:30pm EST

Incentivizing Open: Creating a Multi-Year OER Grant Program
You have been allocated funds to create and manage an OER Grant Program. Better yet, administrators are committed to a 3-year pilot term. How do you go about developing a multi-year program and what factors should you consider (from the start) to ensure the sustainability of the program? We will provide participants with insight into the formation of the first year of the OER Grant Program at McMaster University. We will share our experiences in creating documentation; determining the application process; selecting criteria for the evaluation of submissions; creating support services; and developing communication and promotion strategies. We will share our lessons learned and provide recommendations to help support others who are building a similar program at their institution. We would also like to hear from others' experiences in sustaining similar programs.

Learning Outcomes:
By the end of this presentation, attendees will be able to:
-identify the components of an OER grant program
-describe strategies to communicate and promote an OER grant program
-identify criteria for evaluating grant proposals in an equitable and fair manner
-develop support services for an OER grant program
-identify factors to consider to help sustain an OER grant program

avatar for Olga Perkovic

Olga Perkovic

Open Education and Scholarship Librarian, McMaster University
Open Access and OER awareness and promotion to staff, students and instructors at McMaster University. Open Access Week; Open Education Week; OpenCon alumnus; open journal publishing and institutional repositories.
avatar for Joanne Kehoe

Joanne Kehoe

Lead Educational Developer, Digital Pedagogy, MacPherson Institute, McMaster University

Tuesday November 10, 2020 12:30pm - 12:55pm EST
Concurrent 5
  Strategies, Presentation

2:00pm EST

Reimagining Open Education Resources
This session introduces and demonstrates content-addressable resources for education, a set of tools and processes for the creation and storage of learning resources in a distributed peer-to-peer network.

Closed and commercial models of education are often based on the argument that open learning is not sustainable, and thus, must be supported by means of professional content creators and some mechanism for subscription fees or other revenue-based models. This presentation argues that there are community-based models supporting open educational resources and learning technology that offer a response to this argument.

Specifically, the presentation will describe the use of hash algorithms to create a unique address for every resource, describe mechanisms for resource revisions, combining aggregations of resources, and identifying the provenance of resources. Participants will see for themselves how such a system works through a demonstration of open source tools.

The authors recently developed and used these resources in a MOOC, which will be shared. Participants can see how content-addressable resources could be used in combination with other graph-based technologies to create such features as learner-generated content, activity records, and digital badges. Because these records are stored and linked as one-way encrypted data, they are private and secure. Participants can determine for themselves whether any course-related activity is shared to a wider audience.

The presentation will then describe the application of these mechanisms to support a global distributed network of open educational resources as an alternative to centralized resource repositories. It will suggest how educators can access, reuse, and contribute to the global network.

The presentation will argue that content-addressable resources offer an alternative to license-based resources by offering new community-based models of sustainability as well as being able to guarantee provenance and authenticity.

An important aspect of these resources is that they can be developed or modified by anyone. This supports not only content revision but also a common mechanism for community-based meta-tagging or content reviews and to, optionally, provide data on context and use. Thus participants will be able to appreciate how content-addressable resources can inhabit a rich ecosystem that provides an open alternative to published-based and controlled repositories.

Learning Outcomes:
Participants will learn about content addressing for open educational resources as an alternative to URL and domain-based addressing. They will be able to:
- describe how content addressing works-
- describe the use of content addressing to enable a secure and distributed resource network
- create and add their own open educational resources to the network
- access and reuse resources from the network
- appreciate how content addressing provides an alternative to license-based OER

avatar for Stephen Downes

Stephen Downes

Researcher, NRC
Stephen Downes works in the fields of online learning and new media. Downes has explored and promoted the educational use of computer and online technologies since 1995 and continues to focus on researching how educators approach internet-based education. His major goal for the future... Read More →

Tuesday November 10, 2020 2:00pm - 2:25pm EST
Concurrent 3
  Strategies, Presentation

3:00pm EST

Reimagining the System: From Individual Adopters to Programmatic Adaptation
For years, the library at Western Colorado University facilitated several individual OER adoptions across at least ten disciplines. In 2019, the library leveraged those past successes to imagine and propose a fundamental shift across a whole discipline.

The library identified a scaffolded program that was poised to adapt to a more dynamic curriculum--one that would impact all students throughout multiple courses. After gaining the support of the chair and the directors of the program, the library secured funding and helped assembled a team of instructors within the department to identify open resources upon which they could reinvent their curriculum.

This new Gen Ed curriculum, built entirely on open resources and designed to adapt to changes in the discipline as well as the world around us, will be adopted by all faculty by the Spring of 2021. It will impact every student at Western.

Our discussion will highlight the steps we took along the way to encourage others to adapt when we had no positional power in any given department.
Adopted by all faculty, impact every single student at WCU moving forward.

Learning Outcomes:
Recognize when to alter your strategy from one-off adoptions to programmatic change
Identify chairs and program directors who are open to adaptation
Assemble a diverse team to design curriculum
Identify funding

avatar for Kimberly Yadon

Kimberly Yadon

Instructional Technologist & Designer, Western Colorado University
avatar for Dustin Fife

Dustin Fife

Director of Library Services and Online Education, Western Colorado University

Tuesday November 10, 2020 3:00pm - 3:25pm EST
Concurrent 2
  Strategies, Presentation

4:00pm EST

From Voice to Action: Working in Partnership with Students
While there are more students than any other type of open education stakeholder on college campuses and are the central reason for our colleges’ existence, they are often underrepresented in program creation and advocacy efforts. Oftentimes, one hears from OER community members that it can be hard to identify and sustain student involvement, given the short period of time that they are enrolled and available.

Including students from the initial planning period through the rollout of a full-scale program not only improves community buy in and participation, but also creates a real call for long-term, sustainable investment in OER. Including students does require some planning, but the efforts are well worth the results.

The session will use a case study of the ongoing CALPIRG Students campaign to establish a UC-wide open textbook grant program, as well as examples from other successful past efforts, to illustrate the best practices of engaging students in open textbook advocacy. Starting with where to find students, to setting goals and common talking points, and co-planning a strategy to gain sustained OER funding and support, this presentation is grounded in the experiences of a full time community organizer and full time students.

Learning Outcomes:
Participants will walk away with the best practices for establishing a working relationship with student leaders, tips for creating effective goals, and ways to build sustainability into plans. We will also cover solving some of the most common issues those engaging with students face - with solutions to those problems suggested by students themselves.

avatar for Cailyn Nagle

Cailyn Nagle

Affordable Textbooks Campaign Director, US PIRG
avatar for Prabdeep Rai

Prabdeep Rai

UCLA Chapter Chair/Textbooks Coordinator, Student PIRGs
avatar for Nick Sengstaken

Nick Sengstaken

Chancellor's Fellow, UNC Chapel Hill
Chancellor's Fellow & Former Undergraduate Chief of StaffSince beginning his work in college affordability in 2016, Nicholas Sengstaken has emerged as the leading student in the United States pushing back against the publishing industry’s efforts to slow the adoption of OER... Read More →

Tuesday November 10, 2020 4:00pm - 4:55pm EST
Concurrent 3
  Strategies, Interactive Discussion

5:00pm EST

Open Education in Teacher Development: A Cross-Disciplinary Perspective
This panel discussion provides insights into the variety of ways that four educators who work in areas of teacher development and training have drawn on creative OER ideas over the last several years. Ways that institutional support provided infrastructure for creation and implementation of OER will be explored and discussed including: participation in an open education Professional Learning Community (PLC), use of library-based trainings and workshops taught by an open education librarian, and informal backchannels, social media, and digitally-based conversations to share ideas about OER with each other and colleagues. We define open education as an open sharing for education.

The first panelist will inform how science teacher candidates integrate interactive OERs to teach science. Teaching with the interactive OERs provides educational resources that successfully help to teach diverse students in science classrooms. The participants will have a list of the interactive OERs and a rubric to evaluate the various OERs for teaching science.

The second panelist will share about the recent growth of OER resources for ESL teaching, specifically for university level academic ESL. In addition, resource curation will be discussed as a knowledge-building activity that supports the ideals behind open resources, and provides ESL teachers with a wealth of relevant resources at their fingertips. Participants will gain access to some examples of student-curated resources and suggestions for helping students curate their own resources effectively.

The third panelist will discuss ways to use OERs to support virtual, hybrid, and face-to-face teaching in K-12 classrooms. Examples of teacher and student learning from the Mobile Maker Kits project, an OER providing interdisciplinary, standards-based making lessons, will be shared. Participants will engage in brainstorming goals for creating and sharing OERs for interdisciplinary teaching and learning.

The fourth panelist will share ideas related to creation of multimodal open access content through using podcasting and video (YouTube). Ways that the university-based Professional Learning Community helped support the creation and implementation of the microlearning podcast creation project will be outlined as well as the ways that the panelist sought out her own models of multimodal OERs provided progress in the creation of these resources and remixing in literacy teacher education.

Learning Outcomes:
Participants will learn about the ways that OER integrates into teacher education and training across multiple disciplines (teacher education, linguistics/TESOL, science education, and literacy education).
Participants will consider and reflect on the ways that institutional support (such as Professional Learning Community and OER Librarian support) provides opportunities for development of implementation of open access education and resource integration into courses as well as all disciplines

avatar for Cynthia Kilpatrick

Cynthia Kilpatrick

Assistant Professor of Instruction, University of Texas at Arlington
Cynthia Kilpatrick is the graduate advisor for TESOL at The University of Texas at Arlington, and the Interim Director of UT Arlington's English Language Institute.
avatar for Peggy Semingson

Peggy Semingson

Associate Professor, The University of Texas at Arlington
avatar for Jiyoon Yoon

Jiyoon Yoon

Associate Professor, University of Texas at Arlington
avatar for Robin Jocius

Robin Jocius

Associate Professor, University of Texas at Arlington

Tuesday November 10, 2020 5:00pm - 5:25pm EST
Concurrent 4
  Strategies, Presentation

5:00pm EST

Strangers in a Strange Land: How We Learned to Stop Worrying and Love Our OER Colleagues
This panel provides the perspectives of faculty, staff, and administrators at a public community college on the implementation of a “zero-cost textbook”, two-year transfer degree or “z-degree”. Midway through implementation at Century College, the project faced significant challenges including rapid organizational change and previous miscommunication within the college about the project. After six months of implementation, the project had to be “reset” under leadership and staff new to the institution and the state college system. Rather than aggressively force project implementation under paths previously planned, the reset allowed a broader faculty task force to create paths forward that naturally drew upon existing faculty and staff expertise within the institution and the Minnesota State System. Communication was more broadly established, which, in turn, enabled greater data gathering on existing capacity to support open educational resources among faculty. The task force worked through issues of intellectual property and made recommendations for supporting faculty in ways consistent with institutional norms and practices. Task force members worked with mentors and informal contacts within the state system to learn from other institutions that successfully implemented “z-degrees” and how they met common barriers. Even though Century was not an early adopter in comparison to other colleges, this collaborative approach allowed the institution to make rapid progress in making open educational resourced courses available to students.

Learning Outcomes:
1. Explain how the context of an institution and a related higher education system may shape implementation of open educational resources.
2. Analyze the kinds of organizational dynamics that may challenge use of open educational resources.
3. Evaluate solutions to potential barriers in using open educational resources related to faculty compensation, intellectual property, and governance.
4. Create strategies to identify and create alliances to support use of open educational resources.

avatar for Randi Madisen

Randi Madisen

Electronic Services Librarian, Century College
avatar for Eric Riedel

Eric Riedel

Dean of Nursing, CECT and Online Learning Excellence, Century College
Dr. Eric Riedel has served in administrative, teaching, and research roles in higher education for over 25 years with specific interests in assessment, online learning, and civic education. He is currently the Dean for Nursing, Continuing Education and Customized Training, and Online... Read More →
avatar for Kelly Donahue

Kelly Donahue

Faculty, Century College
avatar for Caroline Toscano

Caroline Toscano

Instructional Designer, Century College
avatar for Crystal De Kam

Crystal De Kam

Counselor, Century College

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

7:30pm EST

Campus Innovation, System Support, and External Partners: Building a Sustainable Spanish Project
As a portion of its 2018-2019 funding model to drive the adoption of open educational resources (OER) in SUNY’s general education, large-enrollment courses, SUNY OER Services solicited applications from SUNY campuses and faculty interested in authoring and creating OER. These applications targeted creating OER in content areas where OER was lacking or insignificant.

Four faculty members from and an instructional designer from SUNY Oneonta received funding to support the development of OER courses for Spanish I and Spanish II. SUNY Oneonta’s instructors wanted to create a resource for three introductory classes, Spanish I, Spanish II, and Elementary Spanish Conversations. Their goal was to create a resource that teaches Spanish through the communicative approach, where learners are encouraged to speak and write in Spanish. Learners will use their natural language acquisition strategies.

Through a partnership with Lumen Learning, SUNY Oneonta’s team ensured their content met the needs of SUNY Oneonta’s students and SUNY students but also the national need for Spanish language OER. The authors were able to define the project, create the chapter outlines, and do the most creative work. Lumen Learning used its network to develop additional activities, question sets aligned to the text, and commission voice actors to read the scripts that the authors created. After this one year initial creation period has finished, Lumen Learning will take over the long term maintenance of the text and future updates through its continuous improvement program. Spanish 1 and Spanish 2 are available in both SUNY’s Ready to Adopt catalog and Lumen Learning’s catalog as a Waymaker course.

The lessons learned from this project are that the combination of technical support, high-quality content, and integration into existing support structures allows campus teams to focus on the parts of the OER project that are tightly aligned with existing roles and expertise.

Learning Outcomes: Celebrate successes in OER creation from a panelist of authors, instructors, an instructional designer, and outside support.

Discuss from a variety of viewpoints the effects of partnership on the project and sustainability of the book.

Consider the need for continuous improvement of OER materials, and how the college, system, and partners are incentivized.

Share models that can be repeated for future projects.

avatar for Ed Beck

Ed Beck

Instructional Designer, SUNY Oneonta

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

7:30pm EST

Providing no-cost, sustainable learning materials for organic chemistry students
This session will describe the conversion in all sections of Organic Chemistry I & II from a traditional hard-copy textbook to a free, open-source textbook. All students have access to the book through the university's learning management system. Assessment of student and faculty satisfaction, as well as representative student performance and retention, will be provided.

Learning Outcomes: Learning outcomes for the project include (1) the adoption of a no-cost OER textbook, (2) the alignment of the OER resource and supplementary materials with the course objectives, and (3) the assessment of developed materials to measure their effectiveness in student satisfaction, faculty satisfaction, student performance, and student retention.

avatar for Dawn (Nikki) Cannon-Rech

Dawn (Nikki) Cannon-Rech

Librarian AC, Georgia Southern University Libraries
Research services librarian and liaison to College of Science and Mathematics.
avatar for Christine Whitlock

Christine Whitlock

Professor, Georgia Southern University
avatar for Shainaz Landge

Shainaz Landge

Assistant Professor in Organic Chemistry, Georgia Southern University

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

7:30pm EST

Student-created Open Educational Resources in a First-year Writing Context
Several recent studies have investigated the great promise of student-created open educational resources (Randal et al. 2013; Azzam et al. 2017; Wiley et al. 2017). Often, these student-created items focus on developing "renewable" assignments that offer utility to future students. This study builds on previous research by reporting on a case-in-progress of first-year writing students adapting their research papers into public-facing, open-access educational resources. Specifically, this lightning talk will detail the struggles and successes of implementing literature-based best practices as well as present early stages of public perception to the student-created OER.

Learning Outcomes: Viewers of this lightning talk will be prompted to explore the following questions:
1. Does student-created OER content contribute to the popular perception that OER are "Not-high-quality"? (Allen and Seaman 2016)
2. In what ways are students uniquely capable of producing accessible OER?
3. How can assignments built to be thrown away after completion be adapted for open education?

avatar for Jason Godfrey

Jason Godfrey

PhD Student, University of Michigan
Hello! I'm Jason, and I do research about first-year writing. Traditionally, it generates a lot of thrown-out homework and skills that, at best, "transfer" to another class. I'm investigating the ways that OER could provide an opportunity for first-year writing to generate meaningful... Read More →

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

7:30pm EST

Studying an Affordable Learning Program with Data: PALNI’s Plan, Tools, and Results
Studying an affordable learning program through data can help with benchmarking, reporting, communication, and marketing. The Private Academic Library Network of Indiana (PALNI) is a consortium supporting 24 private institutions across Indiana through the PALSave affordable learning program. PALNI created a data plan to gather data demonstrating the need for the PALSave program, its impact, and to further gather information about the use of zero cost resources at private colleges in Indiana.

Learning Outcomes: Understand the value of data in OER programs
Learn about PALNI’s data approach
Know that PALNI’s methods are available for adaptation

avatar for Amanda Hurford

Amanda Hurford

Scholarly Communications Director, Private Academic Library Network Of Indiana (PALNI)
avatar for Erin Milanese

Erin Milanese

Affordable Learning Project Coordinator/Head of Learning Technologies, PALNI/Goshen College

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

7:30pm EST

The 5Rs+2, the Rights of Learners to Read and Reach OER
OER is framed by the 5Rs, the rights to retain, ruse, revise, remix and redistribute, the rights of creators. The emphasis on the rights of creators is natural as the concepts were adopted by David Wiley from developers of open software. Today as we talk about open pedagogy where OER is a principal support of student learning, it becomes clear that 5Rs are not enough, we need to focus on rights that support learners. We must include the right to REACH and the right to READ. The right to REACH was the original impetus for OER as the cost of textbooks meant that many students just did not have access to their most used and important educational resource. Yet cost alone is far too narrow a base to displace commercial offerers who have responded to students refusal to buy expensive books with pedagogically damaging (and still expensive, though less so) textbook rental and inclusive access coupled to licenses for homework systems that attract instructors. The COVID disaster has also brought home that REACHING educational materials requires them to be available in multiple formats so that all students can have access at no cost or minimal cost. Factors that make it difficult for students to READ materials that they have access to can be broadly delineated as physical causes such as low vision, mental ones such as dyslexia or cultural ones often encountered by minorities or immigrants. These require paths to customization be built into OER systems. At the beginning, creators, as was the case for open software, were both experts and guides through the thicket of offerings. OER librarians and referatory/repository builders have taken on the task of directing users to appropriate OER and encouraging instructors to become creators and users. To meet their goals OER libraries must coherently integrate the entire curriculum, not just high enrollment introductory courses and be easily extendable with new software, distribution channels and, of course, courseware including not only texts but many decorations thereof such as annotations and homework systems. OER projects have been under pressure develop business models and sustainability plans. While serving the needs of students are implicitly the drivers for Open Ed and OER, there is a major benefit to make it explicit and discuss the best ways of doing so. Education, Open Education and Open Educational Resource projects are better envisioned as a gift culture than a commercial one.

Learning Outcomes: This proposal argues that OER has to explicitly focus on student needs. A number of conditions for doing so are discussed. The conclusion is that this is poorly done as commercial enterprises with business and sustainability plans but rather education, and thus OER projects are better envisioned as gift cultures where valuables are not traded or sold, but rather given without an explicit agreement rewards.

avatar for Joshua Halpern

Joshua Halpern

Outreach Team Chair, LibreTexts
Josh Halpern is the Outreach Team Chair at the LibreTexts Project and is interested in discussions about how LibreTexts can support OER globally. LibreTexts is not only one of the largest OER textbook repositories but also provides tools foreasy and quick customization of books across... Read More →

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

7:30pm EST

The Student OER Advocacy Training Guide: A look into Developing Sustainable, Inclusive Internship Practices
In the Fall of 2018, Salt Lake Community College’s Open SLCC Team explored the opportunity to participate in the College’s Campus Internship Program to raise student visibility of OERs. This partnership resulted in the creation of the OER Student Advocacy and Outreach Internship, which led to the development of the Student OER Advocacy Training (SOAT) Guide. The SOAT Guide’s goals were to help interns develop skills related to advocacy within the context of Open SLCC and to establish sustainability and consistency within the internship in the long-term. Alongside these overarching goals, the interns would also develop information literacy skills and career-oriented transferrable skills.

The SOAT Guide was reconceptualized in 2019 to support interns from diverse backgrounds, especially to create a guide that was inclusive and rooted in the desire to provide equitable access to any student in the internship program. Open pedagogical practices were introduced and the presentation of information literacy concepts was developed through the use of the Association of College and Research Libraries’ Framework for Information Literacy for Higher Education. The result was the creation of an OER that was scalable, easy to update, modular, and explicitly integrated renewable assignments and information literacy into the internship program.

The redesigned SOAT Guide is self-paced with 15 modules. These modules cover internship onboarding and provide a basic introduction to OER, SLCC’s OER initiative, and an introduction to signature assignments. This is typically achieved at the pace of one module per week during the semester. However, this process is flexible, allowing the ability to adjust the content to the intern’s experiences, aptitude, or estimated internship eligibility. At the end of each semester, the intern is required to complete a signature assignment related to the OER Advocacy and the work readiness skills identified at the beginning of the semester. The renewable assignment offers the program an element of sustainability while providing the intern with the opportunity to share their unique experiences and perspectives.

In this demonstration, we will share extracts from the SOAT Guide set to be released at the end of 2020 and a Salt Lake Community College Student Release Form developed to support the best practices within the SOAT Guide.

Learning Outcomes: Following this demonstration, the conference participants will gain an understanding of the inclusive benefits of Open Pedagogical Practices and strategies for establishing long-term sustainability within OER Internship Programs.

avatar for Jen Hughes

Jen Hughes

Archives, New Media & Educational Initiatives Librarian, Salt Lake Community College
I'm the Archives, New Media, and Educational Initiatives Librarian at Salt Lake Community College (SLCC) in Salt Lake City, Utah. Since starting at SLCC in 2009, I have worked in the areas of archives, new media, institutional repositories, copyright, and educational initiatives... Read More →
avatar for Andrea Scott

Andrea Scott

Operations Associate, Faculty Development and Educational Initiatives, Chair, Open SLCC Advisory Com, Salt Lake Community College
I'm the Faculty Development and Educational Initiatives Operations Associate and Chair of the Open SLCC Advisory Committee at Salt Lake Community College (SLCC). I have worked with the Open SLCC team since 2014. My primary role consists of coordinating the OER Initiative, management... Read More →

Tuesday November 10, 2020 7:30pm - 7:30pm EST
View Anytime
  Strategies, Showcase Gallery
Wednesday, November 11

10:00am EST

Open Education in European Libraries of Higher Education: What We Know So Far
European academic libraries have taken a leadership role in advancing Open Scholarship and Open Science in the last two decades. Recent policy development around Open Science has prompted a surge in implementation activities. Open Education Policy has also been in the making for over a decade, with the UNESCO OER Recommendation ratified in late 2019. It's here that the next wave of university challenges lie as some universities are aiming for a more open, visible and accessible university by embracing open in not only research, but also in education through Open Education (OE).
Scores of Higher Education libraries in the US have taken on the OER challenge building great momentum for over 5 years with over 130 organisations reporting OER activities in the 2019 SPARC OER Report. We believe that European libraries will follow suit and engage more in this area in the coming decade with a similar commitment shown to Open Science in time. However, before we determine what the next strategic steps for libraries are, it is vital that we gain a better understanding of current OE policy and practice in Europe.
In late 2019 SPARC Europe, in consultation with the European Open Education Librarian Network, carried out research into how libraries in Higher Education are supporting OE. The survey was the first of its kind and saw responses from over 20 European countries. This paper will share the survey’s key results. It reveals to what extent respondents have OE policies, and how far libraries have been involved in their conception. The paper then highlights what kinds of OE / OER services libraries currently provide and how far they take the lead or support in these. To support that work, we inform on whether libraries perceive that they have the skills they need to support OE sufficiently and compare this with the current service offering. The paper also shares some of the libraries’ main challenges and opportunities in supporting OE in in the areas of culture and the environment, resources, quality, access and reuse and policy. Finally, we propose recommendations for concrete action whilst making the case for why libraries in Higher Education are important partners in delivering on the UNESCO OER Recommendation.

Learning Outcomes:
- an overview of how libraries in Higher Education are delivering on OE/OER in Europe and reporting on their challenges and benefits based on a recent European survey,
- concrete recommendations and calls to action for libraries to take leadership and engage in OE on OE policy development, OE literacy, cultural change, co-creation or OER discovery.
Whilst raising awareness of the value that libraries bring to OE, showing how they can contribute to the UNESCO OER Recommendation.

avatar for Vanessa Proudman

Vanessa Proudman

Director, SPARC Europe
Vanessa Proudman is Director of SPARC Europe; she is working to make Open the default in Europe. Vanessa has 20 years’ international experience working with many leading university libraries worldwide, with research institutions, international policy makers, together with information... Read More →

Wednesday November 11, 2020 10:00am - 10:25am EST
Concurrent 3
  Strategies, Presentation

11:00am EST

OER Courses: From 0 to 46 in One Year!
This session is about the process used at Trine University, a small, private, not for profit university, to offer courses using Open Educational Resources (OER). Trine has gone from zero OER courses to 46 in one year, a phenomenal rate of implementation that is saving their students significant money where course materials are concerned.
The presenters will discuss the importance of getting buy-in from key stakeholders such as faculty who will be asked to develop and use OERs for their classes and university administrators who will be involved in approving funding for such course development. In addition to the importance of constituent buy-in, the presenters will provide information on the process of selecting the right course designers and deciding on which courses to begin with as OER development is rolled out. They will further elaborate upon OER course development and the possibility for Z-programs (i.e., degree programs where all of the content-specific courses within the major utilize OER materials). These Z-degrees are attractive to prospective students in that all of the course materials are free of charge to them, which has positive marketing implications for the university.
Lastly, the presenters will discuss how student and faculty feedback is used to improve the use of OER materials in an effort to close the assessment loop for these courses. The presentation will conclude with a question and answer session to enable participants an opportunity to reflect upon the content of the talk as well as to interact with the presenters to gain clarification on any points of interest to them.

Learning Outcomes:
By the end of this session participants will be able to do the following within their institutional context:
1. Develop a rationale for the use of OERs
2. Identify key stakeholders and form an OER committee
3. Advocate for financial incentives for developing OER courses
4. Access fundamental OER websites such as OpenStax, OER Commons, Merlot, and so on as a starting point for developing OER materials
5. Promote mapping of activities to learning outcomes
6. Track OER effectiveness.

avatar for John Shannon

John Shannon

VPAA, Trine University
avatar for Keirsten Eberts

Keirsten Eberts

Assistant Vice President and Dean of Academics for CGPS/TrineOnline, Trine University

Wednesday November 11, 2020 11:00am - 11:25am EST
Concurrent 5
  Strategies, Presentation

12:00pm EST

Breaking Barriers: Regional Compacts Collaboration for OER Policy and Practice
This "Re-imagining" session encourages input and guided conversation among the regional compacts and together with the OER community. The compact panelists will share their regional and national work and ask for feedback and input from the session participants. Questions will include:
1. How can the regional compacts support the OER community during COVID-19?
2. How might the regional compacts help reduce structural inequities including systemic racism, and barriers to the access and full participation in the Open exchange of knowledge?
3. How can we all work together at the system, state, and multi-state compact levels to more efficiently scale OER?
During COVID-19, state, system, and institutional leaders are searching for ways to make college more equitable, accessible, and affordable for students. The WICHE Cooperative for Educational Technologies (WCET) is working in concert with the four regional higher education compacts (MHEC, NEBHE, SREB & WICHE) to facilitate evidence-based frameworks and guidelines which promote policy and practice support to increase access, affordability and equity via the use of OER. The session focuses on the regional compacts' role in exploring large-scale policy and best practices in the higher education landscape in a collaborative manner.

Learning Outcomes:
1. Participants will learn about OER collaboration among the four regional compacts.
2. Participants will learn how systems, states, and multi-state regions have worked together to promote OER state policy and practice.
3. Panelists/Presenters will listen and learn how to best support OER efforts in their regions and across the US.
4. Participants and Presenters will learn more about each other and how they can encourage and support each other's efforts.

avatar for Tanya Spilovoy

Tanya Spilovoy

Director, Open Policy, WCET (WICHE Cooperative for Educational Technologies)
avatar for Jenny Parks

Jenny Parks

Vice President, Midwestern Higher Education Compact
avatar for Wanda Barker

Wanda Barker

Director, Education Technology and Multistate Cooperative, Southern Regional Education Board
avatar for Rachael Stachowiak

Rachael Stachowiak

Associate Director, New England State Authorization Reciprocity Agreement, New England Board of Higher Education
avatar for Liliana Diaz Solodukhin

Liliana Diaz Solodukhin

Policy Analyst, Western Interstate Commission for Higher Education (WICHE)

Wednesday November 11, 2020 12:00pm - 12:55pm EST
Concurrent 1
  Strategies, Panel

12:30pm EST

Opening Ways: Collaborating Through Common Challenges to Open Education
The "Open" in Open Education is not only about free and reusable course materials. It is also about open communication and collaboration among faculty, staff, students and administrators regarding course material selection and cost. In this presentation, we will present our experience with an OER program at a mid-sized regional university in the Southeast as a means to facilitate discussion and sharing ways we can open education for all.

Over two years ago, East Tennessee State University’s Student Library Advisory Council decided that they wanted to use their student library fee to fund initiatives supporting Open Educational Resources. Since that time, a Digital Scholarship Librarian from Charles C. Sherrod Library and a Teaching and Learning Specialist from the Center for Teaching Excellence combined their expertise to launch and complete a two-year pilot program. Now, the question remains “how do we reimagine a two-year pilot program into an establish suite of services?”

In this session, the presenters will briefly discuss their two-year pilot program, specifically hosting Open Education Network (previously Open Textbook Network) workshops and launching an OER Awards Program. Then, they will evaluate the strengths and weaknesses of the pilot program based on anecdotal observations and feedback from surveys conducted throughout the program. The program will be contextualized with a description of other campus and state discussions and initiatives. The presenters will show how important it is to seize opportunities to collaborate with student groups, departments, faculty, and administrators in order to sustain open initiatives on campus. This will lead to how they intend to expand and further evolve the program.

The session will delve into questions that arise when starting or reimagining Open Education services: Should the focus be on open or affordable? Who "owns” Open Education on a campus? How do we effectively educate, communicate, and collaborate in regards to Open Education?

Learning Outcomes:
Attendees will…
- Learn about the strengths and weaknesses of a two-year Open Educational Resources pilot program.

- Identify the groups on their campus to collaborate with in order to strengthen their Open Education initiatives.

- Consider ways to evaluate and reimagine Open Education initiatives on their campus.

avatar for Ashley Sergiadis

Ashley Sergiadis

Digital Scholarship Librarian/Asst. Prof., East Tennessee State University
avatar for Philip Smith

Philip Smith

Teaching and Learning Specialist, East Tennessee State University

Wednesday November 11, 2020 12:30pm - 12:55pm EST
Concurrent 5
  Strategies, Presentation

1:00pm EST

Evolving Open Education Policy in Texas Higher Education
Higher education policy is shaped by the work of faculty and students, and policy also shapes that work. Current OER initiatives in Texas higher education both build on policies and programs in place at institutions and seek to further a culture of OER use in the state. This session will be a case study of state-level higher education policy in OER, reviewing both best practices and lessons learned in Texas. The current landscape of increased demand for digital materials and increased economic pressure for students due to the COVID-19 pandemic will be explored, which an eye to how that reshaped OER policy in Texas. Attendees will also be asked to share their experiences building and enacting OER policy in other states.

- Background on Texas OER initiatives in higher education, including legislation, data, and how policy was shaped into action.
- Best practices that were developed in the process of putting OER policy into action.
- Lessons learned and future plans for furthering a culture of OER use at Texas institutions.
- Discussion of how COVID-19 affected OER work in the state.
- An interactive discussion of OER work in other states, both similarities and differences.
- Q&A

Learning Outcomes:
- A case study of evolving OER policy at the state government level
- Tips for turning OER legislation into OER programs
- Best practices for engaging institutional input at the state level
- Lessons learned and considerations for continuous improvement

avatar for Kylah Torre

Kylah Torre

Program Director, Texas Higher Education Coordinating Board
avatar for Sheri Ranis

Sheri Ranis

Program Director, Texas Higher Education Coordinating Board

Wednesday November 11, 2020 1:00pm - 1:25pm EST
Concurrent 2
  Strategies, Presentation

1:00pm EST

Use of Open Educational Resources in Health Sciences Programs Libraries
The article presents and analyzes how health libraries can cooperate in the production, access, and dissemination of open educational resources in their information competence programs, as well as in the training processes of health science students.

As a background, the research calls on Brazilian librarians, showing that they must engage in the open education movement and relate their informational practices to the initiatives and guidelines of the front.

A study from Prudencio, Bernardi, and Biolchini (2020) shows that academic production in Library Sciences, either from Brazil or written in Portuguese, relating library practices and open educational resources is incipient, perhaps scarce. Thus, the present research is justified.

This study, for the purposes and means of investigation, is characterized as exploratory, bibliographic, and field research. We collected the data in our empirical area, that is, public university libraries that offer Medicine and Biomedicine courses in Brazil. We conducted an empirical investigation to expand our understanding of the research object, the domain studied, and its population.

In a second step, we consulted the institutional repositories of the federal higher education institutions (HEIs) from Brazil to check if there was the category “open educational resource” (OER) as a source of information available in their catalogs.

It observes that only 12.5% (15) of the 120 HEIs have OER indications in their catalogs. It notes that, in libraries, OERs operate as sources of information, collection, stock, and repository of information and didactic resources. It points out that health information literacy practices should contribute to a culture of users more aware of issues of licensing, authorship, and cost related to these resources.

Finally, it understands that the librarian must incorporate and encourage the use of OERs in the instructions given to students in health degrees, and also in lifelong educational practices.

OERs are an attractive and sustainable tool, adequate to the financial scarcity of public university libraries in Brazil. This is especially important in Health Sciences, a field with collections that tend to be quite expensive.

Learning Outcomes:
1. Only 12.5% of Brazilian public universities with a Health Sciences program have OER indications in their catalogs.
2. There’s little scientific production assessing intersections between Librarianship, open education, and open educational resources, especially when applying to Health Sciences libraries.
3. Brazilian librarians are hardly engaged in the production, use, or sharing of OERs.
4. This theme is poorly addressed in Brazilian Librarianship programs.

avatar for Dayanne da Silva Prudencio

Dayanne da Silva Prudencio

Professor, Universidade Federal do Estado do Rio de Janeiro
avatar for Andre Luis do Nascimento Ferreira

Andre Luis do Nascimento Ferreira

Student, Universidade Federal do Estado do Rio de Janeiro
avatar for Lyvia Rocha de Jesus Araujo

Lyvia Rocha de Jesus Araujo

Student, Universidade Federal do Estado do Rio de Janeiro

Wednesday November 11, 2020 1:00pm - 1:25pm EST
Concurrent 4
  Strategies, Presentation

4:00pm EST

The Year in U.S. OER Policy: Where We Are and What's Next
More than a decade of coordinated OER advocacy has paid off with significant victories. Congress allocated, and then renewed twice, the first-ever federal funding for higher education OER grant programs, and numerous significant state-level policy initiatives have led to increased adoption, awareness, and creation of open educational resources. Meanwhile, the millions of dollars allocated to educational institutions as part of the COVID-19 response bill, the CARES Act, opened up a new source of potential funding for OER initiatives during a period of unprecedented fiscal crisis for America's education institutions.

This session will provide attendees with an overview of the past year in U.S. OER policy from advocates engaged in the day-to-day work. We’ll review exciting developments from the past year and provide a look into what goes into big policy wins, along with analysis of what the long-term impact of these policies will be. We’ll also share insight into what’s next for OER policy, including any efforts brewing in Congress and federal agencies post-election, which states and policy trends to watch, and how OER advocates can best take action in their communities.

Federal and state policy are important for supporting the OER movement, providing districts and institutions with frameworks and resources, and sustaining the momentum that brought the movement to where it is today. Without the passion and dedication of OER advocacy efforts, these policy wins wouldn’t be possible.

Learning Outcomes:
After the session, attendees will be able to:
- Explain key developments in U.S. state and federal policy related to OER over the last year
- Identify ways COVID-19 will impact the next policy cycle
- Apply tips for contacting their policymakers to advocate for OER

avatar for Nicole Allen

Nicole Allen

Director of Open Education, SPARC
Nicole Allen is the Director of Open Education at SPARC, a global coalition working to make open the default in research and education. A decade and a half ago, Nicole was an undergraduate student frustrated with the cost of textbooks. Today, she is an internationally recognized policy... Read More →
avatar for Reg Leichty

Reg Leichty

Founding Partner, Foresight Law + Policy
With over two decades of legal, policy, and lobbying experience, Reg advises education leaders, national associations, and other stakeholders about the federal laws, regulations, and programs that directly impact and support efforts to expand and improve educational opportunities... Read More →
avatar for Scott Hochberg

Scott Hochberg

Policy Advisor, OpenStax / Rice University
I served twenty years as a member of the Texas House of Representatives, specializing in education issues, and passed Texas first OER legislation, as well as other open government measures. Talk to me about effectively telling the OER story to policymakers.
avatar for Kaitlyn Vitez

Kaitlyn Vitez

Higher Education Campaigns Director, U.S. PIRG
Kaitlyn serves as the Student PIRGs' lobbyist on Capitol Hill, working on campaigns to make college more affordable and protect student loan borrowers. She has been a leading voice for students in opposition to access codes, the Cengage-McGraw Hill merger, and automatic textbook billing... Read More →

Wednesday November 11, 2020 4:00pm - 4:55pm EST
Concurrent 1
  Strategies, Panel

4:30pm EST

Faculty, Librarians, and Designers, Oh My!: Rounding Out a System-Wide Advocacy Team
As open education maintains its momentum deeper into the use of open educational resources (OER) and beyond it to open and OER-enabled pedagogy, it becomes increasingly important that our advocacy teams are well rounded and well supported. Does your team have the expertise and support it needs to be an effective advocacy team?

Since its inception, Affordable Learning Georgia (ALG) has maintained a team of specialists and advocates on each of the University System of Georgia (USG) institutions. At the start, there were two roles within each institution: an instructional Campus Champion and a Library Coordinator. In 2020, we looked at our advocacy team and our grants program and realized several things:

  1. Grant projects that involved a librarian usually resulted in more copyright-conscious materials and better use of institutional library resources such as LibGuides.
  2. Grant projects that involved an instructional designer usually resulted in better student success rates and more positive student feedback.
  3. Despite the request for one instructional Campus Champion and one Library Coordinator from each institution, the scales had tipped heavily toward library representation.
  4. We were ready to put more emphasis on the pedagogical strategies and benefits of open education—which meant we needed more instructional design input.

We restructured our advocacy team to be more well-rounded with three roles: Faculty Champions, now specifically selected from instructional faculty; Library Champions; and Design Champions, selected from instructional designers. The addition of a dedicated design role is one piece of our next step in moving open education and the use of affordable resources forward in the USG.

Combined with the recent jump-start of our professional development efforts, this restructuring prompted the development of a welcome training specifically designed to prepare newly appointed ALG Champions for the advocacy work they would be doing on their campuses in line with the strategic goals of ALG. The welcome training is just one of the ways we are supporting our system-wide advocacy team and improving the sustainability of our advocacy efforts.

In this presentation, participants will hear from the leaders of ALG on the prompting and process of rounding out the expertise of our system-wide team of advocates and the professional development and collaborative efforts in development to support it.

After attending this presentation, attendees will be able to:
  1. Examine their OER advocacy team and develop a plan for “rounding it out.”
  2. Develop a plan for supporting their advocacy team through professional development and collaboration.

avatar for Jeff Gallant

Jeff Gallant

Program Director, Affordable Learning Georgia, Board of Regents of the University System of Georgia
avatar for Tiffani Reardon

Tiffani Reardon

Affordable Learning Georgia Program Manager, University System of Georgia
Talk to me about: instructional design, tech com/writing, accessibility, oer, open pedagogy, dogs, cats, geek stuff

Wednesday November 11, 2020 4:30pm - 4:55pm EST
Concurrent 5
  Strategies, Presentation

5:00pm EST

OER Advocacy as Part of a Library-led Textbook Affordability Initiative with Student Government
College and university advocates for open educational resources (OER) increasingly find that work combined and aligned with broader campus efforts aimed at reducing the cost burden of course materials for students. In such cases, it is crucial that OER advocates are able to support their discovery, use, and creation as one component of a multi-pronged affordability plan that can obtain buy-in from students, administrators, and faculty from across the academic divisions. In this presentation I will explain the development of such an initiative, led by the Franklin & Marshall College Library, and its implementation in collaboration with members of our student government and a committee comprised of faculty, students, and professional staff.

A major focus of the new initiative has been fact gathering, and I will discuss the results of two successful surveys conducted last academic year. The 2019 Faculty Course Materials Survey and the 2020 Student Textbook Spending Survey were designed to be complementary and capture as complete a picture as possible of the situation at Franklin & Marshall. They were also created with the goal of finding ways to immediately improve the situation for those students who were going without required books and other materials due to cost, or were having their course selection and performance negatively impacted by the incredibly high costs of materials. I will also share some of the actionable steps which we have identified and are recommending based on the survey results. I will conclude with practical advice for others interested in starting or expanding one on their campus.

Learning Outcomes:
Attendees will learn 1) how to connect OER to the issue of affordability, 2) ways to conduct surveys of faculty and students which provide data valuable to OER and affordability advocacy, and 3) ideas for how to build faculty support for OER and various affordability strategies they can employ.

avatar for Christopher Barnes

Christopher Barnes

Scholarly Communications Librarian, Franklin & Marshall College

Wednesday November 11, 2020 5:00pm - 5:25pm EST
Concurrent 3
  Strategies, Presentation

7:30pm EST

Applying OE to Faculty Support & Program Management: The Instructor’s Workbook

Conference video: click "more information" above or link here.

Link to template workbook:
The template workbook related to this presentation can be accessed via: https://unh.box.com/v/opened20-workbook

Session Description:

Smaller institutions—or even larger institutions that may be new to open education (OE)—typically have fewer resources to support OE efforts. This Lightening Talk highlights a tool and process to help with faculty support and collaborative curriculum maintenance for OE courses and programs.

This tool—the instructor’s workbook—not only provides situational awareness and programmatic foundations, but also helps to connect remote faculty and capture ideas and experiences in a hectic and demanding environment. Presuming that all faculty are experts in a course’s subject matter, the workbook does not focus on substantive knowledge. Rather, it helps to blend practical resources, open pedagogy foundations, and experiential tips from prior teachers and students.

Emerging from the grassroots faculty development of a new OE program, our workbooks are sustained by the full-time and adjunct faculty in the program. Since Spring 2019, faculty in UNH’s online M.S. Cybersecurity Policy & Risk Management courses have utilized these workbooks and related processes. Our faculty especially value the workbook’s support with pedagogy and the learning management system, as well as the accessibility and inclusion features that encourage each instructor to add comments and suggestions for improvement.

In this Lightening Talk, Prof. Maeve Dion provides an exemplar workbook, highlights the core features, and shares how the workbooks are utilized as part of our collaborative curriculum development and course review processes.

Principles of the “open” movement can be applied not only to student learning but also to faculty support and program management, as this tool demonstrates. Whether full-time academics or full-time practitioners, our faculty’s lives are busy and complicated. The COVID-19 situation has increased the complexity: more learning is remote, and instructors are delving more deeply into the functionalities of our learning management systems/tools and the best practices for accessible learning and teaching. This workbook and program management process can support faculty and also OE course/program reviews.

Learning Outcomes:

Consider how open education principles can be applied to faculty support.

Explore how an instructor’s workbook and management process can support open practices and facilitate collaborative curriculum development/review.

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 7:30pm - 7:30pm EST
View Anytime
  Strategies, Lightning Talk

7:30pm EST

Libraries and Centers for Teaching and Learning: A Match Made in OER Heaven
The start of the Covid-19 pandemic meant that both libraries and centers for teaching and learning were critical go-to resources for faculty who had to quickly move to remote instruction. This quick shift to remote instruction was challenging in many ways and brought the inequities and hurdles present for our students into stark relief for staff and faculty. This includes the critical issues of affordability and accessibility. With the move to remote instruction and with the inequities for students revealed, the partnership between libraries and the educational developers at our center for teaching and learning was natural: Our libraries helped with open-access digital resources, leveraging existing library resources, supported faculty in the search for relevant resources, and helped with copyright issues. Center for teaching and learning staff, which include educational developers and online teaching experts, helped with shifting quickly from face-to-face to online instruction, provided supports for curriculum and course design, and provide expertise in effective instructor professional development. As we move from an emergency remote teaching mode to intentional online instruction, we are seizing this moment to build on all of the above to move OER forward at South Central College. This session will share how a community and technical college, pretty new to OER, can benefit and grow from the teamwork of librarians and centers for teaching and learning staff, enhancing accessibility and bringing much needed affordable resources to the campus.

Learning Outcomes: Participants will learn about the process of bringing OER to a community and technical college through the teamwork of the library and the center for teaching and learning. The skillsets of the two groups will be explored and will demonstrate the value of tapping into the strengths and expertise of these two college service departments. The presentation will provide insights in how to leverage existing campus expertise in order to bring OER to a rural community college.

avatar for Heather Biedermann

Heather Biedermann

Librarian, South Central College Library
Heather Biedermann fights for intellectual freedom every day as a librarian at South Central College in North Mankato. She also hosts two live online radio shows/podcasts "Liberty Librarian" and "Sweet Subversives." Heather has an MLIS from Dominican University and an MS in Educational... Read More →
avatar for Kimberly Johnson

Kimberly Johnson

Associate VP of Effective Teaching & Learning, South Central College
I've been a teacher, teacher educator, and educational developer for 30 years. I am passionate in my commitment to teaching and a #caringpedagogy.  I'm also committed to OPEN - open resources, open scholarship, open pedagogy.  In my current role, I direct our Center for Teaching... Read More →

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

11:00am EST

Reimagining a Historical Methods/Student Success Course: Balancing Needs and Demands Through OER
This session presents the UT Arlington History Department’s journey in developing a workshop-based practicum course which utilizes multiple OERs (one created by departmental faculty) and leverages the LMS and other educational technology. Three years ago, the department revised the curriculum for the BA, completely reimagining the existing Historical Methods course. Methods is taken the first semester a student declares the major or transfers to the program. UTA also requires all students to take a career prep/student success course their first semester at the university; our revised Methods course also fulfills this requirement. Because of the re-envisioning of Historical Methods as a hands-on practicum introducing students to the discipline and profession of history, we were left without a good choice of textbooks. Since the goal of the History department is to utilize OER in all multi-section courses, faculty instructors of Methods determined that the best way forward was creating our own OER to meet the unique needs of this course. We began the process planning an all-encompassing OER. Along the developmental path, we ended up narrowing the focus to cover only the historical profession and its ethics, the fields of history and its allied disciplines, career opportunities, historical sources/research, historical analytical thinking, basic analytical skills, and historical artifacts (written, digital, oral). We then sought out other OERs to fill the gaps (style guide, technical skills, teamwork, and student success). In addition, we decided to leverage the LMS, pushing some content directly to Canvas and embedding the departmental OER within Canvas. Our final course design utilizes a departmental OER with embedded activities (fully customized to our pedagogy and learning outcomes) which integrates seamlessly with the LMS, other OER content, and classroom workshop activities. The functionality of our design allows for instructor choice and flexibility in individual sections while providing a consistency of instruction across sections.

Learning Outcomes:
*Planning a Departmental OER
*Advantages/Pitfalls of Multiple Authors OER
*Embedding Interactive Practice Elements into OER
*Utilizing Multiple OERs in one course
*Integrating OER into the LMS
*Integrating OER into Classroom Workshops
*Flexibility of OER for Faculty Individualization at Section Level
*Use of OER to Provide Consistency across Sections
*Centrality of Departmental OER in Hybrid Modality in Response to Covid

avatar for Kim Breuer

Kim Breuer

Associate Professor of Instruction, University of Texas at Arlington
avatar for Stephanie Cole

Stephanie Cole

Associate professor of history, University of Texas at Arlington
avatar for Brandon Blakeslee

Brandon Blakeslee

GTA, Department of History, UT Arlington

Thursday November 12, 2020 11:00am - 11:25am EST
Concurrent 1
  Strategies, Presentation

12:00pm EST

Reconceptualizing Sustainability in Open Education: The Experience of Virginia’s Academic Libraries
Most often when we talk about sustainability in higher education, we talk about cost containment or leveraging of human resources. And for many OER programs, student costs are where we may start – as a way for OER advocates to quickly engage administrators that may have a keener eye on student savings than on the complexities of open pedagogies. This cannot be where we end if we want our programs to be sustainable long-term. This presentation focuses on sustainability beyond costs and human resources; it examines the critical work of creating momentum and sustainable open programs through community value alignment. With librarians, teachers, and students stretched thinner than ever before while grappling with the ramifications of the COVID-19 pandemic and the ongoing racial justice movement, this type of sustainability is critical to maintaining a vibrant open education program.

This presentation will detail the strategies used for creating and maintaining a multi-faceted statewide library consortium open education initiative. From its origins as a grass roots movement, to its funding through the general assembly, VIVA’s (the academic library consortium of Virginia) Open and Affordable Initiative closely aligns with the consortium’s goal of leveling the playing field for students across Virginia. It builds on the work that is valued by member institutions by developing the program components in direct response to their open education efforts. VIVA’s multi-pronged approach includes: a grant program, to empower faculty to contribute to the growing field of open course material; an OEN membership, to support open education library leaders across the state; a Faculty Portal, to highlight available texts and better understand the needs of our institutions; and a repository and collaboration hub that includes a statewide OER course mapping effort, as well as a way to highlight the OER developed at Virginia schools. Session participants will hear how to build a statewide program through deep community collaboration, how to maintain engagement, and how to rethink how we determine sustainability.

Learning Outcomes:
Specific strategies for building a statewide open initiative through deep community collaboration, maintaining member engagement, and new approaches to determining sustainability will be the key takeaways from this session. Inclusion of program components resulting from this approach will be explored, including: an open and affordable grant program; an OEN membership to support library leaders; a textbook portal; and an OER repository that includes a statewide OER course mapping effort.

avatar for Genya O'Gara

Genya O'Gara

VIVA Deputy Director, George Mason University/VIVA
Genya O’Gara is the Associate Director of VIVA, the academic library consortium of Virginia, which represents 72 higher education institutions within the Commonwealth. She received her MSLS from UNC-Chapel Hill, and her BA from the Evergreen State College.
avatar for Stephanie Westcott

Stephanie Westcott

VIVA Open and Sustainable Learning Coordinator, George Mason University/VIVA

Thursday November 12, 2020 12:00pm - 12:25pm EST
Concurrent 5
  Strategies, Presentation

12:00pm EST

Building a Support Network for Implementation of the UNESCO Recommendation on OER
Agenda: meeting link / gdoc

The UNESCO Recommendation on OER was unanimously adopted in 2019 by 193 UNESCO member states. This milestone offers a unique opportunity to advance open education around the world. Why does it matter? This Recommendation is an official UNESCO instrument that gives national governments a specific list of recommendations to support open education in their countries and to collaborate with other nations.

Creative Commons and OE Global are excited to work together with stakeholders around the world in building open education capacity and effectiveness. As a global community we can fulfill the aims and objectives of the UNESCO Recommendation on OER. In this workshop, participants will discuss how to help national governments get started, ramp up, and fully scale the four UNESCO Recommendation on OER areas of action:

* Building capacity of stakeholders to create, access, re-use, adapt and redistribute OER
* Developing supportive policy
* Encouraging effective, inclusive and equitable access to quality OER
* Nurturing the creation of sustainability models for OER

Participants are encouraged to read the UNESCO Recommendation on OER before this session.

Learning Outcomes
Through the collective input of all participants this session builds out:
  • A list of existing resources, projects and initiatives that could help with implementation of the UNESCO Recommendation on OER.
  • A list of organizations globally, regionally, or locally that could assist with implementation
  • Specific help participants need with implementation of the UNESCO Recommendation on OER.

avatar for Cable Green

Cable Green

Director of Open Education, Creative Commons
avatar for Jennryn Wetzler

Jennryn Wetzler

Assistant Director of Open Education, Creative Commons
avatar for Igor Lesko

Igor Lesko

Director of Operations, Open Education Global
Open Education, Open Policy
avatar for Paul Stacey

Paul Stacey

Executive Director, Open Education Global
Long time open education advocate.Poetry and paintings are my creative outlets.Nature is my muse.

Thursday November 12, 2020 12:00pm - 12:55pm EST
Concurrent 3
  Strategies, Workshop

12:30pm EST

What Provosts Want
Due to both the increasing shift towards campus-wide contrasts for automatic billing by publishers and the growth of OER, higher education administrators are increasingly drawn into discussions of textbook strategy. What do provosts/chief academic officers value when it comes to textbooks? Much OER survey work so far has focused on faculty. The United States Public Interest Research Group (USPIRG) has put together the first large national survey of provosts about their views of textbook affordability, OER, and automatic billing.

Our session will have a presentation of the survey results. We will break data down by type of higher education institution (such as urban vs. rural, and two-year vs. four year) and highlight any meaningful differences. We will also provide a synthesis of how we think these results can help inform the open community’s approach to scaling OER. We will leave a few minutes at the end for questions and follow-up.

Learning Outcomes:
* Understand what provosts value in textbooks (commercial and open)
* Formulate patterns of outreach and marketing to provosts from off-campus commercial vendors, on-campus actors, and open advocates
* Understand which stakeholders are perceived as the most influential in textbook decisions
* Develop talking points and messaging tips to engage higher education leaders

avatar for Kaitlyn Vitez

Kaitlyn Vitez

Higher Education Campaigns Director, U.S. PIRG
Kaitlyn serves as the Student PIRGs' lobbyist on Capitol Hill, working on campaigns to make college more affordable and protect student loan borrowers. She has been a leading voice for students in opposition to access codes, the Cengage-McGraw Hill merger, and automatic textbook billing... Read More →
avatar for Cailyn Nagle

Cailyn Nagle

Affordable Textbooks Campaign Director, US PIRG
avatar for Deepak Shenoy

Deepak Shenoy

Principal, Deep Consulting

Thursday November 12, 2020 12:30pm - 12:55pm EST
Concurrent 4
  Strategies, Presentation

1:00pm EST

Meet MetaDocencia: Volunteer Community Building for Teaching in Spanish, Online, and on Short Notice
Synchronous and asynchronous online teaching was completely underutilized in Latin America before Covid-19. By early 2020, online higher education in Argentina was at the same stage as higher education had been fifteen years ago in the USA. On March 16th, 2020, all the in-person classes and training opportunities were canceled in Argentina due to the pandemic. As academics, researchers, and teachers with deep ties to the Latin American research and teaching community, we saw the need to train teachers in applying practical, easy-to-implement, and evidence-based teaching techniques that allow them to move their classes online effectively and on short notice. Hence, we founded MetaDocencia, an open, free, volunteer-lead, not-for-profit, educational organization and community.
MetaDocencia empowers Spanish-speaking instructors to teach effectively using evidence-based teaching practices. We develop and deliver reusable training resources on concrete and practical student-centered teaching methods. We also nurture an inclusive and collaborative educational community. We achieve our mission with the work of a fast-growing group of volunteers with experience in teaching technical skills, delivering online classes, and working remotely, both locally and globally. We actively participate in and even lead global open communities, such as The Carpentries, LatinR, and R-Ladies Global.
We have largely focused on a 3-hour workshop called “Introduction to Online Teaching Essentials”. This hands-on workshop builds on open educational resources to teach how to run a synchronous classroom and includes practical evidence-based tips for delivering an engaging online class. This is a first-steps workshop where we introduce all the basics from our teaching philosophy (e.g., code of conduct, open licensing, community building, privacy). Participants experience each of our tips and advices starting at pre-registration and stay in touch afterwards through our Slack. Since March 27th, 2020, we taught this workshop 38 times to a large fraction of the 1,100+ Spanish speaking teachers who registered their interest, with over 90% completion rate. All MetaDocencia’s services are free and are carried out through 100% volunteer work, with a small grant by Open Bioinformatics Foundation to cover infrastructure costs.
During this session we will share our experience, hoping that it will enlighten others who are also willing to build open and inclusive communities to improve education.

Learning Outcomes:
Attendants will get practical advice on how to prepare and deliver student-centered online workshops using good teaching practices. They will be presented with open educational resources to directly incorporate in their classrooms and the steps to replicate MetaDocencia in their local communities.

avatar for Nicolas Palopoli

Nicolas Palopoli

Adjunct Researcher, MetaDocencia & Universidad Nacional de Quilmes - CONICET, Argentina
avatar for Elio Campitelli

Elio Campitelli

PhD Student, MetaDocencia & CIMA UBA-CONICET
avatar for Laura Acion

Laura Acion

Adjunct Researcher, MetaDocencia & University of Buenos Aires - CONICET, Argentina
avatar for Paola Corrales

Paola Corrales

Co-founder, MetaDocencia
Paola has a degree in Atmospheric Sciences and is currently doing her PhD at the Centro de Investigaciones del Mar y la Atmósfera, UBA-CONICET applying data assimilation techniques to improve short-term forecasts of severe events. Since 2011 she is part of Expedición Ciencia, an NGO dedicated to develop projects that allow people of all ages to learn about scientific thinking, the pleasure of exploration and permanent curiosity. In Expedición Ciencia she leads educational projects such as science camps and workshops for students and teachers.Since 2017... Read More →
avatar for Yanina Bellini Saibene

Yanina Bellini Saibene

Researcher, MetaDocencia & INTA

Thursday November 12, 2020 1:00pm - 1:25pm EST
Concurrent 3
  Strategies, Presentation

2:00pm EST

Supporting OER Development at the Campus Level
In this workshop, Inver Hills Community College faculty and staff will discuss a unique, grant-funded program for faculty support toward the development of an associates of arts z-degree. Presenters will discuss their approach to gathering information about faculty use of OER across courses and programs, and assessing their institution’s readiness to make the college’s most popular degree conform to Minnesota State’s Z-degree definition. Participants will engage in guided exercises throughout the workshop as they evaluate their own college’s readiness to engage and support faculty in the authorship of new OER.

Faculty presenters in this session will share their experience in the authorship of OER, from motivating factors to finding materials, to using the newly created OER within their courses this fall semester.

Presenters will utilize Microsoft tools (Forms) and breakout rooms to help participants consider barriers and resources to implementation of like programs at their own institutions. Materials created in support of IHCC’s faculty OER authors will be showcased by the college’s OER Champion, and will be made available for use by session participants on their own campuses after the workshop.

Learning Outcomes:
•Learn how one college is building faculty support for OER development and implementation.
•Get faculty perspective on OER authorship.
•Be given a model for leading faculty OER workshops on their own.
•Consider their own institution’s programs and evaluate opportunities for OER development and use.

avatar for Martin Springborg

Martin Springborg

Director of Teaching and Learning, Inver Hills Community College
avatar for Katie Nelson

Katie Nelson

Faculty, Inver Hills Community College

Thursday November 12, 2020 2:00pm - 2:25pm EST
Concurrent 5
  Strategies, Presentation

2:30pm EST

Knowing is Half the Battle: A Librarian OER Needs Assessment
Given the current pandemic and the changes it has forced on academia and an entrenched model of instruction, Open Educational Resources are now more important than ever. They are invaluable to higher education and have the ability to change the educational landscape, and now more than ever we need librarians who can advocate for, locate, create, and find these resources.

Although these librarians working the Open space are an indispensable link the chain or OpedEd, very little is known about the needs of these knowledge workers; while the literature of Open Education is heavy with faculty needs assessment (Belikov and Bodily 2016; Bauer, Heaps, and Jung 2017; Hong and Jung 2016), very little research has been done to understand the needs of librarians. As a community, we have been so preoccupied with making our case to faculty, university administrators, state legislators, and students, that we have neglected to ask the people who work on the front lines how they feel or what kinds of support or education they need.

My presentation, based on my research conducted during my SPARC Open Education Leadership Program capstone project, will discuss the formulation of my needs assessment project and how the data I gathered can provide insights into the needs of academic librarians regarding OER, their attitudes to OER, and, finally (in my opinion, most importantly) how we teach librarians about OER and Open Education. My hope is that my needs assessment will influence the curriculum we use to teach information professionals about OER.

In my presentation, I will discuss the context for the project, the project design (including data collection methods), and my top ten key takeaways from the data collected.

Learning Outcomes:
Presentation attendees will be able to:
1. Formulate research questions
2. Match research methods to research questions
3. Design data collection instruments
4. Better understand the needs of librarians working in the OER space
5. Evaluate and reconsider current OER curriculum for librarians

avatar for Beth Shepard

Beth Shepard

Associate Librarian, University of South Alabama Marx Library

Thursday November 12, 2020 2:30pm - 2:55pm EST
Concurrent 4
  Strategies, Presentation

3:00pm EST

Working Collaboratively Instead of Redundantly: Sustaining a Cross Campus Open Software Effort
Please join us for an open house as we share the exciting work our fellows have been undertaking. Our 14 faculty fellows have been diligently collecting, curating and aligning CUNY-wide WeBWorK content with open source texts for the benefit of all. Algebra and Trigonometry, Precalculus, Calculus I, II & III, Linear Algebra, and Introductory Statistics courses are under development with more to come. Please join our faculty fellows and directors in a lively discussion encompassing the history of WeBWorK at CUNY, ties to the greater WeBWorK community, the evolution of our CUNY OER efforts and our vision for future collaborations.


In Fall 2019, with the end of its Opening Gateways Title V grant looming, City Tech took the initiative to reach out to other WeBWorK-using CUNY campuses. Information was gathered on WeBWorK administration, faculty professional development, student/faculty usage, administrative support, growth and future plans. This information was shared with campus participants and discussed at meetings with representatives from multiple CUNY campuses. It was determined that, rather than moving forward separately, a cross-campus collaborative effort for WeBWorK content creation/alignment would be established.

Partners willing to align WeBWorK content to specific OER texts in current use by multiple CUNY campuses were identified and a proposal requesting CUNY OER (Open Educational Resource) funding was submitted in Fall 2019 in support of this project. These funds are supporting partners from City College, LaGuardia CC, Queensborough CC, BMCC, BCC and Queens College in the authoring, alignment and sharing of WeBWorK content aligned with open source texts.

Learning Outcomes:
- Identify key stakeholders from multiple campuses
- Engage and retain team members
- Navigate administrative and technological hurdles
- Pilot/test/disseminate content
- Identify funding sources and future directions

avatar for Marianna Bonanome

Marianna Bonanome

Associate Professor, City Tech, CUNY
Dr. Marianna Bonanome is currently an Associate Professor of Applied Mathematics and Computer Science at the New York City College of Technology, CUNY. She is also the Community Manager of The WeBWorK Project (TWP), co-director of the CUNY OER WeBWorK Fellows Project and co-coordinator... Read More →
avatar for K. Andrew Parker

K. Andrew Parker

Associate Professor, City Tech Math Dept., City Tech, CUNY
Prof K. Andrew Parker is an Associate Professor at NYC College of Technology, located in Downtown Brooklyn. He is an active member of the WeBWorK community, the author of over a thousand WeBWorK problems, and he has contributed multiple features to the WeBWorK platform, including... Read More →

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

7:30pm EST

Boots on the Ground: Leveraging Practitioner Perspectives on Open Education in New England
Practitioners often require significant training and resources to support and move forward the important student-centered work of Open Education, which we know is often only supported when key-decision makers like legislators and senior leadership are able to grasp the potential value and return on investment of these initiatives, policies, and programming. Practitioners wishing to leverage their experiences and progress as the “boots on the ground” advocates in Open Education often find it difficult to gain access to engage in meaningful dialogue with key leadership. To help facilitate these connections and highlight its regional practitioners, the New England Board of Higher Education (NEBHE) developed a series, Practitioner Perspectives, that aims to help stakeholders contextualize the potential value of funding and supporting such grassroots efforts.

NEBHE is one of four regional education compacts in the United States that engages policymakers in the six New England States, working in partnership with governors and their education advisors, regional industries, legislators, and postsecondary leaders of public and independent colleges and universities. In New England, 61% of institutions of higher education (IHEs) are private, which is significantly higher than the rest of the United States. We often celebrate stories of how state funding and public institutions have made progress in advancing the adoption of OER and open practices, however, we don’t hear as much about the good work being done at private institutions, that also enroll students who struggle to afford their learning materials. Our Practitioner Perspectives series intentionally includes a balance of public/private IHE’s, to help gain the attention of senior leadership in obtaining sustainable funds for Open efforts and programming.

In this session we will share the backbone of NEBHE’s communication strategy it employs to help bridge these gaps between our regional practitioners and key stakeholders.

Learning Outcomes: The audience will get a behind the scenes look at the current communication strategy the New England Board of Higher Education is employing to leverage the voices of its Open Education practitioners that highlight examples of the opportunities that OER and its pedagogical practices provide.

avatar for Lindsey Gumb

Lindsey Gumb

Scholarly Communications Librarian, Roger Williams University

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

7:30pm EST

Cracking The Disciplines Open: How I’m Bringing Open into Political Science, and Why You Should Consider Cracking Your Field Open, Too
I have found adopting open educational practices (OEP) into my own teaching to be incredibly rewarding for myself and for my students, yet I have struggled with the disconnect between what I get so excited about in my own classroom and in open education circles versus what I find happening in the wider discipline of political science. This lightning talk analyzes the current lack of OEP in political science, identifies several of the barriers keeping OEP from wider adoption, highlights the benefits of adopting OEP in political science, and describes the steps I have taken to begin to open up my discipline. These steps will be described specifically, so participants walk away with adaptable, actionable goals of their own that are appropriate for cracking open their own disciplines.

Learning Outcomes: Participants will be engaged in a rapid-fire presentation that will combine humor and data to make the case for why it is incumbent on open educators to begin cracking open their disciplines- it is not enough for us to just talk to each other. The talk will offer actionable steps for participants to adopt and adapt so they can share their open work more widely in their disciplines.

avatar for Shawna Brandle

Shawna Brandle

Associate Professor, Kingsborough Community College
Shawna M. Brandle (@ProfBrandle) is an Associate Professor of Political Science and Faculty Leader for OERs at Kingsborough Community College in the City University of New York.  I have a PhD in Political Science from the Graduate Center of the City University of New York. My research... Read More →

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

7:30pm EST

ICT Training to Unemployed Women
all sessions will be focused on computer basic and intermediate.
the session will include:

Learning Outcomes: by the end of this course, the participants:
will be able to understand why ICT is important to unemployed women in refugee camps.
will be able to use computers and be familiar with the digital world.
will get skills on ICT
will be able to get jobs by the

avatar for hubert senga

hubert senga

development officer, rai

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

7:30pm EST

Moving from OER for Students to OER with Students
This session shares information about open pedagogy practices to expand OER to involve students in the process of adopting, curating, critiquing, and creating OER resources. Ms. Randall will share her experience using open pedagogy with her undergraduate students, including: writing a business law textbook, creating a Constitutional Law manual for criminal justice students to use when interacting with members of the public, and materials for paralegal students to use when preparing for professional exams and during practice.

Open pedagogy is a vehicle for deeper, more authentic learning of core subject materials. With intentionality and transparency, open pedagogy has the ability to allow students and instructors to collaborate on meaningful work that involves all stakeholders, including those who are traditionally underrepresented and underserved. By offering a seat at the table, students have ownership of the material and have a voice in creating more inclusive resources that are representative of the global village.

Open pedagogy develops the “soft skills” that successful people must develop and employers seek. It fosters true teamwork, requires quality analytical and communication skills, and is a model for project-based assignments in a professional setting.

Learning Outcomes: *Identify open pedagogy practices to create OER with students
*Learn about examples of open pedagogy with undergraduate students
*Analyze open pedagogy best practices and common concerns
*Understand common attribution and accessibility issues

avatar for Melissa Randall

Melissa Randall

Instructor, Community College of Denver
Melissa Randall teaches law classes at the Community College of Denver in the business, criminal justice and paralegal programs. After years of collaborating with her students, Ms. Randall published an OER business law textbook with her students in May 2020. She also serves on the... Read More →

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

7:30pm EST

Open Education Leadership Project Showcase
The SPARC Open Education Leadership Program is an intensive professional development program to empower academic professionals with the knowledge, skills, and connections to lead successful open education initiatives that benefit students. The two-semester program blends online, peer-to-peer, and project-based learning to build a comprehensive understanding of the open education space coupled with practical know-how to take action on campus and beyond. Structured as a fellowship, each cohort becomes a vibrant community of practice that is further enhanced by expert instructors and mentorship support.

This Showcase Gallery session offers a summary of the capstone projects implemented by the 2019-20 cohort. Hailing from diverse institutions across the U.S. and Canada, each of the 27 fellows published an openly licensed resource of value to the broader open education field as an output of their capstone project, along with a final report articulating lessons learned. Resources range from open education training modules to OER toolkits to metadata recommendations. Participants may browse and access these resources, as well as the openly licensed curriculum for the program.

Learning Outcomes:

avatar for Dawn (Nikki) Cannon-Rech

Dawn (Nikki) Cannon-Rech

Librarian AC, Georgia Southern University Libraries
Research services librarian and liaison to College of Science and Mathematics.
avatar for Sonya Lockett

Sonya Lockett

Coordinator of Public Services, University of Arkansas Pine Bluff/John Brown Watson Memorial Library
People should talk to me about Circulation Services, Interlibrary Loan and Gamification.
avatar for Hailey Babb

Hailey Babb

Open Education Coordinator, SPARC

Thursday November 12, 2020 7:30pm - 7:30pm EST
View Anytime
  Strategies, Showcase Gallery

7:30pm EST

Write Once, Publish Everywhere: Developing an Efficient Workflow for Multiplatform OER Publishing
Making an OER as accessible as possible requires consideration of publishing on multiple platforms. However, doing so without increasing the scale of the work required can be difficult. In this session, learn how the Communication Department at Dalton State College utilized open-source tools to create a version of Exploring Public Speaking that was easy to convert to multiple formats, including a printable/accessible PDF, two different eBook formats, and a web browser version. The core tool that makes easy cross-publishing possible is Pandoc, an open-source command-line application that allows for rapid text conversion and reformatting. Current difficulties and limitations for purely open-source routes will be discussed, including Pandoc’s limited handling of image alt-text and the department’s decision to utilize Adobe InDesign for the PDF version’s layout. Additionally, the value of writing in plain-text Markdown and the importance of separating content from design will be discussed.

Learning Outcomes:
  • Participants will learn the benefits of separating writing from visual design when developing OERs.
  • Participants will learn about writing in Markdown and its benefits for format conversion and accessibility.
  • Participants will be exposed to open-source tools that allow for a smooth pipeline to creating multiple formats of an OER, including Pandoc and Calibre.

avatar for Matthew LeHew

Matthew LeHew

Assistant Professor of Communication, Dalton State College
My research interests focus on virtual communities, games, and social norms, but I also love talking about open, accessible, and empathetic education!

Thursday November 12, 2020 7:30pm - 7:30pm EST
View Anytime
  Strategies, Lightning Talk
Friday, November 13

10:00am EST

Beyond Funding: Strategies for Sustaining OER at a Community College
In 2019-20, HACC built an OER initiative by creating a 20-person committee, developing an institutional model, streamlining an application process for faculty, and securing more than $91,000 to support 32 faculty in completing adaption and creation projects at the college. HACC students will save $323,000 per semester in textbook costs as a result of these projects. After such a successful first year, the committee turned its attention to sustainability. Funding is crucial to sustainability efforts, but beyond funding, strategies for continued OER development include implementing well-trained, long-term mentors; conducting outreach in the college community to ensure further interest in OER development; building a strong community of support for faculty developing OER; and constantly updating and refining processes. The presenters will share these strategies that they implemented at a community college that has secured $175,000 in two years to bring OER projects to fruition and offer guidance for how attendees can model these approaches.

Learning Outcomes:
At the conclusion of this session, attendees will be able to:
-Summarize sustainability efforts beyond funding in open education
-Employ and train long-term mentors to support faculty in OER projects
-Construct a community of support within their institutions
-Practice institutional outreach to build interest in OER

avatar for Tamara Girardi

Tamara Girardi

Associate Professor of English, Harrisburg Area Community College
avatar for Andrea Hartranft

Andrea Hartranft

Associate Professor, Library Science, Harrisburg Area Community College

Friday November 13, 2020 10:00am - 10:25am EST
Concurrent 4
  Strategies, Presentation

10:30am EST

Building Local Organizations to Support and Sustain Open Education
The Houston metro area is, in many ways, emblematic of a large, sprawling, modern metropolis in the United States. It has a number of private and public colleges and universities spread over a large geographical area. Several Houston area colleges and universities have been exploring open education in various depths, but until the summer of 2017, there was no cohesive organization to these efforts. In an effort to promote collaboration and coordination between open educators, Tonja Conerly and Nathan Smith invited local educators to participate in a consortium on open education, called the Houston Area OER Consortium. We held our first meeting at Houston Community College in July 2017. Since that time, we have had regular quarterly meetings, adopted a mission and bylaws, and completed the first round of officer elections. We are in the process of developing a web presence and hosting a statewide OER conference. The story of the HAOER Consortium offers an example of how open educators can build local networks of educational organizations that increase diversity and inclusion in OER and sustain on-the-ground efforts to promote open education.

In this presentation, we will introduce participants to the membership of the OER consortium, how to incorporate or encourage new members and institutions, our basic structure and organization, the process for drafting and adopting bylaws, the process for developing a web presence, our work with state agencies to host an OER conference, and the ways this organization has included and strengthened diverse voices in open education. This presentation offers a case study that can be used as a model for others.

Learning Outcomes:
- Attendees will become familiar with the Houston Area OER Consortium, its members and organization
- Attendees will appreciate the need for local organizations to improve collaboration and inclusion
- Attendees will have a sample bylaws, website, and governance structure that they can implement in their own local communities

avatar for Tonja Conerly

Tonja Conerly

Professor of Sociology, San Jacinto College
- Former OER Director (ATD Grant)-Houston Area OER Consortium Founder-Diversity and Inclusivity Facilitator-OpenStax - Introduction to Sociology contributor
avatar for Nathan Smith

Nathan Smith

Professor and OER Coordinator, Houston Community College

Friday November 13, 2020 10:30am - 10:55am EST
Concurrent 4
  Strategies, Presentation

11:00am EST

OER’s Efficacy in Developing Lifelong Learning Competencies
The Institute of Museum and Library Services in the United States recently funded a 3 year research project to develop a toolkit for evaluating an OER’s efficacy in developing lifelong learning competencies. The goals for the toolkit are to:
1. Provide a robust research methodology for evaluating the efficacy of OER.
2. Increase the diversity of the populations included in OER efficacy studies.
The project began in September 2020 and the authors will present initial findings of a literature review to identify lifelong learning competencies. Participants will learn how they can give feedback throughout the project and follow the project’s progress. The presenters will lead a discussion on how applying a lifelong learning perspective changes the creation and distribution of OER.

Learning Outcomes:
Participants will be able to describe ways to be involved in a 3 year research project funded by the Institute of Museum and Library Services (U.S.).
Participants will be able to identify lifelong learning competencies.
Participants will discuss how a lifelong learning perspective changes OER creation and distribution.

avatar for Kathy Essmiller

Kathy Essmiller

OER Librarian, Oklahoma State University
I have two kids, a pack of dogs, and an amazing partner who is a pediatric nurse. Also happy to talk about Open Educational Resources, the arts (I am a former MS/HS band director), educational technology and instructional design, and how amazing it is to get to work in a Library... Read More →
avatar for Marla Lobley

Marla Lobley

Public Services Librarian, East Central University
I am the Public Services Librarian at East Central University in Ada, OK. I graduated from the University of North Texas with a B.S. in Family Studies and a Master's in Library Science. My research interests include open education, user experience, and lifelong learning. My hobbies... Read More →
avatar for Caitlin Kelley

Caitlin Kelley

Graduate Research Assistant, Oklahoma State University
avatar for Sharon Riley

Sharon Riley

Director of Learning Resource Center, Redlands Community College
I am the Director of the Learning Resources Center at Redlands Community College in El Reno, OK.  I received my B.S. in University Studies from The University of Texas at Arlington and my Master's in Library Science from Texas Woman's University.  Helping students succeed in college... Read More →
avatar for Gbemisola Ale

Gbemisola Ale

Graduate Research Assistant, East Central Universisty

Friday November 13, 2020 11:00am - 11:25am EST
Concurrent 2
  Strategies, Presentation

3:30pm EST

Bigger is Better: Collaboration and Codification of OER in Colorado
Colorado’s aim in sharing its progress with its statewide OER initiative’s success is two-fold - to benefit states looking for an example of scaled OER collaboration and codification and to initiate an information exchange among states already engaging in statewide efforts.
The multitude of experiences with OER are made visible and amplified when working groups that extend across institution types, demographics, and geographic locations statewide. This video invites other states to create similar OERs to this one in order to exchange processes, policies, and wins to generate a constructive national dialogue.

Learning Outcomes: After watching the video, viewers will:
1) Understand how Colorado has developed and implemented a state-wide OER program.
2) Articulate partnerships over partisanship, Colorado’s cross-institutional collaborative approach.
3) Assess the importance of codification, getting OER on the books (institutionally, consortially, legislatively) and how these measures can benefit your own state.

avatar for Margaret (Meg) Brown-Sica

Margaret (Meg) Brown-Sica

Assist. Dean for Collections and Scholarly Comm, Colorado State University/Fort Collins
OER, International Issues regarding OER, books, anything.
avatar for Dustin Fife

Dustin Fife

Director of Library Services and Online Education, Western Colorado University
avatar for Spencer Ellis

Spencer Ellis

Director of Educational Innovation, Colorado Department of Higher Education
avatar for Jaimie Henthorn

Jaimie Henthorn

Director of Academic Innovation Programs, University of Colorado System
Jaimie provides leadership and support for innovative and future-thinking academic initiatives and emerging tools such as adaptive learning platforms, competency-based credentialing including badging, artificial intelligence, and augmented/virtual reality. She also sustains and further... Read More →

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

3:30pm EST

Developing Faculty Advocates through a Textbook Affordability Summer Symposium
In early 2020, the OER Committee at Cleveland State University was facing several obstacles to increasing engagement with open materials among faculty. Many early adopters had already participated in CSU’s Textbook Affordability Grant program, and new applicants were both infrequent and clearly unfamiliar with open education and Creative Commons licenses. The OER Committee decided to develop a short, informational symposium that would teach faculty about open education while encouraging them to become advocates within their departments. After the pandemic prevented on-campus events, the symposium was reimagined for an online environment. The symposium was built in Blackboard and required faculty to complete several informational modules, review one OER, commit to using an OER in their course (as a required or optional resource), and advocate for OERs to their departmental colleagues. All faculty participants also received a syllabus map completed by a librarian, which mapped open or affordable materials to the major outcomes of the course.

Twenty faculty participated in the first Textbook Affordability Summer Symposium in August 2020. Faculty feedback showed that many of the participants planned to adopt an open textbook after the symposium, and several asked for opportunities to become active advocates for open education on campus. This presentation will describe the planning and facilitation process of this symposium, including how attendees can develop a similar program. Materials from the symposium will be shared with an open license.

Learning Outcomes: After attending this session, participants will be able to:
-identify the resources needed to offer an online symposium for faculty
-develop an online symposium for faculty to learn about open education and commit to advocacy actions in their own departments

avatar for Mandi Goodsett

Mandi Goodsett

OER & Copyright Advisor, Cleveland State University
I am one of the librarians who coordinates our open textbook publishing program, so I would love to talk with others who are publishing in the OER arena!

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

3:30pm EST

Empathy is the New Design for OER Development
How can you effectively support fast-paced OER development to overcome the challenges of remote teaching? In this session, the presenter will share experiences from a state-wide OER development project using components of the design thinking process and an agile development approach.

In an effort to support faculty members going beyond the emergency pivot to remote learning, the University of North Carolina System office has initiated a project to develop 10 collections of open educational resources that can be used to enhance courses online.
The project is intended to provide resources that can be shared, adopted, and revised freely for online or blended courses by faculty members new to online or blended learning. The project team was also challenged with a fast-paced development cycle to provide these resources before the start of the new academic year, while making sure that faculty members across the 16 system institutions of various sizes and characteristics can find value from and easily adopt the course collection.

During the project, the development team started by reviewing factors that affect consideration and adoption of OER by individual faculty, and emphasized "empathy" through the design thinking process, while working in series of "scrums" to quickly adapt and adjust the project during the rapid development process. The project placed focus on the immediate and wide adoption of the newly developed OER collection, agnostic of individual course or curriculum setups, as well as modalities of course delivery.

The presenter will share examples of using the design thinking approach to facilitate faculty buy-in and adoption, as well as strategies to encourage adoption through networks of educators. The participants will be invited to brainstorm and share additional ideas to encourage OER in their institutions.

Learning Outcomes: The audience will be able to:
- Review factors that affect OER development and adoption
- Identify and apply design thinking strategies in development and adoption of OER
- Identify and apply rapid development strategies in OER development
- Brainstorm ideas to increase OER adoption through peer networks

avatar for Enoch Park

Enoch Park

Quality Matters / Online Learning Specialist, University of North Carolina at Charlotte

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

3:30pm EST

KQED Media Academy: Designing Open PD that is Truly Open to All Educators
The KQED Media Academy is a set of openly licensed instructor-led and self-paced professional development courses for educators. Courses are designed to support the growth of both the educator's own skills to effectively read, write and share media and the knowledge and confidence they need to teach these skills to their own students.

Prior to the COVID-19 pandemic, American classrooms already operated within varying technology contexts including a wide range of equipment manufacturers and types of computers and other devices, varied operating systems and access to software, and large differences in access to these tools by the students themselves from 1:1 programs to classrooms with little student technology or limited access to the internet. The pandemic and resulting remote learning conditions have made this situation even more varied and chaotic while also putting increased pressure on teachers of all skill levels to integrate media-based instruction rapidly and effectively.

In this environment, it is essential to consider the ways that otherwise open content can effectively close itself off to the people most in need of it. To counteract this, the KQED Media Academy was created to be open both in terms of the license it is shared with and by ensuring that the content serves the widest range of educators and the learning contexts from which they are coming to us.

In this session, KQED instructional designers will discuss the process they employ to make courses open in all the ways they need to be for the real people who will use them, the advantages and trade-offs required by this approach, and the value they see in thinking about open resources as more than a license.

Learning Outcomes: Attendees will be learn about the process KQED instructional designers employ to ensure that open course content is accessible to all educators regardless of experience or what platforms, devices, and software are available to them.

avatar for Randall Depew

Randall Depew

Managing Director, Education, KQED
Dr. Randall Depew is the Lead Instructional Designer for KQED Learning and an adjunct faculty member in Brandman University's School of Education. He spent 20 years as a CTE leader for a college and career academy at a Bay Area high school where he specialized in classroom media... Read More →
avatar for Rik Panganiban

Rik Panganiban

Manager of Online Learning and Educator Certification, KQED

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

3:30pm EST

Open Pedagogy, or How to Save the Open Educational Resource Movement
Due to the very high cost of commercial publishing compagnies materials, the Open Educational Resource movement, or OER, gains more momentum every year. Despite, or because of, the growing popularity of OER, its character as a free source of educational material is under fire, being more and more commodified, and less open. This decline in the open nature of OER will continue unless it is accompanied by a more open approach to pedagogy.
In our mind, The OER movement suffers from two main problems. First, its focus is mainly on economic inclusion. While this is not undesirable, we would argue that OER should also be culturally inclusive. Students cannot succeed educationally if they are excluded culturally from the materials they use. Students must become more involved with the creation of curriculum that reflects the cultural experience of all our students. Second, OER is already becoming commodified, indeed, losing the essential part of its utility- price. Companies are now copyrighting and selling material that they term OER, but it is not.
Open pedagogy offers one solution to this dilemma. Open pedagogy involves students creating materials, opening students to developing educational awareness, as well as establishing far-reaching relationships among members of the educational community. This is why we argue that open pedagogy will save the essence of the OER movement and that OER users, advocates, and activists should promote a definition of OER which incorporates economic inclusiveness, but also stresses social and cultural awareness, one that can be best served through the practices of open pedagogy.

Learning Outcomes: 1) OER is being commodified and it is a concern for the movement.
2) Open Pedagogy is a useful tool in the ongoing struggle to keep OER by promoting social and cultural, as well as economic, inclusion.

avatar for Nicolas Simon

Nicolas Simon

Assistant Professor of Sociology, Eastern Connecticut State University

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

3:30pm EST

Sharing OER Adoptions Statewide: Open Oregon Resources and Z-Degree Applications
Open Oregon collects reports of OER adoptions from instructors at 24 community colleges and public universities through a simple Google form. This lightning talk will demonstrate how that adoption information is shared statewide through a searchable Resources table, an interactive zero-textbook-cost transfer degree ("Z-Degree") graphic that highlights OER adoptions for the state's high-enrollment courses, and a new "My Z-Degree" tool for administrators to build their own zero-cost degree pathways based on adoptions at their institutions.

Learning Outcomes: - See how Oregon instructors share their OER and other no-cost material adoptions with colleagues across institutions
- Learn about the API and methods used to develop the Resources table and Z-Degree tools on the Open Oregon website

avatar for Tamara Marnell

Tamara Marnell

ILS & Discovery Services Librarian, Central Oregon Community College
At COCC, I manage everything at the library with a URL or a CPU. I also provide reference services, teach Information Literacy classes, and participate on the Systems Team for the Orbis Cascade Alliance.

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

3:30pm EST

Sustainable Textbooks through Curation of Student Work
In this lightning session, Kathy will discuss her solution to developing Open Textbooks for Graduate Students. When she first began to curate books, she realized that Graduate Education lacked open resources. Her solution was to co-create books using a low-risk solution that actively engaged students.

Learning Outcomes: Describe a process to create and sustain OER textbooks.
Reframe the issues of sustainability.
Construct a similar model for your classroom.

avatar for Kathy DesRoches

Kathy DesRoches

Director, MS Leadership, granite state college

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