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Strategies [clear filter]
Monday, November 9

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

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

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

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
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  Strategies, Lightning Talk
Wednesday, November 11

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

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
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  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
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  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

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
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  Strategies, Lightning Talk
Friday, November 13

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
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  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
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  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
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  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
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  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
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  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
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  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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