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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
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

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
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

12:30pm 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

4:30pm 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
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

12:30pm 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
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
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