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The Field [clear filter]
Monday, November 9

2:00pm EST

We Can Make a Difference: The Impact of OER Initiatives
This session provides results that show that OER initiatives DO make a different, and that this difference can be substantial.
Open Educational Resources have been around for more than a decade, yet the majority of U.S. higher education faculty remain unaware. How can that be? Clearly, the marketing of OER as an idea to teaching faculty has failed. However, all is not lost.
A Bay View Analytics study of 4,339 faculty and 1,431 chairpersons from public institutions shows that faculty who are aware of an OER initiative adopt OER at three to four times the rate of those who are not aware. Likewise, those aware of initiatives also report much higher willingness to consider future adoption of OER. These results span all types of faculty and all types of higher education institutions.
The results demonstrate that there is potential to build far greater awareness of OER among teaching faculty, using the systems and mechanisms already in place. The presentation will address what next steps show the most promise, based on the reported results.

Learning Outcomes:
Participants will learn:
1.What is an OER Initiative?
2.What are the different types of OER Initiatives?
3.What impact do OER Initiatives have on faculty decisions about course materials?
4.How does COVID impact OER adoptions and OER initiatives?
5.Recommendations and next steps for participants

avatar for Tanya Spilovoy

Tanya Spilovoy

Director, Open Policy, WCET (WICHE Cooperative for Educational Technologies)
avatar for Jeff Seaman

Jeff Seaman

Director, Bay View Analytics

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

2:30pm EST

Heard at a Tenure/Promotion meeting...What is OER?
The nature of scholarship as well as the value of the “scholarship of teaching” have been debated for decades. OERs are a tough sell to tenure and promotion committees in great part due to the combination of historical attitudes toward textbook authorship and the skepticism that developed surrounding digital publications. This presentation will provide a historical view of faculty and administrative attitudes that have surrounded the production of textbooks throughout the last century as well as those that developed with growing scholarly production of digital objects.

The speaker will outline methods that have been employed by scholarly institutions to address these concerns.

Learning Outcomes:
1. Attendees will become familiar with the history of textbooks and attitudes toward textbook authors by faculty committees
2. Attendees will become familiar with the issues of acceptability of digital publication by faculty committees
3. Attendees will be able to identify potential methods for changing campus attitudes toward the value and scholarship of OER creation

avatar for Lora Lennertz

Lora Lennertz

Data Services Librarian, University of Arkansas

Monday November 9, 2020 2:30pm - 2:55pm EST
Concurrent 2
  The Field, Presentation

4:00pm EST

Iterating Stewardship in Open Education: A Discussion with Regional Leaders in Open Education
Regional Leaders in Open Education (RLOE) was launched in 2019 by CCCOER members to explore and articulate issues for Open Education as an emerging profession. Focal areas are professionalism, policy and strategy, sustainability, and stewardship.

Join the RLOE workgroup on stewardship for a lively discussion of key topics that will inform a respectful iteration of the CARE Framework of 2018.

We are not interested in policing the actions of others. Rather, we aim to articulate evolving ideals for good OER stewardship, recognizing that many perspectives and motives make for a healthy field. We approach this discussion with gratitude to the authors of the CARE Framework.

Propositions and questions to be discussed by participants include:

1.Recognizing that labor arrangements sometimes place an inequitable burden on contingent faculty and support staff, how do stewards support and seek appropriate compensation and recognition for creators and collaborators?
2.Recognizing that OER is sometimes embedded in the power structures of those who have traditionally produced and distributed commercialized knowledge, how do stewards encourage contributions by and support for voices of learners who have not been included in commercialized knowledge?
3.Recognizing that openly licensed materials may be re-used in ways that can harm learners, how can stewards consider users’ privacy, and consider the data and surveillance practices of platforms that host OER?
4.Recognizing that learners sometimes are not able to exercise agency with respect to their artifacts and data, how do stewards promote learners’ rights to exercise informed consent around their artifacts and data?

Learning Outcomes:
Participants will:
•Identify emerging concerns around stewardship in Open Education.
•Articulate emerging approaches to enacting good stewardship in Open Education.
•Provide input on the next steps for this iteration of a statement of good stewardship.

avatar for James Glapa-Grossklag

James Glapa-Grossklag

Dean, College of the Canyons
James Glapa-Grossklag is the Dean of Educational Technology, Learning Resources, and Distance Learning at College of the Canyons (California, USA). He directs the statewide CCC DECT grant and also co-coordinates Technical Assistance for the CCC Zero Textbook Cost grant program. James... Read More →
avatar for Nathan Smith

Nathan Smith

Professor and OER Coordinator, Houston Community College
avatar for Judith Sebesta

Judith Sebesta

Executive Director, Digital Higher Education Consortium of Texas
avatar for Andrew McKinney

Andrew McKinney

OER Coordinator, CUNY

Monday November 9, 2020 4:00pm - 4:25pm EST
Concurrent 4
  The Field, Presentation
Tuesday, November 10

1:00pm EST

On the Possibility of Involving Graduate Students in OpenEd’s Shift from Niche to Default
Graduate students are oddly placed in the Academy, wearing multiple hats that range from learner, to teaching assistant, to full-on instructor.  Yet, graduate students appear to be missing from—and missing out on—discussions around Open Education. 

Graduate students seem perfectly positioned to shift the perspective on OpenEd from niche to default. Graduate students are at once the trainees and the trainers, receiving instruction and providing it to multiple audiences.  Graduate students often create content for folks beyond the classroom too, through the likes of grant reports, policy briefs, public scholarship, and peer-to-peer resources.  In a way, graduate students are the mediators in the educational world who are looking towards next steps in their careers.

The possibilities of involving graduate students appear to be mutually beneficial:  stakeholders in OpenEd can broaden their impact by engaging with graduate students early on in their professionalization, while graduate students can gain exposure and proficiency in skills as they go on to different professions within the education sector.  As a graduate student and a newcomer to Open Education, this possibility makes me feel both incredibly hopeful and like it’s too good to be true.

My presentation is divided into three sections, loosely structured by the following questions.
(Q1) How are graduate students currently positioned to get involved with/in OpenEd?
(Q2) What initiatives can better integrate OpenEd and graduate student communities?
(Q3) What other opportunities and resources might come from graduate student involvement with/in OpenEd?
With a nod to speculating brighter futures, I invite attendees to imagine an educational world where folks were trained Open Education leaders earlier on in their professionalization.

Learning Outcomes:
(1) To reflect on the current role of graduate students in OpenEd. As someone new to Open Education, I propose three points of intervention.
(2) To hypothesize that actively engaging with grad students could increase the possibility of shifting OpenEd principles from niche to default. I propose two potential initiatives.
(3) To ideate ways of increasing graduate student involvement in creating, sharing, and applying Open Pedagogy principles. I am eager for community feedback.

avatar for Maya Hey

Maya Hey

PhD Candidate, Concordia University (Montreal, Canada)
Hey! I'm interested in getting graduate students involved with OER as learners, instructors, researchers, content creators, and public intellectuals. I'm also happy to talk about food, feminist thought, and fermentation — the three domains of my dissertation. 

Tuesday November 10, 2020 1:00pm - 1:25pm EST
Concurrent 5
  The Field, Presentation

3:00pm EST

Reimagining Power in OER Labor
Open education is built upon values of collaboration, inclusivity, equity, and accessibility, yet these same values are not consistently reflected in the hiring, management, and support of OER practitioners. Specifically, librarianship, a field that is feminized but not feminist, espouses values of democracy and access while perpetuating oppressive systems. In this presentation, we discuss how feminist theory offers an avenue for exploring this dissonance, with a focus on the conceptualization of power and that impact on OER labor. Recognizing librarianship’s and feminism’s historic privileging of cisgendered, white, middle-class women, we adopt Crenshaw’s (1989) framework of intersectionality to explicitly address structural marginalization and oppression in the field. Following this brief presentation, we invite participants to join us in reimagining how power might be shared among OER creators, collaborators, and consumers to foster more equitable labor conditions. In breakout rooms, participants will critique the applicability of feminist theory to OER labor, offer suggestions for alternative theoretical frameworks, and co-develop action items to aid in translating theory to practice.

Learning Outcomes:
At the end of the session, participants will be able to…
1.) Apply tenets of feminist theory to a discussion of power imbalances in OER labor
2.) Critique the applicability of feminist theory to power imbalances in OER labor
3). Collaboratively develop action items for applying theory to practice in combating power imbalances in their own professional contexts

Slides:https://bit.ly/OERLaborSlides & Resource Document: https://bit.ly/OERLaborResources

avatar for Lindsay Inge Carpenter

Lindsay Inge Carpenter

Pedagogy Librarian, University of Maryland, College Park
avatar for Jessica Dai

Jessica Dai

Librarian, West Virginia University

Tuesday November 10, 2020 3:00pm - 3:25pm EST
Concurrent 3
  The Field, Presentation

4:30pm EST

Collaborative Practice: Critical Information Literacies in Open Pedagogy
At its core, open pedagogy (OP) is teaching practices that facilitate the collaborative and transparent construction of knowledge made openly available through online communities. OP de-centers the instructor from the information expert to a facilitation role that supports student negotiation of ideas and transforms their learning into open knowledge sources (e.g. blogs, wikis, videos, etc.). With the introduction of critical information literacy to librarianship, instruction continues to teach how information is created, accessed, and used but also works to make visible the impacts of the social, political, and economic systems that influence what is created, how it is created, and how it is made accessible.

Using the lens of critical information literacy within librarianship, this session will provide examples of the integration of critical information literacy practices within the OP classroom, the kinds of information addressed to support students in these environments, and the transformative nature of these two complementary blended instructional methods.

Learning Outcomes:
Understand what open pedagogy entails in theory and practice
Understand what critical information literacy entails in theory and in practice
Evaluate how open pedagogy and critical information literacy are complimentary

avatar for Erin Fields

Erin Fields

Open Education & Scholarly Communications Librarian, University of British Columbia

Tuesday November 10, 2020 4:30pm - 4:55pm EST
Concurrent 4
  The Field, Presentation

6:30pm EST

How Open is It? Developing a Framework for "Open Pragmatism" through Examination of OpenCourseWare
While open licensing is a foundational aspect of open educational resources, there are several "factors" that educators must use to achieve openness in their course design. This study builds on the previous work of the authors' conceptual framework, titled "Open Enough?," for evaluating the level of openness within Open CourseWare (OCW) (McNally & Christiansen, 2019). In the previous work, the authors proposed eight factors that educators should consider when undertaking OCW development. The authors also argued that these eight factors could be used to assess the openness of existing OCW. The goal of this pilot study was to answer the following question:

1) Is the "Open Enough" framework and its eight factors robust enough to analyze (or measure) the level of openness in an existing OCW?

2) Are additional, or modified, factors necessary?

3) Are the factors practical measures for the assessment of existing OCW? Are there particular factors which are too subjective or too broad?

For this analysis, the authors randomly selected five recent open courses from two prominent OCW databases - TU Delft and MIT OpenCourseWare - for a total of ten OCW. Each course was assessed on each of the eight factors which included Copyright/Open Licensing Frameworks, Accessibility/Usability Formatting, Language, Support Costs, Assessment, Digital Distribution, File Format, and Cultural Considerations. The level of openness of each factor was classified as Closed, Mixed, or Most Open - recognizing that these buckets of analysis are broad and could further be subdivided.

In general, the "Open Enough" framework was fairly effective for determining openness in existing OCW with some caveats. The Cultural Considerations and Usability factors were ultimately too subjective to measure and were subsequently removed from the revised version of the framework. The analysis of these OCW showed that openness among the sampled courses was inconsistent. Some of the factors were consistently open throughout the sampled courses while other factors, specifically Language, Materials Costs, and File Format, were quite closed. Overall, there was a lack of editable materials that led the authors to reconsider what openness should be in the context of OCW. The results of the analysis were used to revise the framework. This pilot study served as a proof of concept for using their framework as a tool for analysis.

Learning Outcomes:
After attending this presentation, participants will

- develop a better understanding of the multitude of factors that influence openness, beyond copyright.

- be able to articulate how to address OCW development pragmatically and holistically

- understand the limitations of OCW and which factors of 'openness' require the largest time commitment to implement.
Additional resources
- Previous paper- Google Slides

avatar for Michael McNally

Michael McNally

Associate Professor, University of Alberta
Michael B. McNally is an Assistant Professor at the School of Library and Information Studies at the University of Alberta. His research interests include intellectual property and its alternatives including open educational resources, user-generated content, radio spectrum management... Read More →
avatar for Erik Christiansen

Erik Christiansen

Assistant Professor/Librarian, Mount Royal University
Erik G. Christiansen is an Assistant Professor/Librarian at Mount Royal University in Calgary, Alberta. His research interests include open pedagogy and OER, scaffolded information literacy instruction, and Web accessibility and usability for libraries. Previously, he worked as an... Read More →

Tuesday November 10, 2020 6:30pm - 6:55pm EST
Concurrent 2
  The Field, Presentation
Wednesday, November 11

1:00pm EST

How Does OER Efficacy Vary Based on Student Age and Course Modality? A Multi-institutional Analysis
Open educational resources (OER) are teaching and learning materials that are available without access fees. Previous findings have indicated that learning outcomes are similar between OER and commercial resources (which typically require fees to access), but there is considerable variation in the findings (Clinton & Khan, 2019; Hilton, 2019). It is not well known which students in what kinds of courses may have different outcomes with OER use. The purpose of this study is to examine how OER interacts with two characteristics that are becoming more commonplace in higher education: students older than typical age and online courses (Markle, 2015; Ortagus, 2017). Students older than typical age and in online courses were of particular interest as both these characteristics are associated with lower college retention rates (Chen et al., 2020; Cochran et al., 2014; Murphy & Stewart, 2017). It was anticipated that OER would be more beneficial for students older than typical age and those enrolled in online courses due to the lower costs and flexibility afforded by OER. Students older than typical age are more likely to come from lower SES backgrounds and often have more financial responsibilities than their younger peers (Goldrick-Rab & Han, 2011). In online courses, students report using their course materials more (Cuttler, 2019) and were more likely to take advantage of potentially helpful features in their OER (e.g., animations, videos, and links; Lindshield & Adhikari, 2013).
To test these ideas, a dataset from seven public postsecondary institutions (two and four year) in Maryland with 9,475 course outcomes was analyzed. Based on multilevel modeling findings, typically-aged students had higher grades with OER whereas OER did not reliably relate to the grades of students older than typical age. This was contrary to what was anticipated, but may be due to students older than typical age viewing course materials as investments and budget accordingly (Heagney & Benson, 2017). There were no differences between students in online and face to face courses. However, students older than typical age in face to face courses with OER had greater enrollment intensity (number of credits in a term). OER was not associated with withdrawal rate, contrary to previous findings. This may be due to the low withdrawal rate (6.2%) in this dataset causing floor effects. Future directions include a need to consider instructor effects and directly hearing student voices on OER.

Learning Outcomes:
This study examined how OER adoption interacted with student age and course modality in course grades, withdrawals, and course enrollment.
An overall benefit of OER adoption was found, but was limited to typically-aged students (no difference for students older than typical age).
There was no effect of OER adoption on course withdrawal rate for any groups.
An overall benefit of OER adoption on enrollment was found, but only for students older than typical age in face to face courses.

avatar for MJ Bishop

MJ Bishop

Associate Vice Chancellor and Director, Kirwan Center for Academic Innovation, University System of Maryland
Dr. MJ Bishop directs the University System of Maryland’s William E. Kirwan Center for Academic Innovation, which was established in 2013 to enhance USM's position as a national leader in higher education transformation. The Kirwan Center conducts research on best practices, disseminates... Read More →
avatar for Virginia Clinton-Lisell

Virginia Clinton-Lisell

Assistant Professor, University of North Dakota
Dr. Virginia Clinton-Lisell began her career in education as an ESL teacher in New York City. She then obtained her PhD in Educational Psychology with a minor in Cognitive Science at the University of Minnesota where she was trained in educational research. She has published over... Read More →

Wednesday November 11, 2020 1:00pm - 1:25pm EST
Concurrent 1
  The Field, Presentation

1:00pm EST

OER Sustainability through Capacity Building, Equity & Research: Updates from the DOERS3 Initiative
Since its formation in 2017, the DOERS3 Initiative (Driving OER Sustainability for Student Success) has grown to include 23 member organizations that represent over 650 higher education institutions serving over 6 million students. This collaborative has focused on three main areas of OER sustainability as a means for student success: Capacity Building, Equity, and Research.

This panel is made up of three experienced DOERS3 leaders who will share updates and insights gained by their work within the focal areas of Capacity Building, Equity, and Research.

Topics to be covered are:
•The role of campus stores in listing and fulfilling OER
•The recognition of OER activities in the Tenure & Promotion process
•The role OER play in advancing equity
•The study of the impact OER has on student learning outcomes
•The navigation of the complex learning materials market

This session will start with a presentation on the exciting work of the DOERS3 Collaborative, include an interactive discussion between panelists on the learnings to date through the collaboration, and then move to audience Q&A so participants can engage with the presenters and raise pressing questions.

Learning Outcomes:
Attendees will learn about how this collaborative of systemwide, statewide, and provincewide OER initiatives is addressing topics such as how bookstore providers can improve OER listing and print fulfillment, recognition of OER activities in the tenure and promotion process, what role OER play in advancing equity, and creating a data archive to study the impact of OER on student learning outcomes.

avatar for Kevin Corcoran

Kevin Corcoran

Executive Director, Digital Learning, Connecticut State Colleges & Universities
avatar for Andrew McKinney

Andrew McKinney

OER Coordinator, CUNY
avatar for James Hallmark

James Hallmark

Vice Chancellor for Academic Affairs, The Texas A&M University System
James Hallmark currently serves as Vice Chancellor for Academic Affairs for the Texas A&M University System. In this position, Hallmark oversees all matters involving faculty, curriculum, student affairs, student success, enrollment management/admissions, and special projects for... Read More →
avatar for Clarenda Phillips

Clarenda Phillips

Provost and Vice President, Texas A&M University - Corpus Christi

Wednesday November 11, 2020 1:00pm - 1:25pm EST
Concurrent 5
  The Field, Presentation

5:00pm EST

Planned Research Study on Impact of No-Cost/Low-Cost Schedule Designation
A research team in Oregon seeks to determine whether the no-cost/low-cost schedule designation required at Oregon’s community colleges and universities by HB 2871 has an effect on student enrollment behavior. Additionally, we seek to determine whether the no-cost/low-cost schedule designation has an effect on course completion and whether there is a different effect for traditionally underserved student populations. This presentation will share our study design and planned research method. The results of this study will help us answer questions from faculty, bookstore managers, and other stakeholders about the impact of the schedule designation.

Our research questions are as follows:

1.Does the presence of no-cost/low-cost schedule designation affect student enrollment behavior?
2.Is there a significant difference in enrollment intensity in courses with the no-cost/low-cost schedule designation compared to courses without the designation?
3.Is there a significant difference in course enrollment, course fill rate, or enrollment intensity if the data is disaggregated as follows: part-time vs full-time status, race/ethnicity, Pell grant eligibility, age, and sex/gender?

Learning Outcomes:
1. Attendees will become familiar with this project and the projected research process.

2. Attendees will be given contact information and the opportunity to offer feedback on this project in the coming year.

3. Attendees will be given the opportunity to discuss future collaboration.

Link to slides: https://tinyurl.com/designationstudy

Link to more info on research question and data request: https://tinyurl.com/designationstudymethod

avatar for Amy Hofer

Amy Hofer

Coordinator, Statewide Open Education Library Serv, Open Oregon Educational Resources
Amy Hofer, Coordinator, Statewide Open Education Library Services, is the OER librarian for Oregon's 24 community colleges and universities. You can visit the Open Oregon Educational Resources website at openoregon.org. By night she is a fiddler and square dance caller.
avatar for Jennifer Lantrip

Jennifer Lantrip

Interim Library Coordinator, Umpqua Community College
avatar for Shauna McNulty

Shauna McNulty

Assistant Professor, Umpqua Community College

Wednesday November 11, 2020 5:00pm - 5:25pm EST
Concurrent 1
  The Field, Presentation
Thursday, November 12

10:00am EST

Open Education Research: Insights from the Global OER Graduate Network
This session will present an overview of the Global OER Graduate Network (GO-GN) Research Methods Handbook. The aims of the GO-GN are:
- to raise the profile of research into open education,
- to offer support for those conducting PhD research in this area, and
- to develop openness as a process of research.

More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice.

The Handbook was developed by members of the network who are researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.

To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be described. Theoretical perspectives will be outlined (though not fully explored).

The Handbook benefits from a range of illustrations (courtesy of Bryan Mathers) which are intended to make the Handbook more relatable and accessible. Reflections on the process of creating the visual journey will be shared.

Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).

Learning Outcomes:
- Delegates will benefit from an overview of research methods in open education
- Processes of open collaboration to produce a manuscript will be shared
- Supporting critical reflection on practice

avatar for Robert Farrow

Robert Farrow

Senior Research Fellow, The Open University
Senior Research Fellow @openuniversity / Open Education through a philosophical lens / Projects: @oer_hub @gogn_oer / Cat: @tailz_of_terrorProject URLS:http://oerhub.net/https://oerworldmap.org/http://go-gn.net/http://www-jime.open.ac.uk/

Thursday November 12, 2020 10:00am - 10:25am EST
Concurrent 5
  The Field, Presentation
Friday, November 13

10:30am EST

Student Textbook Usage in the Age of Skyrocketing Costs: Would OER Help?
The escalating prices of undergraduate textbooks have dramatically increased student financial burdens in the last 20 years and led many to forgo purchasing required textbooks. Seeking assist students, instructors are increasingly using Open Educational Resources (OER), free online textbooks. However, growing OER usage occurred with another trend, a steady decline in students reading assigned textbooks. Researchers have discovered that up to 78% of undergraduates now do not regularly read assigned textbooks. This raises 3 questions. To what extent is this decline related to high textbook prices? Would providing students free OER materials improve their learning, particularly with regards to doing required readings? If so, could teaching using OER improve student learning?

This presentation is a summary of the findings of a survey study conducted in spring and fall 2020, which tested the validity of two hypotheses: 1. High textbook prices negatively affect students’ reading of required course materials. 2. Instructors can mitigate the problem by using OER to improve students reading. The study surveyed 600 students in 6 courses from a 4-year public research university in South Carolina, which have subjects ranging from English to Engineering. The study compared responses from different student groups: those in STEM courses, where textbooks are generally more expensive, those from other subjects, students at different undergraduate grade levels, from different household income groups, and students from economically disadvantaged ethnic minorities. The survey questionnaire assessed how often these students purchase required textbooks and their reasons for doing so; if and how they complete assigned readings and if this decision has hurt their grades. It seeks to find out if a causal relationship exists between high textbook prices and student ability to purchase these textbooks, their reading of required texts, and how high textbook prices are affecting the reading habits of students from different socio-economic and ethnic groups. The questionnaire also assessed students’ attitudes toward OER compared to traditional textbooks, how different instructors used OER textbooks and if there are certain teaching strategies that led students to actively read them. The presentation analyzes survey results through ANOVA statistical tests and uses them to offer suggestions on how instructors can use OER to better motivate students to do required readings.

Learning Outcomes:
1. Attendees will be introduced to the topic of how students are learning using OER and how effectively they are using them in their studying.

2. Attendees will learn how the high cost of textbooks is shaping the study habits of students from different financial, racial/ethnic and other backgrounds.

3. Attendees will learn what strategies instructors can employ to improve student learning and studying using OER.

avatar for Yang Wu

Yang Wu

Open Resources Librarian, Clemson University

Friday November 13, 2020 10:30am - 10:55am EST
Concurrent 3
  The Field, Presentation
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