1 00:00:06,210 --> 00:00:08,970 Good afternoon everyone. Welcome to the 2 00:00:08,970 --> 00:00:12,240 Introduction to Open Educational Resources webinar 3 00:00:12,240 --> 00:00:15,660 presentation, a collaboration with the Tennessee 4 00:00:15,690 --> 00:00:18,750 Higher Education Commission Task Force on Text- 5 00:00:18,780 --> 00:00:24,010 Book affordability. I am Nancy KingSanders, Vice 6 00:00:24,010 --> 00:00:26,080 Provost for Student Achievement at Austin Peay 7 00:00:26,080 --> 00:00:29,590 State University joining me as presenters for 8 00:00:29,590 --> 00:00:33,560 today's webinar are Elizabeth Spica, a PhD 9 00:00:33,580 --> 00:00:36,100 Candidate in Educational Leadership and Policy 10 00:00:36,100 --> 00:00:38,680 Studies at the University of Tennessee Knoxville 11 00:00:39,160 --> 00:00:41,400 where she works as a Graduate Research Assistant 12 00:00:41,410 --> 00:00:44,110 in the UT Libraries Office of Scholarly 13 00:00:44,110 --> 00:00:46,900 Communication and Publishing and was recently 14 00:00:46,900 --> 00:00:49,430 awarded an OER Research Fellowship of the Open Education Group. 15 00:00:50,230 --> 00:00:53,380 Dr. Ryan Korstange, Assistant Professor in the 16 00:00:53,380 --> 00:00:55,780 University Studies Department at Middle Tennessee 17 00:00:55,780 --> 00:00:58,870 State University where he coordinates the academic 18 00:00:58,870 --> 00:01:02,260 first year and transfer curricula. And Ashley Sergiadis, 19 00:01:02,260 --> 00:01:05,620 a Digital Scholarship Librarian and 20 00:01:05,620 --> 00:01:07,930 Assistant Professor at East Tennessee State 21 00:01:07,930 --> 00:01:11,470 University where she co-coordinates ETSU's 22 00:01:11,590 --> 00:01:15,580 Open and Affordable Initiatives and manages ETSU's 23 00:01:15,580 --> 00:01:17,740 institutional repository. 24 00:01:22,300 --> 00:01:25,900 It is commendable that you are attending today's 25 00:01:25,900 --> 00:01:29,260 webinar which will provide three focus areas: What 26 00:01:29,260 --> 00:01:32,620 are open educational resources, What does an open 27 00:01:32,620 --> 00:01:35,650 educational resource textbook look like? And how 28 00:01:35,650 --> 00:01:38,560 can I get started with open educational resources? 29 00:01:39,400 --> 00:01:41,890 Following the presentations there will be time for 30 00:01:41,890 --> 00:01:44,860 questions and answers. So please feel free to 31 00:01:44,860 --> 00:01:48,160 enter your questions in the Q&A box at any time 32 00:01:48,160 --> 00:01:50,770 during the webinar. We'll collect all of the 33 00:01:50,770 --> 00:01:53,050 questions on a running document and make sure to 34 00:01:53,050 --> 00:01:55,630 answer any ones we can't address during the Q&A. 35 00:01:56,440 --> 00:01:59,530 Today's webinar is being recorded and a link to 36 00:01:59,530 --> 00:02:02,140 access the recording will be posted on the THEC 37 00:02:02,290 --> 00:02:05,710 textbook affordability Web site, the link for which 38 00:02:05,710 --> 00:02:07,420 we'll share later in the presentation. 39 00:02:09,730 --> 00:02:12,140 We're having this conversation today because open 40 00:02:12,160 --> 00:02:15,460 educational resources present a great solution to 41 00:02:15,460 --> 00:02:18,310 the problem of high cost textbook and course 42 00:02:18,310 --> 00:02:21,940 materials. According to the US Bureau of Labor 43 00:02:21,940 --> 00:02:24,910 Statistics textbook prices have risen by one 44 00:02:24,910 --> 00:02:29,980 thousand forty one percent between 1997 and 2015. 45 00:02:31,540 --> 00:02:34,600 Moreover textbook prices affect students and 46 00:02:34,600 --> 00:02:38,320 create a barrier to student success. Research 47 00:02:38,320 --> 00:02:40,930 shows the costs of course materials can present 48 00:02:40,990 --> 00:02:44,230 issues for students in terms of their ability to 49 00:02:44,230 --> 00:02:47,290 succeed in coursework and make timely progress to 50 00:02:47,290 --> 00:02:50,590 graduation. In a survey of over twenty one 51 00:02:50,590 --> 00:02:53,920 thousand students across forty two and four year 52 00:02:53,920 --> 00:02:57,460 public institutions in Florida only 23 percent of 53 00:02:57,460 --> 00:03:00,490 respondents said financial aid covered all of 54 00:03:00,490 --> 00:03:03,430 their textbooks indicating that these costs are 55 00:03:03,430 --> 00:03:06,490 contributing to the rising levels of student debt 56 00:03:06,610 --> 00:03:09,940 as well. Similar findings have been reported 57 00:03:09,940 --> 00:03:13,270 nationally including most recently from the U.S. 58 00:03:13,270 --> 00:03:16,790 Public Interest Research Group that indicates 65 59 00:03:16,840 --> 00:03:19,390 percent of students are still avoiding buying 60 00:03:19,390 --> 00:03:22,810 their course materials because of cost. During the 61 00:03:22,810 --> 00:03:25,240 current pandemic it is even more crucial for 62 00:03:25,240 --> 00:03:28,380 students to be able to afford and have access to 63 00:03:28,390 --> 00:03:31,600 course materials at the beginning of their courses. 64 00:03:35,190 --> 00:03:38,640 For our higher education students in Tennessee we 65 00:03:38,640 --> 00:03:41,640 know that students are avoiding buying textbooks 66 00:03:42,030 --> 00:03:45,360 taking fewer courses earning poor grades and even 67 00:03:45,420 --> 00:03:48,240 avoiding certain majors because of the high cost 68 00:03:48,240 --> 00:03:51,540 of textbooks. We also know that they are largely 69 00:03:51,540 --> 00:03:54,690 funding these purchases with personal savings and 70 00:03:54,690 --> 00:03:58,170 student loans. Student Public Interest Research 71 00:03:58,170 --> 00:04:00,780 Group study of 2018 reports that 72 00:04:00,780 --> 00:04:05,310 nationwide each year three billion dollars of 73 00:04:05,310 --> 00:04:08,490 federal student aid goes to pay for textbooks if 74 00:04:08,490 --> 00:04:10,920 textbooks were not expensive enough the first time 75 00:04:10,920 --> 00:04:13,410 they're purchased, think about students who use 76 00:04:13,410 --> 00:04:16,980 loans to pay for course materials that must repay 77 00:04:16,980 --> 00:04:19,350 the original cost of the course materials amount 78 00:04:19,620 --> 00:04:22,860 plus interest. At a loan rate of 6.8%, 79 00:04:22,860 --> 00:04:25,080 one hundred and nineteen 80 00:04:25,080 --> 00:04:28,020 dollars and 18 cents you see is the average cost 81 00:04:28,380 --> 00:04:31,020 per course actually amounts to about one hundred 82 00:04:31,020 --> 00:04:33,120 and sixty five dollars when making the minimum 83 00:04:33,120 --> 00:04:36,930 payments over time. Five courses is five hundred 84 00:04:36,930 --> 00:04:40,410 and ninety five dollars and 90 cents or eight 85 00:04:40,410 --> 00:04:43,110 hundred and fifty two with minimum loan payments. 86 00:04:43,950 --> 00:04:47,010 There are many benefits to using open educational 87 00:04:47,010 --> 00:04:50,340 resources for students and faculty. On average 88 00:04:50,580 --> 00:04:52,620 students save one hundred and sixteen dollars and 89 00:04:52,620 --> 00:04:54,930 ninety four cents per course where open 90 00:04:54,930 --> 00:04:57,300 educational resources are in use over 91 00:04:57,300 --> 00:05:00,360 traditionally copyright at alternate alternatives 92 00:05:01,020 --> 00:05:03,810 according to the impact of open educational 93 00:05:03,810 --> 00:05:07,450 resources on various student success metrics. A 94 00:05:07,500 --> 00:05:11,550 2018 article by Colvard Watson and Park in the 95 00:05:11,550 --> 00:05:13,740 International Journal of Teaching and Learning in 96 00:05:13,740 --> 00:05:16,740 Higher Education, OERs improve end of 97 00:05:16,740 --> 00:05:20,670 course grades and decrease the D. F and withdrawal 98 00:05:20,760 --> 00:05:23,640 letter grade rates for all students, Pell 99 00:05:23,640 --> 00:05:26,460 recipients students, part time students, and 100 00:05:26,460 --> 00:05:29,040 populations historically underserved by higher 101 00:05:29,040 --> 00:05:33,060 education. OERs provide the opportunity for 102 00:05:33,060 --> 00:05:35,880 students to review course materials before the 103 00:05:35,880 --> 00:05:38,910 term begins, enabling them to make more informed 104 00:05:38,910 --> 00:05:41,520 decisions in choosing their courses and the 105 00:05:41,520 --> 00:05:45,030 opportunity to prepare for the class further. 106 00:05:45,240 --> 00:05:48,180 Students have the ability to revisit their course 107 00:05:48,180 --> 00:05:51,150 materials after the semester is over to 108 00:05:51,150 --> 00:05:53,520 refresh their memories or to further study the 109 00:05:53,520 --> 00:05:56,790 topics. OER course materials help them 110 00:05:56,790 --> 00:05:59,460 reinforce what they have learned and further 111 00:05:59,460 --> 00:06:01,380 develop their level of understanding in the 112 00:06:01,380 --> 00:06:05,010 subject area. Faculty are able to fully tailor 113 00:06:05,010 --> 00:06:08,730 content to specific learning outcomes. Also, 114 00:06:08,790 --> 00:06:12,030 students have rated college faculty who use open 115 00:06:12,030 --> 00:06:15,030 materials to be kinder, more encouraging, and more 116 00:06:15,030 --> 00:06:18,090 creative than faculty using a traditionally 117 00:06:18,090 --> 00:06:21,240 copyrighted textbook, according to research from 118 00:06:21,270 --> 00:06:26,310 Vojtech and Grissett 2017. What are open 119 00:06:26,320 --> 00:06:29,230 educational resources? I would like to turn the 120 00:06:29,230 --> 00:06:32,190 webinar over to Elizabeth Spica. 121 00:06:36,330 --> 00:06:40,540 Thanks Nancy. As Nancy mentioned, my name is 122 00:06:40,600 --> 00:06:43,180 Elizabeth Spica and I'm a Ph.D. candidate at the 123 00:06:43,180 --> 00:06:44,980 University of Tennessee Knoxville where my 124 00:06:44,980 --> 00:06:46,870 research centers around course material 125 00:06:46,930 --> 00:06:50,750 affordability. I'm also an OER Research Fellow. 126 00:06:50,800 --> 00:06:53,230 So I'm excited to share with you today what 127 00:06:53,230 --> 00:06:56,320 exactly are open educational resources, what 128 00:06:56,320 --> 00:06:59,020 distinguishes them from traditionally copyrighted 129 00:06:59,020 --> 00:07:02,260 materials, and how can you recognize OER when 130 00:07:02,260 --> 00:07:05,620 you come across it. So, by definition, open 131 00:07:05,620 --> 00:07:08,350 educational resources are teaching learning and 132 00:07:08,350 --> 00:07:11,710 research materials whether written in video form, 133 00:07:11,770 --> 00:07:15,280 audio form, in any format, that reside either in the 134 00:07:15,280 --> 00:07:18,430 public domain or they're licensed in a manner that 135 00:07:18,430 --> 00:07:22,600 allows everyone the opportunity to access them and 136 00:07:22,600 --> 00:07:25,210 share them. And basically to engage in the five 137 00:07:25,240 --> 00:07:27,610 R activities that you see here on this slide. 138 00:07:27,700 --> 00:07:29,810 And I'll talk more about those in just a second. 139 00:07:30,730 --> 00:07:34,030 Creators of Open Educational Resources apply a 140 00:07:34,030 --> 00:07:36,970 Creative Commons license to those works which is 141 00:07:36,970 --> 00:07:40,270 the C symbol that you also see here in this image. 142 00:07:40,660 --> 00:07:43,360 Now this is in contrast to the copyright symbol 143 00:07:43,360 --> 00:07:46,450 that we're all used to seeing with the C inside 144 00:07:46,450 --> 00:07:49,780 of the circle. So Creative Commons licences 145 00:07:50,020 --> 00:07:53,110 basically legally enforce the sharing of the work. 146 00:07:53,980 --> 00:07:56,140 I don't know if you are aware but in the United 147 00:07:56,140 --> 00:07:58,930 States and in most other places copyright is 148 00:07:58,960 --> 00:08:02,140 automatic. Whether you want it or not. And while 149 00:08:02,140 --> 00:08:04,930 some creators want to reserve all of the rights 150 00:08:04,930 --> 00:08:07,510 afforded to them by creating materials, which is 151 00:08:07,510 --> 00:08:12,100 fine, other creators such as educators want to 152 00:08:12,400 --> 00:08:14,860 enforce the sharing of those materials. And so 153 00:08:14,860 --> 00:08:17,260 this is where Creative Commons licences come in. 154 00:08:17,590 --> 00:08:19,900 So let's dig into this definition a little more 155 00:08:19,900 --> 00:08:23,890 closely starting with the public domain. You're 156 00:08:23,890 --> 00:08:25,840 probably familiar already with public domain 157 00:08:25,840 --> 00:08:28,960 materials. Basically anything in the public domain 158 00:08:29,080 --> 00:08:31,780 is free of copyright restrictions and there are 159 00:08:31,780 --> 00:08:34,000 two major ways that something enters the public 160 00:08:34,000 --> 00:08:36,940 domain. The first one is is that the work was 161 00:08:36,940 --> 00:08:39,730 published before nineteen twenty four or as we 162 00:08:39,730 --> 00:08:42,670 enter twenty twenty one. Nineteen twenty five. And 163 00:08:42,670 --> 00:08:45,460 those works can be indicated by the public domain 164 00:08:45,460 --> 00:08:47,770 Mark. And that's that image up at the top. You 165 00:08:47,770 --> 00:08:50,650 won't always see it but this is the image that's 166 00:08:50,650 --> 00:08:53,950 used in museums and archives that are working with 167 00:08:54,010 --> 00:08:57,040 older materials basically to just to note that yes 168 00:08:57,070 --> 00:09:00,040 this is in the public domain. Another way that 169 00:09:00,040 --> 00:09:02,560 something enters the worldwide public domain is 170 00:09:02,560 --> 00:09:05,830 when the creator says I want it there. And that's 171 00:09:05,830 --> 00:09:07,960 the symbol that you see at the bottom. You can use 172 00:09:07,960 --> 00:09:11,830 the Creative Commons Zero or CC0 tool to 173 00:09:11,830 --> 00:09:14,260 dedicate your work to the public domain. Basically 174 00:09:14,260 --> 00:09:17,290 when you do this you say "Hey, I made this, take it, 175 00:09:17,560 --> 00:09:19,810 use it however you see fit. You don't even have to 176 00:09:19,810 --> 00:09:23,140 give me credit for it." And I know as scholars were 177 00:09:23,140 --> 00:09:25,240 all about giving credit where credit is due but 178 00:09:26,080 --> 00:09:27,760 the people are essentially releasing that 179 00:09:27,760 --> 00:09:31,690 stipulation when they use this tool. So again one 180 00:09:31,690 --> 00:09:33,820 of the biggest misconceptions about open 181 00:09:33,820 --> 00:09:37,060 educational resources is that it has to do with 182 00:09:37,060 --> 00:09:41,200 something being free like "Hey, if it's free then it 183 00:09:41,200 --> 00:09:44,620 must be open!" But that's not necessarily the case. 184 00:09:44,740 --> 00:09:46,960 As you can see here and as you will see with these 185 00:09:46,960 --> 00:09:49,990 Creative Commons licenses, OER has everything to 186 00:09:49,990 --> 00:09:52,330 do with how something is licensed and the 187 00:09:52,330 --> 00:09:54,380 permissions that are afforded by that license. 188 00:09:55,210 --> 00:09:57,880 There are several Creative Commons licenses but 189 00:09:57,880 --> 00:10:00,220 they all comprise these four basic 190 00:10:00,280 --> 00:10:03,130 elements. So I'll give a quick overview of what 191 00:10:03,130 --> 00:10:05,680 these symbols mean when you come across them. The 192 00:10:05,680 --> 00:10:09,850 first one, the Attribution element or CC BY, is the 193 00:10:09,850 --> 00:10:13,210 most open and flexible. This element is part of 194 00:10:13,330 --> 00:10:15,280 every single OER license that you come 195 00:10:15,280 --> 00:10:18,790 across. And it basically indicates that you give 196 00:10:18,790 --> 00:10:22,120 credit to the creator. So creators of OER, no 197 00:10:22,120 --> 00:10:24,610 differently than creators of copyrighted material, 198 00:10:24,820 --> 00:10:27,550 receive credit and attribution for their work. So 199 00:10:27,550 --> 00:10:30,310 when you come across this license it means you 200 00:10:30,310 --> 00:10:34,810 can revise, reuse, remix, redistribute ... all of 201 00:10:34,810 --> 00:10:38,020 those five Rs, just by giving credit to the 202 00:10:38,020 --> 00:10:42,240 author. The second one. No Derivatives or ND, 203 00:10:42,610 --> 00:10:46,120 essentially means the creator says that you have 204 00:10:46,120 --> 00:10:49,780 to share the work as it is. Yes you can use it but 205 00:10:49,780 --> 00:10:52,690 you can't write revise it. You can't mix things up 206 00:10:52,690 --> 00:10:54,850 in the middle of it. You just have to use it as is. 207 00:10:54,910 --> 00:10:59,890 The third symbol, Share Alike or SA, means 208 00:10:59,890 --> 00:11:03,190 that any adaptations that you create based on the 209 00:11:03,190 --> 00:11:06,430 material need to be shared with that same license. 210 00:11:06,910 --> 00:11:10,690 So if you are taking CC BY material, mixing it in 211 00:11:10,690 --> 00:11:14,360 with CC BY and Share-Alike material, the end 212 00:11:14,360 --> 00:11:17,790 license needs to also be Share Alike. The final 213 00:11:17,790 --> 00:11:21,390 symbol, Noncommercial or NC, designates places 214 00:11:21,390 --> 00:11:23,730 where you can only use the work for non-commercial 215 00:11:23,730 --> 00:11:27,240 purposes. Which for us as educators, most of our 216 00:11:27,240 --> 00:11:29,780 uses are non-commercial anyway. 217 00:11:32,040 --> 00:11:35,880 So here they are. The six licenses all comprised 218 00:11:35,880 --> 00:11:38,970 of those four elements that you just saw. And it 219 00:11:38,970 --> 00:11:41,310 all again depends on the rights that that creator 220 00:11:41,310 --> 00:11:44,310 wants to reserve for their creations. These 221 00:11:44,310 --> 00:11:47,280 Creative Commons licenses along with the public 222 00:11:47,280 --> 00:11:50,520 domain material are how you can recognize OER 223 00:11:50,520 --> 00:11:53,760 when you come across it. So just like copyright is 224 00:11:53,940 --> 00:11:57,570 "All Rights Reserved," Creative Commons licenses are 225 00:11:57,570 --> 00:12:00,660 "Some Rights Reserved" depending upon the author's 226 00:12:00,990 --> 00:12:05,380 inclinations. Now the real magic of OER lies 227 00:12:05,470 --> 00:12:09,280 in what my mentor David Wiley coined as the five 228 00:12:09,370 --> 00:12:14,020 Rs -- to retain, reuse, revise, remix, and 229 00:12:14,020 --> 00:12:16,630 redistribute. And it's debatable whether some of 230 00:12:16,630 --> 00:12:20,140 those licenses that we just saw are truly open 231 00:12:20,440 --> 00:12:22,630 because they don't necessarily allow all of these 232 00:12:22,630 --> 00:12:26,350 five Rs. But in general all CC BY material 233 00:12:26,680 --> 00:12:29,140 and truly open material allows you to do these 234 00:12:29,140 --> 00:12:32,080 five things. So what do I mean by being able to 235 00:12:32,080 --> 00:12:34,810 retain something? That means you can control a copy 236 00:12:34,810 --> 00:12:37,420 of that content. You can download it. You can 237 00:12:37,420 --> 00:12:40,360 duplicate it. You can store it. And you can manage 238 00:12:40,360 --> 00:12:43,210 it as you see fit. When it comes to reusing 239 00:12:43,210 --> 00:12:46,030 something, that means you can reuse it in a variety 240 00:12:46,030 --> 00:12:49,330 of ways... not just in your classroom, but on web 241 00:12:49,330 --> 00:12:53,560 sites and videos, study groups and publications 242 00:12:53,560 --> 00:12:56,470 that you want as long again as you attribute that 243 00:12:56,470 --> 00:13:00,340 source. To revise it is one of the really great 244 00:13:00,340 --> 00:13:03,190 benefits of using OER. You can adapt or 245 00:13:03,190 --> 00:13:05,710 modify the content as you see fit. And I think a 246 00:13:05,710 --> 00:13:09,310 general use case is that in order to personalize 247 00:13:09,310 --> 00:13:12,190 your material to the populations that you're 248 00:13:12,190 --> 00:13:15,130 serving you may want to take out the examples that 249 00:13:15,130 --> 00:13:17,260 they're using and insert something that's more 250 00:13:17,260 --> 00:13:20,860 relevant for your students. Also if you want to 251 00:13:20,860 --> 00:13:23,920 take out outdated examples or case studies for 252 00:13:23,920 --> 00:13:27,460 example and put in something more relevant and 253 00:13:27,460 --> 00:13:30,420 current you have the freedom to do that with OCR. 254 00:13:31,420 --> 00:13:34,060 As we look over to remix, another great thing 255 00:13:34,060 --> 00:13:37,090 about all OER is that you can take content and 256 00:13:37,120 --> 00:13:41,610 mix it together to create something new. In terms 257 00:13:41,610 --> 00:13:45,210 of redistribution or the fifth R of redistribute 258 00:13:45,480 --> 00:13:48,150 you can share copies of that original content you 259 00:13:48,150 --> 00:13:50,010 can share your revisions you can share your 260 00:13:50,010 --> 00:13:53,310 remixes with whomever you like for as long as you 261 00:13:53,310 --> 00:13:57,510 like in whatever manner that you like. And so this 262 00:13:57,510 --> 00:13:59,550 also feeds into those benefits that Nancy 263 00:13:59,550 --> 00:14:02,400 mentioned about pedagogy. And Ryan we'll talk more 264 00:14:02,400 --> 00:14:04,710 about this in a minute about how it's affected his 265 00:14:04,710 --> 00:14:07,680 class. But there is an entire body of research 266 00:14:08,310 --> 00:14:10,830 basically dedicated to what's called Open-Enabled 267 00:14:10,890 --> 00:14:13,440 Pedagogy, which are the teaching and learning 268 00:14:13,440 --> 00:14:15,870 practices that using these openly licensed 269 00:14:15,870 --> 00:14:21,030 materials enables that, prior to OER, we 270 00:14:21,030 --> 00:14:23,550 didn't have that luxury with traditionally 271 00:14:23,550 --> 00:14:26,880 copyrighted materials. Ashley is gonna talk 272 00:14:26,880 --> 00:14:30,180 later also about where you start, but just to put 273 00:14:30,180 --> 00:14:32,940 your mind at rest, people have been at the OER 274 00:14:32,940 --> 00:14:36,030 game now for over two decades. And so 275 00:14:36,030 --> 00:14:39,990 thankfully today there is well developed, fully 276 00:14:39,990 --> 00:14:43,380 developed OER (ancillaries included) for all 277 00:14:43,380 --> 00:14:46,230 of your high enrollment course areas and all 278 00:14:46,230 --> 00:14:49,230 general education course areas. So basically it's 279 00:14:49,230 --> 00:14:52,140 a good time to get into the game because the road 280 00:14:52,140 --> 00:14:53,340 has been well paved. 281 00:14:56,580 --> 00:14:58,650 To put it in perspective, even though we're 282 00:14:58,650 --> 00:15:02,280 focusing today on OER and openly licensed 283 00:15:02,280 --> 00:15:05,610 materials in the context of education, OER 284 00:15:05,970 --> 00:15:08,220 is all around us and the world is increasingly 285 00:15:08,250 --> 00:15:11,190 open. Musicians are using Creative Commons 286 00:15:11,190 --> 00:15:14,370 licences to not only gain exposure but to create 287 00:15:14,370 --> 00:15:16,680 new works that incorporate and build upon the work 288 00:15:16,680 --> 00:15:19,930 of others. That image in the center of 289 00:15:19,990 --> 00:15:23,220 Commander Gene Cernan on the moon in 72. This is 290 00:15:23,220 --> 00:15:26,460 one of the many images that the government makes 291 00:15:26,460 --> 00:15:28,920 publicly available and that NASA makes available 292 00:15:28,920 --> 00:15:32,100 as part of their mission. One perhaps little 293 00:15:32,100 --> 00:15:35,460 known fact is that all federal government works 294 00:15:35,850 --> 00:15:39,000 are not copyrightable. So they are all freely and 295 00:15:39,060 --> 00:15:42,930 openly available to the public. On YouTube you can 296 00:15:42,930 --> 00:15:45,120 find openly licensed materials that you're free to 297 00:15:45,120 --> 00:15:47,640 use and build upon. And then institutions like the 298 00:15:47,640 --> 00:15:50,040 Metropolitan Museum of Art and the Smithsonian 299 00:15:50,220 --> 00:15:52,670 they've all released large bodies of material and 300 00:15:52,740 --> 00:15:55,320 really high quality images that again you're 301 00:15:55,320 --> 00:15:59,190 free to take and use and build upon. In terms of OER 302 00:15:59,190 --> 00:16:01,800 across our state and the efforts that we're 303 00:16:01,800 --> 00:16:04,080 really kickstarting and gaining traction with. 304 00:16:04,530 --> 00:16:06,990 You'll find for instance the physics department at 305 00:16:06,990 --> 00:16:09,200 the University of Tennessee they've been using OER 306 00:16:09,210 --> 00:16:12,930 since 2012. Faculty in the math department 307 00:16:13,050 --> 00:16:15,930 at Pellissippi State have converted almost an 308 00:16:15,930 --> 00:16:18,960 entire lower division math sequence to OER 309 00:16:19,290 --> 00:16:22,080 too accessible OER. The same thing is 310 00:16:22,080 --> 00:16:24,060 happening at Walter State Community College in 311 00:16:24,060 --> 00:16:26,730 the Department of Natural Sciences where almost 312 00:16:26,790 --> 00:16:30,240 all of their courses from chemistry to physics, 313 00:16:30,360 --> 00:16:33,570 biology, et cetera, have been converted to OER. 314 00:16:33,920 --> 00:16:36,660 It's all around us. And we're excited to have you 315 00:16:36,660 --> 00:16:39,030 here today and to welcome you into this community. 316 00:16:39,810 --> 00:16:41,130 Thanks. I'll hand it back to you Nancy. 317 00:16:48,350 --> 00:16:52,970 Thank you Elizabeth. And at this time. I would 318 00:16:52,970 --> 00:16:56,340 like to turn it over to Ryan for his presentation. 319 00:16:58,410 --> 00:17:02,450 So what I'm going to talk about for a 320 00:17:02,450 --> 00:17:05,990 second is just what an OER textbook looks 321 00:17:05,990 --> 00:17:10,640 like in a class. And so this is a little bit 322 00:17:10,640 --> 00:17:12,920 delicate right. So I'm going to kind of pull back 323 00:17:12,920 --> 00:17:14,870 the curtain and talk about how I use OER in a 324 00:17:14,870 --> 00:17:16,730 class that I teach and in a program that I 325 00:17:16,730 --> 00:17:19,850 coordinate at Middle Tennessee State University. This is an 326 00:17:19,850 --> 00:17:22,150 example of the way OER can be used. So I'm 327 00:17:22,150 --> 00:17:23,840 going to talk a lot about a textbook that we 328 00:17:23,840 --> 00:17:27,040 selected. But I want to make this about OER 329 00:17:27,050 --> 00:17:29,420 not about the specific textbook that we're using 330 00:17:29,420 --> 00:17:32,780 in our class. So I'll try to walk that line. The 331 00:17:32,780 --> 00:17:35,570 other thing that I want to sort of alert you to 332 00:17:35,570 --> 00:17:38,030 right at the beginning is we're going to talk 333 00:17:38,030 --> 00:17:40,160 about we're going to talk around a couple of 334 00:17:40,160 --> 00:17:44,080 benefits. There is a cost benefit to students 335 00:17:44,270 --> 00:17:46,640 but there's also a pedagogical benefit. And I want 336 00:17:46,640 --> 00:17:49,010 to try to balance both of those. So let's start 337 00:17:49,010 --> 00:17:53,240 with the cost benefit because that may be a little 338 00:17:53,240 --> 00:17:55,580 bit more clear and it's certainly easier to 339 00:17:55,580 --> 00:18:00,230 quantify. So in 2018 in our course I 340 00:18:00,230 --> 00:18:03,920 teach a university seminar course. It's 341 00:18:03,920 --> 00:18:06,530 geared towards incoming first year students. 342 00:18:06,920 --> 00:18:08,720 And we try to help them figure out how to be 343 00:18:08,720 --> 00:18:12,230 successful in their learning in college. And so in 344 00:18:12,230 --> 00:18:14,870 we had worked our team and worked with a 345 00:18:14,870 --> 00:18:17,750 major publisher and we had designed a custom 346 00:18:17,750 --> 00:18:20,510 edition of a textbook. And so. Right. If you've 347 00:18:20,510 --> 00:18:22,430 done that before you know how that works. You 348 00:18:22,430 --> 00:18:25,370 spend a lot of time rearranging content. It's all 349 00:18:25,370 --> 00:18:28,280 copyrighted content. And at the end of the process 350 00:18:28,310 --> 00:18:30,710 you get a quote on the price and then you decide 351 00:18:30,710 --> 00:18:33,860 to use it in your class. And students go out and 352 00:18:33,860 --> 00:18:37,070 buy the textbook. The textbook that we designed 353 00:18:37,400 --> 00:18:40,820 included some supplemental resources, quizzes, and 354 00:18:40,820 --> 00:18:43,730 tests that could be incorporated back into the 355 00:18:43,730 --> 00:18:47,210 course. And so we came in. We were super excited 356 00:18:47,210 --> 00:18:49,280 about this direction. We came into the first day 357 00:18:49,280 --> 00:18:53,330 of class and nobody had the textbook. And that was 358 00:18:53,420 --> 00:18:56,210 probably a communication error on our part. And 359 00:18:56,210 --> 00:18:58,130 there's a lot of ways to explain that nobody had 360 00:18:58,130 --> 00:19:00,620 the textbook that it wasn't a big problem. There 361 00:19:00,620 --> 00:19:03,440 was a two week trial. So we got people signed up 362 00:19:03,440 --> 00:19:05,600 for a trial of the textbook. And for two weeks 363 00:19:05,600 --> 00:19:09,020 things worked well. They could find the access, 364 00:19:09,050 --> 00:19:10,670 they could read the textbook, they could take the 365 00:19:10,670 --> 00:19:12,410 quizzes, they could do the homework that was 366 00:19:12,410 --> 00:19:14,990 involved in their whatever. The two week trial 367 00:19:15,020 --> 00:19:17,600 ended and a bunch of people still didn't have the 368 00:19:17,600 --> 00:19:20,750 textbook, which is no surprise if you've taught 369 00:19:20,750 --> 00:19:24,080 class before. So basically what we ended up having 370 00:19:24,080 --> 00:19:26,870 to do is we devoted a bunch of in class time to 371 00:19:26,870 --> 00:19:29,090 try to troubleshoot and to help students figure 372 00:19:29,090 --> 00:19:32,240 out how to access the textbook and get the 373 00:19:32,240 --> 00:19:35,000 textbook. And we took that time away from what I 374 00:19:35,000 --> 00:19:36,920 would consider to be more educationally 375 00:19:36,920 --> 00:19:38,930 significant. Right? Students need to certainly 376 00:19:38,930 --> 00:19:41,810 understand how to access and purchase textbooks 377 00:19:42,080 --> 00:19:44,240 but those aren't maybe the most high impact things 378 00:19:44,240 --> 00:19:47,060 they need to learn to learn in college. So the 379 00:19:47,060 --> 00:19:49,880 course in 2018, fall 2018, 380 00:19:50,210 --> 00:19:53,060 our textbook cost was someplace between fifty five 381 00:19:53,060 --> 00:19:55,100 and ninety dollars depending on where the students 382 00:19:55,100 --> 00:19:59,120 bought it, which resulted in a cost to students if 383 00:19:59,120 --> 00:20:01,790 they had all purchased it, someplace just under 384 00:20:01,820 --> 00:20:03,500 eighty thousand dollars. Seventy five thousand 385 00:20:03,500 --> 00:20:07,880 dollars. That's a lot of money for a resource that 386 00:20:07,880 --> 00:20:11,000 came to be a detriment to student learning. And 387 00:20:11,000 --> 00:20:14,460 that's not always the experience with textbooks. 388 00:20:14,480 --> 00:20:17,300 That was our experience with a custom textbook. So 389 00:20:17,300 --> 00:20:19,490 from there we shifted and we decided we weren't 390 00:20:19,490 --> 00:20:21,580 going to do that again. And we did another, you 391 00:20:21,580 --> 00:20:23,690 know, commissioned a committee. We figured out 392 00:20:23,690 --> 00:20:26,930 another direction. And what we decided to do was 393 00:20:27,020 --> 00:20:28,970 we settled on an OER textbook and I'll show 394 00:20:28,970 --> 00:20:31,850 you what that is right now. But you are in just a 395 00:20:31,850 --> 00:20:34,220 second. The advantages to the OER textbook 396 00:20:34,250 --> 00:20:36,860 right off the bat. It solves our access problem. 397 00:20:37,100 --> 00:20:39,650 Students have it on the first day. We give them a 398 00:20:39,650 --> 00:20:42,830 link. There is no access problems. If students 399 00:20:42,830 --> 00:20:45,260 forget the link we can give it again. It's not an 400 00:20:45,260 --> 00:20:48,260 access code. There's not a restriction in terms of 401 00:20:48,260 --> 00:20:52,070 how long they have access to it. So. So there is 402 00:20:52,070 --> 00:20:55,670 an advantage right off, right from the beginning. 403 00:20:56,490 --> 00:20:59,330 Okay let me advance the slide. What is happening 404 00:20:59,330 --> 00:21:04,700 here. OK. And good. So what we've done over the 405 00:21:04,700 --> 00:21:08,150 next couple of semesters is that we've settled in 406 00:21:08,150 --> 00:21:11,030 and we are right now, we've just adopted. We 407 00:21:11,030 --> 00:21:13,550 have adopted and now we are, we haven't yet adapted 408 00:21:13,550 --> 00:21:16,220 it to our course. That's the next phase of what we 409 00:21:16,220 --> 00:21:19,160 need to do. But you can see that over the last 410 00:21:19,160 --> 00:21:22,100 three semesters that we've used this, OER 411 00:21:22,400 --> 00:21:24,440 we've saved students who are taking our course 412 00:21:24,460 --> 00:21:27,410 someplace between you know eighty eight and one 413 00:21:27,410 --> 00:21:30,200 hundred and forty thousand dollars. That's a ton 414 00:21:30,230 --> 00:21:34,610 of money. And that money in really really affects 415 00:21:34,640 --> 00:21:36,710 students success. The other thing that I want to 416 00:21:36,710 --> 00:21:40,990 mention is this sort of a lot of students start 417 00:21:41,000 --> 00:21:44,630 coming to school and they don't exactly understand 418 00:21:45,140 --> 00:21:47,660 that textbooks are an additional charge. And so 419 00:21:47,660 --> 00:21:50,300 they are surprised by the cost when they get to 420 00:21:50,300 --> 00:21:55,100 class. And that is a challenge that OER serves 421 00:21:55,100 --> 00:21:57,680 to facilitate. Nancy talked earlier about the cost. 422 00:21:58,710 --> 00:22:02,670 And the loan the costs the amount of tuition and 423 00:22:02,670 --> 00:22:07,200 fees that students are floating with loans. And so 424 00:22:07,200 --> 00:22:10,110 certainly textbooks as an unexpected cost, they 425 00:22:10,110 --> 00:22:12,540 can be a real barrier for student success 426 00:22:13,020 --> 00:22:15,990 especially when textbooks include some kind of 427 00:22:16,710 --> 00:22:21,500 publisher graded component. So we made 428 00:22:21,500 --> 00:22:24,000 a shift to OER. I'm going to give you the 429 00:22:24,000 --> 00:22:26,550 link of the OER textbook that we used in just a 430 00:22:26,550 --> 00:22:29,760 second. But what I want you to know right on the 431 00:22:29,760 --> 00:22:31,950 front end is that there's work involved in 432 00:22:31,950 --> 00:22:33,960 switching to OER. If you've worked with a 433 00:22:33,960 --> 00:22:36,600 major publisher you know that they put a lot of 434 00:22:36,600 --> 00:22:40,080 support resources towards those faculty and those 435 00:22:40,080 --> 00:22:42,630 programs that adapt their courses. So we had some 436 00:22:42,690 --> 00:22:46,440 help with instructional design figuring out how to 437 00:22:46,440 --> 00:22:49,380 incorporate the textbook into our course shell inside 438 00:22:49,380 --> 00:22:52,320 of our learning management system. We had 439 00:22:52,320 --> 00:22:55,950 training. The textbook publisher would send us a 440 00:22:55,950 --> 00:22:58,800 trainer to help us with various training. They 441 00:22:58,800 --> 00:23:01,000 would provide food at some of our training events. 442 00:23:01,020 --> 00:23:03,990 Right? So there was a lot of assistance and we 443 00:23:03,990 --> 00:23:07,140 have to overcome that. Right. So we put that 444 00:23:07,140 --> 00:23:09,180 together. So we had to do all of that stuff... the 445 00:23:09,180 --> 00:23:12,120 instructional design. We had to do the training on 446 00:23:12,120 --> 00:23:15,180 our own. We had to provide food for ourselves. 447 00:23:15,210 --> 00:23:18,810 Right? But what I would say is it turns out to be 448 00:23:18,810 --> 00:23:21,030 quite a huge advantage because we actually 449 00:23:21,030 --> 00:23:23,700 understand now how our course is built. And when 450 00:23:23,700 --> 00:23:26,790 there are problems we can address them a lot more 451 00:23:26,790 --> 00:23:29,910 directly and a lot more succinctly. And I think 452 00:23:29,910 --> 00:23:32,220 the student experience ends up being a lot more 453 00:23:32,220 --> 00:23:34,590 coherent. The other thing that I want to mention 454 00:23:34,590 --> 00:23:38,640 is with these textbooks, OER textbooks often 455 00:23:38,640 --> 00:23:42,300 develop a community of practice of people who are 456 00:23:42,420 --> 00:23:45,570 adopting and using these books and 457 00:23:45,570 --> 00:23:48,180 creating other resources to help other people who 458 00:23:48,180 --> 00:23:51,450 are using the books. So I'll show you some 459 00:23:51,450 --> 00:23:55,530 resources in just a couple of slides that we in 460 00:23:55,530 --> 00:23:58,170 the community that use the book that we use have 461 00:23:58,170 --> 00:24:00,840 available. So it's not like you're on your own but 462 00:24:00,840 --> 00:24:03,400 you are in control in a way right. Like you use 463 00:24:03,420 --> 00:24:06,420 select and you pick through what it is that you 464 00:24:06,420 --> 00:24:09,390 want to use and how to incorporate it. And 465 00:24:09,390 --> 00:24:13,290 the last part is pedagogy. There is something cool 466 00:24:13,350 --> 00:24:16,560 about teaching from open resources. It is 467 00:24:16,560 --> 00:24:22,500 responsive. I find it is open. It situates 468 00:24:22,500 --> 00:24:24,810 students to information in a really interesting 469 00:24:24,810 --> 00:24:28,350 way. It makes them more analytical and less sort 470 00:24:28,350 --> 00:24:31,410 of taking the claims of a textbook on their face 471 00:24:31,710 --> 00:24:34,470 as if they were the only truth and all the truth 472 00:24:34,500 --> 00:24:37,680 that they needed to understand. So here is the 473 00:24:37,680 --> 00:24:40,140 textbook that we use. This actually is a slide 474 00:24:40,140 --> 00:24:43,110 that I use in my class on the first 475 00:24:43,110 --> 00:24:46,080 day. Right. Here's our textbook scan the QR code. 476 00:24:46,110 --> 00:24:48,750 You'll have the textbook. You can do that if you 477 00:24:48,750 --> 00:24:51,210 want. Ah I see that Elizabeth has put the link 478 00:24:51,210 --> 00:24:55,230 into the chat so, you know, feel free to peruse this 479 00:24:55,230 --> 00:24:56,790 textbook. I'm going to show you a couple of 480 00:24:56,790 --> 00:24:58,920 screenshots from the textbook just so you get a 481 00:24:58,920 --> 00:25:02,340 sense of what it looks like if you followed the 482 00:25:02,340 --> 00:25:05,460 link. It goes right here. You know this is like 483 00:25:05,460 --> 00:25:08,130 the title page right. It's a book. It's 484 00:25:08,130 --> 00:25:10,350 like any other book. It's just not published by a 485 00:25:10,350 --> 00:25:12,630 major publisher. It's licensed through a CC 486 00:25:12,960 --> 00:25:15,570 Creative Commons license which you can see down 487 00:25:15,570 --> 00:25:18,870 here. The one thing that I do want to point out is 488 00:25:18,870 --> 00:25:21,540 with this book, this book is available to students 489 00:25:21,570 --> 00:25:25,440 in a variety of formats so they can look at it as 490 00:25:25,440 --> 00:25:28,230 a PDF. And that's how I would prefer to 491 00:25:28,230 --> 00:25:30,450 look at it. That's how I do look at it. They can 492 00:25:30,450 --> 00:25:33,150 look at it as HTML. HTML was just a Web 493 00:25:33,150 --> 00:25:36,870 language. So it has a Web page that it goes to. So 494 00:25:37,100 --> 00:25:39,150 you know if I don't have a PDF I can click to 495 00:25:39,150 --> 00:25:41,490 the Web page and maybe many of you are looking at 496 00:25:41,490 --> 00:25:44,400 that format right now. I can also read it in a 497 00:25:44,400 --> 00:25:47,520 variety of digital reader formats. What we find is 498 00:25:47,730 --> 00:25:49,710 students end up using more than one of these 499 00:25:49,710 --> 00:25:53,760 versions for different purposes. And that is 500 00:25:53,760 --> 00:25:58,830 really interesting and quite flexible and 501 00:25:58,830 --> 00:26:03,180 useful for them. Here's what the table of contents 502 00:26:03,180 --> 00:26:05,470 looks like. And if you've not seen an 503 00:26:05,520 --> 00:26:07,650 OER book, my point is to just let you see 504 00:26:07,980 --> 00:26:10,590 that an OER book looks like a book. All of 505 00:26:10,590 --> 00:26:13,890 these sort of things right here are hyperlinks 506 00:26:13,890 --> 00:26:16,710 into the chapter. Here's the chapter. So if I 507 00:26:16,710 --> 00:26:20,250 follow, if I click on chapter two, I would 508 00:26:20,250 --> 00:26:22,140 come right here. Looks just like a book. There's 509 00:26:22,140 --> 00:26:25,920 text. This book has embedded videos and embedded 510 00:26:25,920 --> 00:26:29,730 hyperlinks to other resources. And that's common 511 00:26:29,730 --> 00:26:33,660 with electronic books. So we've incorporated it 512 00:26:33,660 --> 00:26:37,320 into the course. Well we use D2L or BrightSpace 513 00:26:37,350 --> 00:26:39,690 as our learning management system. And what we've 514 00:26:39,690 --> 00:26:42,120 decided to do is we incorporate it in as we 515 00:26:42,570 --> 00:26:45,600 provide direct links to individual chapters. And 516 00:26:45,600 --> 00:26:47,970 these go to the HTML versions of these 517 00:26:47,970 --> 00:26:50,730 chapters. So if I were to click here as a student 518 00:26:50,760 --> 00:26:53,640 I would go right back to the book right to the 519 00:26:53,760 --> 00:26:56,820 chapter. And I would know exactly what I need to 520 00:26:56,820 --> 00:27:01,240 read. Here is sort of a screenshot. And this is 521 00:27:01,240 --> 00:27:04,060 not something that I have a link to handy to share 522 00:27:04,060 --> 00:27:05,890 with you but this is a screenshot of some of the 523 00:27:05,890 --> 00:27:08,320 supplemental resources that are available in this 524 00:27:08,320 --> 00:27:13,270 community. So there are quiz files. You'll notice 525 00:27:13,270 --> 00:27:15,670 that there are quiz files. Well if you could 526 00:27:15,670 --> 00:27:17,230 click in there which you can't. But there are 527 00:27:17,230 --> 00:27:20,530 quiz files for Blackbaud for Canvass for D2L.. 528 00:27:20,530 --> 00:27:23,590 for all the LMSes. Then there's also Word 529 00:27:23,590 --> 00:27:25,750 files of them. These are things that people in the 530 00:27:25,750 --> 00:27:28,590 community have created. Are there are PowerPoints. 531 00:27:28,600 --> 00:27:30,460 People have created PowerPoints for each of the 532 00:27:30,460 --> 00:27:32,020 chapters in the book. And these can be 533 00:27:32,020 --> 00:27:34,870 incorporated into the book. There are also audio 534 00:27:34,870 --> 00:27:36,970 versions. People in the community have created 535 00:27:37,000 --> 00:27:40,570 audio versions of the books. It's students reading 536 00:27:40,570 --> 00:27:43,360 the book to students. It's really cool. It's a 537 00:27:43,360 --> 00:27:46,750 really unique way of getting an audio book. And it 538 00:27:46,750 --> 00:27:49,990 was I think if I'm not mistaken it was an audio 539 00:27:49,990 --> 00:27:52,480 production class who created it. So from my 540 00:27:52,480 --> 00:27:56,500 perspective I've used OER in my course in the 541 00:27:56,500 --> 00:27:58,390 courses that I teach in in a program that I 542 00:27:58,390 --> 00:28:01,960 coordinate for the last three semesters. What I 543 00:28:01,960 --> 00:28:06,520 notice to be really advantageous are a couple of 544 00:28:06,520 --> 00:28:08,620 things. So the first is students have immediate 545 00:28:08,620 --> 00:28:10,960 access and they have perpetual access to the book. 546 00:28:11,650 --> 00:28:14,770 One of the fringe benefits here is I can pass on 547 00:28:14,770 --> 00:28:17,350 this textbook to students who aren't taking my 548 00:28:17,350 --> 00:28:19,990 class who are struggling with concepts that we 549 00:28:19,990 --> 00:28:23,050 cover in my class. So OER positions 550 00:28:23,050 --> 00:28:25,570 itself really well as a supplemental resource 551 00:28:26,020 --> 00:28:29,770 because it's perpetual access and it's free. The 552 00:28:29,770 --> 00:28:33,640 students use it. The book is great. And this 553 00:28:33,640 --> 00:28:36,220 is about our textbook. There are high quality OER 554 00:28:36,220 --> 00:28:39,310 textbooks out there and students like those. 555 00:28:39,670 --> 00:28:41,260 The other part that I would mention here is 556 00:28:41,260 --> 00:28:47,590 instructional flexibility. So this semester. 557 00:28:47,650 --> 00:28:50,320 We're teaching during this pandemic. It's weird. 558 00:28:51,280 --> 00:28:53,680 So we're still using the same blueprint for 559 00:28:53,680 --> 00:28:57,010 college success as our textbook. But in addition 560 00:28:57,010 --> 00:28:58,690 there was a supplement, there was a book that's 561 00:28:58,690 --> 00:29:01,270 called Learning to Learn Online. It was written by 562 00:29:01,270 --> 00:29:04,420 a handful of students at a university and in 563 00:29:04,420 --> 00:29:07,590 Canada this summer and published as an OER 564 00:29:07,600 --> 00:29:11,080 book. And so one of the things that we were 565 00:29:11,080 --> 00:29:13,120 able to do this semester -- Elizabeth just shared a 566 00:29:13,120 --> 00:29:15,550 link to that in the chat -- But one of the things we 567 00:29:15,550 --> 00:29:19,540 were able to do this semester is assign this 568 00:29:19,600 --> 00:29:22,600 more recent OER book about learning to learn 569 00:29:22,600 --> 00:29:24,220 online because so many of our students are 570 00:29:24,220 --> 00:29:27,040 struggling to figure out how to learn online. And 571 00:29:27,040 --> 00:29:30,460 the reason that I felt OK to do that in part was 572 00:29:30,460 --> 00:29:32,770 we weren't asking students to pay ninety dollars 573 00:29:32,770 --> 00:29:34,840 for another textbook where I felt like I needed to 574 00:29:34,840 --> 00:29:36,730 make sure that they read every chapter and every 575 00:29:36,730 --> 00:29:39,430 word of it. So there is a certain flexibility with 576 00:29:39,520 --> 00:29:43,390 OER materials that address all 577 00:29:43,390 --> 00:29:48,070 kinds of like current issues and and those are 578 00:29:48,070 --> 00:29:50,560 interesting to incorporate in the class. And then 579 00:29:50,560 --> 00:29:53,350 the last thing that I want to mention is just some 580 00:29:53,350 --> 00:29:56,380 relation to information literacy. The 5Rs 581 00:29:56,380 --> 00:30:00,400 that Elizabeth mentioned earlier with OER 582 00:30:00,400 --> 00:30:04,240 you can retain, redistribute, revise, reuse, and remix 583 00:30:04,240 --> 00:30:07,900 information. That to me is what I want students to 584 00:30:07,900 --> 00:30:10,270 be able to do with information. I want them to use 585 00:30:10,270 --> 00:30:12,880 it. Right? The stuff that we provide needs to be 586 00:30:12,880 --> 00:30:17,260 functional. It's not just abstract, not just 587 00:30:17,260 --> 00:30:19,270 out there. I want it to be authentic and I want 588 00:30:19,270 --> 00:30:21,520 them to figure out ways to use it authentically. 589 00:30:21,820 --> 00:30:24,870 So from my perspective OER 590 00:30:24,990 --> 00:30:27,820 allows me to sort of help students orient 591 00:30:27,820 --> 00:30:30,820 themselves differently to information and 592 00:30:30,830 --> 00:30:33,130 allows me to make it a little bit more authentic 593 00:30:33,130 --> 00:30:36,430 to them, because it's not the last word. It's not 594 00:30:36,430 --> 00:30:38,920 intended to be the last word. It's it's just good 595 00:30:38,920 --> 00:30:43,000 information. And I think that is all that I have. 596 00:30:43,000 --> 00:30:45,220 And it is. So I'll hand it back to Nancy. 597 00:30:51,460 --> 00:30:54,100 Thank you Ryan. And now I'd like to turn it over 598 00:30:54,100 --> 00:30:55,150 to Ashley. 599 00:30:59,270 --> 00:31:03,250 Thanks Nancy. As I mention I am a Librarian at ETSU 600 00:31:03,270 --> 00:31:08,570 and my specialty is finding open educational 601 00:31:08,570 --> 00:31:11,210 resources and helping faculty publish them. 602 00:31:14,330 --> 00:31:18,070 I'm just going to make sure I can control my 603 00:31:18,070 --> 00:31:21,830 screen real quick. All right. And so today I'm 604 00:31:21,830 --> 00:31:24,320 going to be talking to you about how you can get 605 00:31:24,320 --> 00:31:27,530 started with OER now that you know more about 606 00:31:27,530 --> 00:31:30,560 it and you see an example in the classroom that 607 00:31:30,560 --> 00:31:31,610 Ryan just gave. 608 00:31:41,300 --> 00:31:44,810 The first step is brainstorm. So you will want to 609 00:31:44,810 --> 00:31:47,840 start thinking about what courses you want to 610 00:31:47,840 --> 00:31:52,040 incorporate OER in. Once you do that you'll 611 00:31:52,040 --> 00:31:54,020 want to make sure to bring the learning outcomes 612 00:31:54,020 --> 00:31:56,930 from those courses when you start to look for 613 00:31:56,930 --> 00:31:59,960 OERs. It's very important to know your 614 00:31:59,960 --> 00:32:03,590 learning outcomes, so that way you can match those 615 00:32:03,590 --> 00:32:05,780 with the content of the OERs that you're 616 00:32:05,780 --> 00:32:09,310 finding. To make sure that they match. The second 617 00:32:09,310 --> 00:32:11,710 thing you'll want to think about is what types of 618 00:32:11,710 --> 00:32:14,740 materials are you looking for. Are you primarily 619 00:32:14,740 --> 00:32:18,580 looking for a textbook? Are you looking to maybe 620 00:32:18,670 --> 00:32:21,610 spice up your classroom with some other types of 621 00:32:21,610 --> 00:32:25,420 materials like videos or podcasts so that students 622 00:32:25,420 --> 00:32:28,480 can have a different way of learning? Those sorts 623 00:32:28,480 --> 00:32:30,550 of questions will help you determine where you 624 00:32:30,550 --> 00:32:34,450 should look for OERs. And if you don't know 625 00:32:34,450 --> 00:32:36,670 and you're just thinking I want to know what's out 626 00:32:36,670 --> 00:32:40,900 there. That's also a great thought and is a way to 627 00:32:40,900 --> 00:32:44,110 help you when you're exploring. The last thing 628 00:32:44,170 --> 00:32:45,910 that you'll want to consider is your time 629 00:32:45,910 --> 00:32:48,700 commitment that will come in later. Now I'll be 630 00:32:48,700 --> 00:32:50,950 talking about different ways you can implement 631 00:32:51,040 --> 00:32:53,050 OERs in your courses and they're going to 632 00:32:53,050 --> 00:32:55,360 have different time commitments. So knowing what 633 00:32:55,360 --> 00:32:58,700 you can realistically do is very important. 634 00:33:05,620 --> 00:33:10,360 So the next step is to explore. And you can't 635 00:33:10,360 --> 00:33:12,490 really move forward with OER until you know 636 00:33:12,490 --> 00:33:15,760 what's really out there. Unfortunately there is 637 00:33:15,760 --> 00:33:18,730 not one place you can go to find every single OER 638 00:33:18,730 --> 00:33:21,640 available because they're published all over. 639 00:33:22,750 --> 00:33:25,730 And so there's lots of different guides out there to 640 00:33:25,730 --> 00:33:28,850 help you sort through OER and go to 641 00:33:28,850 --> 00:33:30,800 different sites so that you can find what you're 642 00:33:30,800 --> 00:33:35,030 looking for easier. One place I would check out is 643 00:33:35,030 --> 00:33:39,230 your institution's website for an OER Guide. Not 644 00:33:39,230 --> 00:33:42,530 every institution may have a guide but I was able to 645 00:33:42,620 --> 00:33:45,710 find guides on different Tennessee institutions 646 00:33:45,710 --> 00:33:49,030 pages. Normally they live on the library website. 647 00:33:49,100 --> 00:33:52,460 But that's not always the case. And if you're 648 00:33:52,460 --> 00:33:54,530 going through this explorer phase and you have 649 00:33:54,530 --> 00:33:58,190 questions, think about reaching out to your librarian 650 00:33:58,310 --> 00:34:00,380 and should be able to help you find 651 00:34:00,380 --> 00:34:04,730 these resources. And if they don't specialize in 652 00:34:04,730 --> 00:34:07,070 that area they should be able to point you to who 653 00:34:07,070 --> 00:34:08,530 on your campus can help. 654 00:34:10,550 --> 00:34:13,370 But since you know we've come from all over 655 00:34:13,370 --> 00:34:15,920 Tennessee I really don't want to focus on one single 656 00:34:15,920 --> 00:34:19,560 institution's guide. So I wanted to mention the 657 00:34:19,560 --> 00:34:22,610 Creative Commons directory. This is a guide for 658 00:34:23,030 --> 00:34:26,180 anyone to look at to try to find OER. They 659 00:34:26,180 --> 00:34:29,390 provide a great list of links that you can go to 660 00:34:29,420 --> 00:34:33,110 to find OER, general searches as well as 661 00:34:33,110 --> 00:34:35,120 places if you're specifically looking for 662 00:34:35,120 --> 00:34:38,690 textbooks or lectures or specific material type. 663 00:34:39,950 --> 00:34:44,360 Right. Here is the Bitly link for the guide. There 664 00:34:44,360 --> 00:34:48,110 should also be a link in the chat. And if you even 665 00:34:48,110 --> 00:34:50,840 Google Creative Commons we are usually that page 666 00:34:50,840 --> 00:34:51,470 will pop up. 667 00:34:55,030 --> 00:34:57,880 So if you went to that link this is what the page 668 00:34:57,880 --> 00:35:01,120 will look like. It starts off with general 669 00:35:01,120 --> 00:35:05,380 searches. You can find OERs in places that 670 00:35:05,380 --> 00:35:09,340 you normally search. For example, Elizabeth 671 00:35:09,340 --> 00:35:13,570 also mentioned YouTube. So there's already options 672 00:35:13,570 --> 00:35:16,030 for you to search for places you're familiar with 673 00:35:16,600 --> 00:35:20,200 specifically narrowing your search to find works 674 00:35:20,200 --> 00:35:24,850 with Creative Commons licenses. If you scroll down 675 00:35:24,850 --> 00:35:27,940 on the page you'll notice that there are lots of 676 00:35:27,940 --> 00:35:30,640 sites that focus specifically on educational 677 00:35:30,640 --> 00:35:34,210 resources. So I want to point out is general 678 00:35:34,210 --> 00:35:38,020 education searches. These Web sites are great. If 679 00:35:38,020 --> 00:35:40,150 you were that person in the brainstorm phase when 680 00:35:40,150 --> 00:35:42,730 you were thinking I just want to see what's out 681 00:35:42,730 --> 00:35:46,200 there I don't know what I'm looking for. These 682 00:35:46,210 --> 00:35:48,700 general education searches are probably where you 683 00:35:48,700 --> 00:35:51,280 want to start because they collect OER from all 684 00:35:51,280 --> 00:35:54,760 over different places and they also have different 685 00:35:54,760 --> 00:35:58,450 material types. One place I want to point out is 686 00:35:58,540 --> 00:36:01,450 OER Commons. That's a great place to start. If 687 00:36:01,450 --> 00:36:05,650 you're looking for general education searches. If 688 00:36:05,650 --> 00:36:07,780 you or someone in that brainstorm phase that was 689 00:36:07,780 --> 00:36:10,930 thinking, "I really just want textbooks," then they 690 00:36:10,930 --> 00:36:13,600 also have a list of sites where you can just look 691 00:36:13,600 --> 00:36:16,270 for textbooks or other specific types of material 692 00:36:16,270 --> 00:36:19,480 types like videos. If you're looking just for 693 00:36:19,540 --> 00:36:22,960 textbooks I would suggest two sites. One is the 694 00:36:22,960 --> 00:36:26,350 Open Textbook Library. These have a great list of 695 00:36:26,350 --> 00:36:31,100 customizable high quality textbooks. They also 696 00:36:31,460 --> 00:36:36,140 have a nice little review area where faculty like 697 00:36:36,140 --> 00:36:38,210 yourself have reviewed the textbooks and you can 698 00:36:38,210 --> 00:36:43,080 read the pros and cons of the books. There's also 699 00:36:43,080 --> 00:36:46,790 OpenStax. OpenStax publishes high 700 00:36:46,790 --> 00:36:50,510 quality textbooks and they have those ancillary 701 00:36:50,520 --> 00:36:52,620 materials that Ryan was talking about that were 702 00:36:52,620 --> 00:36:55,440 associated with the textbook that he implemented 703 00:36:55,470 --> 00:36:59,490 in his course. And they often have PowerPoints, 704 00:37:00,720 --> 00:37:04,530 assessments, tests banks, stuff like that. And 705 00:37:04,530 --> 00:37:07,020 OpenStax also usually has an option for 706 00:37:07,020 --> 00:37:10,830 students to print the textbook at a low cost and 707 00:37:10,860 --> 00:37:13,770 OpenStax really focuses on the general 708 00:37:13,770 --> 00:37:16,650 education courses. So if you are looking for an OER, 709 00:37:16,650 --> 00:37:19,950 specifically an open textbook in a general 710 00:37:19,950 --> 00:37:22,890 education course, I would start off with OpenStax 711 00:37:22,890 --> 00:37:28,990 Now unfortunately this is only an hour 712 00:37:28,990 --> 00:37:30,970 webinar so I don't have time to go through these 713 00:37:30,970 --> 00:37:33,790 searches so I just want to reiterate that if you 714 00:37:33,790 --> 00:37:37,210 get stuck, contact your institution's library and 715 00:37:37,210 --> 00:37:39,910 they will be able to help you or point you to who 716 00:37:39,910 --> 00:37:41,710 can help you on your campus. 717 00:37:45,100 --> 00:37:47,260 Now once you've done this Explorer phase and 718 00:37:47,260 --> 00:37:49,360 you've got a pretty good idea of what's available 719 00:37:49,360 --> 00:37:52,000 for your courses, then you'll want to start 720 00:37:52,000 --> 00:37:54,010 thinking about how you want to implement these 721 00:37:54,010 --> 00:37:57,520 resources into your course. And there's usually 722 00:37:57,520 --> 00:38:00,070 three main tracks people talk about when they talk 723 00:38:00,070 --> 00:38:04,690 about implementing OERs. There's adopt, adapt, and 724 00:38:04,690 --> 00:38:08,050 create. I'm going to go over each one to give you 725 00:38:08,050 --> 00:38:09,190 some examples. 726 00:38:11,750 --> 00:38:15,480 Now let's say during the Explorer phase you found 727 00:38:15,660 --> 00:38:18,090 a textbook that perfectly fits with your course, 728 00:38:18,600 --> 00:38:21,450 then you probably would do an adoption. And that 729 00:38:21,450 --> 00:38:23,850 is assigning an OER in your course without 730 00:38:23,850 --> 00:38:26,460 any customizations to the resources. It's 731 00:38:26,460 --> 00:38:29,220 literally just plugging in OER into your 732 00:38:29,220 --> 00:38:32,250 course. So for example if I was a music 733 00:38:32,280 --> 00:38:35,520 appreciation instructor I may play in this 734 00:38:35,610 --> 00:38:39,030 Understanding Music Past and Present. Now 735 00:38:39,450 --> 00:38:43,770 sometimes maybe a textbook is great. But you want 736 00:38:43,890 --> 00:38:47,160 to flesh out course readings then you may want to 737 00:38:47,160 --> 00:38:50,100 supplement it with other types of OER like 738 00:38:50,190 --> 00:38:54,540 this video from Yale or primary sources like the 739 00:38:54,540 --> 00:38:58,690 sheet music in the public domain. So adoption is 740 00:38:58,690 --> 00:39:01,420 not just taking a textbook and plugging it into 741 00:39:01,420 --> 00:39:05,560 your course, although it can be, it may be going to a 742 00:39:05,560 --> 00:39:07,810 bunch of different places and collecting a bunch 743 00:39:07,810 --> 00:39:10,450 of different types of readings and materials for 744 00:39:10,450 --> 00:39:13,570 your course. That is particularly true maybe for 745 00:39:13,570 --> 00:39:16,420 the upper level courses and graduate level courses 746 00:39:16,750 --> 00:39:19,550 in comparison to those general education courses. 747 00:39:22,840 --> 00:39:26,350 Now let's say during the Explorer phase you found 748 00:39:26,380 --> 00:39:30,220 a textbook or a resource that almost fits your 749 00:39:30,220 --> 00:39:34,390 course objectives but not quite. Then you may want 750 00:39:34,390 --> 00:39:39,550 to do adaptation. And that is when you customize 751 00:39:39,550 --> 00:39:41,320 that OER that you're going to put into your 752 00:39:41,320 --> 00:39:45,340 course. So for example here I have a textbook that 753 00:39:45,340 --> 00:39:48,670 is quantitative research methods. And an 754 00:39:48,670 --> 00:39:50,830 instructor thought that this didn't really fit the 755 00:39:50,830 --> 00:39:55,690 course level for his class. It was a little too 756 00:39:55,690 --> 00:39:58,870 high level. So he made two versions of the 757 00:39:58,870 --> 00:40:01,150 textbook that really were geared towards 758 00:40:01,240 --> 00:40:05,230 undergraduates. And he also customized it because 759 00:40:05,230 --> 00:40:08,740 the undergraduates were more familiar with Excel 760 00:40:09,070 --> 00:40:12,280 than the application R. So these, this is just an 761 00:40:12,280 --> 00:40:14,770 example of where you can customize a text to make 762 00:40:14,770 --> 00:40:17,170 sure it fits both the learning objectives as well 763 00:40:17,200 --> 00:40:20,890 as the course level in adaptation doesn't just 764 00:40:20,890 --> 00:40:24,730 have to be editing a textbook. It may be compiling 765 00:40:24,760 --> 00:40:27,460 a bunch of different OER together to create 766 00:40:27,460 --> 00:40:31,810 a new resource. It can be changing format. So for 767 00:40:31,810 --> 00:40:37,570 example, Ryan mentioned that his textbook is now an 768 00:40:37,600 --> 00:40:40,240 audio book. I've also seen an instructor take 769 00:40:40,240 --> 00:40:42,700 their textbook and make it more into a podcast 770 00:40:42,700 --> 00:40:44,860 format. So there's different ways that students 771 00:40:45,340 --> 00:40:48,850 can understand the textbook and learn from it 772 00:40:48,850 --> 00:40:50,600 rather than just reading it. 773 00:40:53,990 --> 00:40:58,510 The last is creation and this would happen if 774 00:40:58,520 --> 00:41:00,980 during the Explorer phase you don't really find 775 00:41:00,980 --> 00:41:04,790 much for your area, which can happen, and you 776 00:41:04,790 --> 00:41:07,190 decide that you want to take it into your own 777 00:41:07,190 --> 00:41:09,500 hands and create OER to plug into your 778 00:41:09,500 --> 00:41:13,610 course. As you can tell, as you go from adoption, 779 00:41:13,640 --> 00:41:16,970 adaptation, and creation, more time commitment 780 00:41:16,970 --> 00:41:19,610 happens. And that's why I mentioned time 781 00:41:19,610 --> 00:41:23,030 commitment in the brainstorm phase. Now creation 782 00:41:23,030 --> 00:41:26,810 can mean creating a textbook from scratch. And 783 00:41:26,810 --> 00:41:29,270 there are communities out there to help you with 784 00:41:29,270 --> 00:41:32,570 that. But it can also mean recording your course 785 00:41:32,570 --> 00:41:37,280 lectures. Creating some lab activities. Creating 786 00:41:37,280 --> 00:41:39,530 homework assignments. It doesn't have to be as 787 00:41:39,530 --> 00:41:43,310 monumental as creating a 300 page textbook. 788 00:41:46,090 --> 00:41:50,140 One big thing I wanted to remind everyone on is 789 00:41:50,140 --> 00:41:53,200 that if you do decide to go the adoption and 790 00:41:53,200 --> 00:41:55,870 creation route make sure that you share it widely. 791 00:41:56,170 --> 00:41:58,450 Make sure you share it underneath a Creative 792 00:41:58,450 --> 00:42:03,130 Commons license particularly one that has allows 793 00:42:03,130 --> 00:42:06,040 for derivatives so other people can adapt your 794 00:42:06,040 --> 00:42:09,310 adaptions or adapt your creations. That's a big 795 00:42:09,310 --> 00:42:11,050 part of OER. 796 00:42:13,740 --> 00:42:17,130 And lastly implementing OER in your courses 797 00:42:17,130 --> 00:42:19,860 does not have to be a race to the finish line. 798 00:42:20,700 --> 00:42:23,460 Some of you may be able to transform your entire 799 00:42:23,460 --> 00:42:27,510 course into OER and replace a textbook that's 800 00:42:27,510 --> 00:42:30,060 costing students money with a textbook that isn't. 801 00:42:30,450 --> 00:42:33,870 And that is fabulous. Some of you may not be able 802 00:42:33,870 --> 00:42:36,990 to have that. You don't have that time commitment. 803 00:42:37,020 --> 00:42:39,150 You didn't find the resources you were looking for. 804 00:42:39,570 --> 00:42:42,990 Maybe instead you just plug in a few videos that 805 00:42:42,990 --> 00:42:45,210 are underneath a Creative Commons license in your 806 00:42:45,210 --> 00:42:48,000 course. You can do this piecemeal. You can do 807 00:42:48,000 --> 00:42:51,180 it over several semesters. You don't have to do it 808 00:42:51,390 --> 00:42:55,880 all at once. So now I'm going to turn it back over 809 00:42:55,880 --> 00:42:56,690 to Nancy. 810 00:43:01,280 --> 00:43:06,690 Thank you Ashley. What are next steps If you want 811 00:43:06,690 --> 00:43:11,040 to begin using Open Educational Resources? Well 812 00:43:11,070 --> 00:43:13,320 that first thing to do would be to connect with 813 00:43:13,320 --> 00:43:16,380 the Tennessee OER community and we have a 814 00:43:16,380 --> 00:43:20,490 listserv. And the address for Dr. Collier is 815 00:43:20,490 --> 00:43:24,570 there so that you can join the listserv. You can 816 00:43:24,570 --> 00:43:27,750 also visit the Tennessee textbook affordability 817 00:43:27,760 --> 00:43:32,190 website and the address for that 818 00:43:32,190 --> 00:43:37,320 is there. And you can also begin by gathering 819 00:43:37,320 --> 00:43:40,260 your learning outcomes for the course that you 820 00:43:40,260 --> 00:43:44,610 want to teach and connect with your campus OER 821 00:43:44,610 --> 00:43:45,990 liaison. 822 00:43:49,760 --> 00:43:53,180 And we do have some excellent questions that we're 823 00:43:53,180 --> 00:43:57,890 going to address here in a moment. But also I 824 00:43:57,890 --> 00:44:01,940 would like to thank you for attending today and we 825 00:44:01,940 --> 00:44:04,820 have a couple of questions that you'll receive as 826 00:44:04,820 --> 00:44:10,190 you exit the webinar. So let me go ahead and ask 827 00:44:10,190 --> 00:44:12,710 the first question. And if you have additional 828 00:44:12,710 --> 00:44:15,200 questions please feel free to put those in the 829 00:44:15,200 --> 00:44:19,010 Q&A and we'll get to those. And the first 830 00:44:19,010 --> 00:44:23,990 one I'll probably let one of our panelists elect to. 831 00:44:23,990 --> 00:44:26,660 They can let me know who they want to answer 832 00:44:26,660 --> 00:44:29,840 it. And then I will mute so they can go ahead and 833 00:44:29,840 --> 00:44:33,200 answer -- what are best practices for implementing 834 00:44:33,230 --> 00:44:36,380 an OER text so that students are becoming 835 00:44:36,380 --> 00:44:39,680 familiar with the text and utilizing it throughout 836 00:44:39,680 --> 00:44:42,740 the course? What are best practices for training 837 00:44:42,740 --> 00:44:45,980 faculty to fully integrate that OER text into 838 00:44:45,980 --> 00:44:49,710 their course? I'll take a stab at this one. 839 00:44:51,520 --> 00:44:54,400 So this strikes me as an instructional design 840 00:44:54,400 --> 00:44:57,080 question that's a question that's common not just 841 00:44:57,080 --> 00:45:00,550 to OER textbooks and 842 00:45:00,550 --> 00:45:03,370 materials but sort of all materials. And I think 843 00:45:03,370 --> 00:45:05,580 that we're at this place instructionally, or at least 844 00:45:05,620 --> 00:45:08,800 I'm at this place instructionally, where you know 845 00:45:09,160 --> 00:45:12,130 the stereotype of students is that they're not 846 00:45:12,130 --> 00:45:13,750 going to spend the time reading the textbook 847 00:45:13,780 --> 00:45:17,410 anyway. And so we're broadly trying to 848 00:45:17,410 --> 00:45:20,920 figure out what it takes to make students 849 00:45:20,920 --> 00:45:23,710 do the reading. Right? And so there are a number 850 00:45:23,710 --> 00:45:27,190 of responses that would range from you know just 851 00:45:27,190 --> 00:45:30,730 quiz the heck out of them to using some of those 852 00:45:30,970 --> 00:45:34,210 new ed tech services that drop quizzes sort of 853 00:45:34,270 --> 00:45:37,570 into the reading so they're doing assessment 854 00:45:37,600 --> 00:45:41,410 as they're doing reading from my perspective. The 855 00:45:41,410 --> 00:45:44,440 thing that I try to focus on is value. So I try to 856 00:45:44,440 --> 00:45:47,500 make sure students know that I've curated the 857 00:45:47,500 --> 00:45:50,650 research resources. I'm not just assigning 858 00:45:50,650 --> 00:45:53,580 stuff for the sake of assigning stuff, that there's 859 00:45:53,590 --> 00:45:57,190 a value to it and I try to front that value. I 860 00:45:57,190 --> 00:45:59,440 also try to make sure that they understand the 861 00:45:59,440 --> 00:46:02,110 time commitment 862 00:46:02,110 --> 00:46:04,690 involved in reading it and that they understand 863 00:46:04,690 --> 00:46:07,510 some strategies for how to read it. And so one of 864 00:46:07,510 --> 00:46:09,040 the things that I'm experimenting with this 865 00:46:09,040 --> 00:46:12,670 semester is using sort of collaborative annotation. 866 00:46:12,970 --> 00:46:15,640 So students can kind of work through the reading 867 00:46:15,640 --> 00:46:17,590 together and try to bring in some of that peer 868 00:46:17,590 --> 00:46:19,750 pressure. I'm using a service called 869 00:46:19,750 --> 00:46:22,540 Hypothesis which is interesting. And there's 870 00:46:22,540 --> 00:46:24,610 nothing proprietary. There's nothing like this 871 00:46:25,070 --> 00:46:28,150 specific to Hypothesis. But yeah I think that's a 872 00:46:28,150 --> 00:46:32,020 big instructional design question. And maybe other 873 00:46:32,020 --> 00:46:32,930 people think differently. 874 00:46:36,380 --> 00:46:41,540 Thank you Ryan. We have another question. I would 875 00:46:41,540 --> 00:46:44,390 love to know more about how this type of multi 876 00:46:44,390 --> 00:46:47,120 format book is best created. 877 00:46:49,880 --> 00:46:52,100 Just a quick comment that this really ties in 878 00:46:52,100 --> 00:46:56,500 closely with another question that we had earlier 879 00:46:56,500 --> 00:46:58,310 and I think Ryan if you could speak to this 880 00:46:58,310 --> 00:47:00,080 because you've had the experience of making this 881 00:47:00,080 --> 00:47:03,080 transition. A previous question was also "Did you 882 00:47:03,080 --> 00:47:07,400 write this book?" And how did you bring these 883 00:47:07,400 --> 00:47:09,890 materials together? Something Ashley said 884 00:47:09,890 --> 00:47:11,870 that's very important is starting with your 885 00:47:11,870 --> 00:47:14,330 learning outcomes because if you all remember your 886 00:47:14,330 --> 00:47:18,350 days in your master's and doctoral programs when you sat 887 00:47:18,350 --> 00:47:21,350 down to do your thesis and your dissertation and 888 00:47:21,350 --> 00:47:24,140 you just got lost in the world of all of the 889 00:47:24,140 --> 00:47:26,750 research that was out there. And then you realized 890 00:47:26,750 --> 00:47:29,840 wow I've just spent six hours and I've got nothing 891 00:47:29,840 --> 00:47:32,420 written on my paper. I'm experiencing that 892 00:47:32,420 --> 00:47:34,820 right now to a certain extent. But it's the same 893 00:47:34,820 --> 00:47:37,460 thing with OER. It's important to start with 894 00:47:37,460 --> 00:47:40,700 your learning outcomes and be targeted about what 895 00:47:40,700 --> 00:47:43,550 you're using and assemble material that just 896 00:47:43,550 --> 00:47:46,370 reinforces your learning outcomes. Which again 897 00:47:46,940 --> 00:47:49,940 underscores what Ryan said about the ability to 898 00:47:49,940 --> 00:47:52,070 pick and choose the material so that you're giving 899 00:47:52,070 --> 00:47:55,070 your students exactly what they need to teach them 900 00:47:55,430 --> 00:47:57,950 and help them learn what you're there to help them 901 00:47:57,950 --> 00:48:00,950 with. Ryan, can you talk about that process for you? 902 00:48:02,180 --> 00:48:05,600 Yes. Right. So the the one thing that I do want to 903 00:48:05,600 --> 00:48:07,910 clarify the book that we're using in the 904 00:48:07,910 --> 00:48:10,130 class that I teach. It's not a book that I wrote. 905 00:48:10,460 --> 00:48:12,480 It's not that I have anything against writing OER. 906 00:48:12,480 --> 00:48:14,690 I just haven't been around long enough to 907 00:48:14,690 --> 00:48:17,240 be able to do it yet. And so it's something that's 908 00:48:17,240 --> 00:48:19,310 on the horizon for me. I just haven't done it yet. 909 00:48:19,700 --> 00:48:22,220 My understanding of the multi-format is that 910 00:48:22,220 --> 00:48:24,860 that's something that happens sort of through the 911 00:48:24,860 --> 00:48:27,290 process of publishing with one of the OER 912 00:48:27,710 --> 00:48:31,160 sort of publishing houses. So the book that we use 913 00:48:31,160 --> 00:48:34,190 as a Pressbooks book. And I think that the multi 914 00:48:34,190 --> 00:48:36,890 format is just sort of part of their process. It 915 00:48:36,890 --> 00:48:40,100 was one of the things that was really appealing to 916 00:48:40,100 --> 00:48:42,950 us when we were selecting the book and we selected 917 00:48:42,950 --> 00:48:46,760 the book in a committee. So it's not just my 918 00:48:46,760 --> 00:48:48,650 feeling that the book was good. You know some of 919 00:48:48,650 --> 00:48:50,720 the other faculty who teach in the program with me 920 00:48:50,990 --> 00:48:53,330 felt like it was good. There's another question 921 00:48:53,330 --> 00:48:56,290 that I wanted that ties into this from Bill in 922 00:48:56,300 --> 00:49:00,170 the Q&A about the instructor materials and how you 923 00:49:00,170 --> 00:49:04,130 find them. My experience is that I didn't have to 924 00:49:04,130 --> 00:49:08,390 find them. They found me when I sort of made some 925 00:49:08,390 --> 00:49:11,560 inquiries about the book. I reached out there. 926 00:49:11,600 --> 00:49:13,550 There was some you know "Hey, if you're thinking 927 00:49:13,550 --> 00:49:15,950 about using this book here's a link. Follow this 928 00:49:15,950 --> 00:49:20,090 link." As soon as I reached out via that link the 929 00:49:20,090 --> 00:49:22,610 author of the book responded with a bunch of 930 00:49:22,610 --> 00:49:26,000 emails about other materials and the community of 931 00:49:26,000 --> 00:49:28,760 practice that's developed around there. So one of 932 00:49:28,760 --> 00:49:31,280 the things that I think is interesting about the OER 933 00:49:31,320 --> 00:49:33,980 movement broadly is that it's a broad 934 00:49:33,980 --> 00:49:36,200 movement and there's a lot of different processes. 935 00:49:36,470 --> 00:49:39,050 So something like OpenStax would have a 936 00:49:39,050 --> 00:49:42,920 different kind of mechanism into those support 937 00:49:42,920 --> 00:49:47,210 materials. But my sort of my experience is that 938 00:49:47,210 --> 00:49:49,370 those support materials found me more than me 939 00:49:49,370 --> 00:49:53,120 having to search for them. Yeah, I can add on a little 940 00:49:53,120 --> 00:49:55,610 bit more to that. In terms of OpenStax you 941 00:49:55,610 --> 00:49:57,800 access those ancillaries no differently than you 942 00:49:57,800 --> 00:50:00,270 would with a traditional publisher. You write them, 943 00:50:00,270 --> 00:50:02,360 then and they give you a faculty/instructor log 944 00:50:02,360 --> 00:50:05,320 in so that you can download PowerPoint 945 00:50:05,900 --> 00:50:08,870 supplemental materials and other ancillaries. A 946 00:50:08,870 --> 00:50:10,700 great question just came through about quizzes 947 00:50:10,700 --> 00:50:13,370 being embedded in the reading. Now that OER has 948 00:50:13,370 --> 00:50:15,920 been on the ground running for a couple of decades 949 00:50:15,950 --> 00:50:19,580 now we're moving more -- so we're always generating 950 00:50:19,580 --> 00:50:21,710 more content right in the name of currency and 951 00:50:21,710 --> 00:50:24,500 relevance -- but we're now also moving more into 952 00:50:24,500 --> 00:50:28,760 data science and technologies and software that 953 00:50:28,760 --> 00:50:31,660 are also openly licensed. One resource we didn't 954 00:50:31,670 --> 00:50:36,020 mention is Lumen Learning. L-u-m-e-n learning dot 955 00:50:36,020 --> 00:50:39,100 com. And you can go there. And they have developed 956 00:50:39,100 --> 00:50:42,410 a technology that actually allows you to allow 957 00:50:42,410 --> 00:50:45,020 students to have questions and they get instant 958 00:50:45,020 --> 00:50:48,080 responses and you can link out to those directly 959 00:50:48,080 --> 00:50:50,480 from your LMS. They're partnering with 960 00:50:50,480 --> 00:50:53,870 Carnegie Mellon to increase the relevance of the 961 00:50:53,870 --> 00:50:55,640 material and figure out where students are 962 00:50:55,640 --> 00:50:57,620 struggling, no different than a traditionally 963 00:50:57,620 --> 00:51:00,590 copyrighted publisher is doing. So I'm excited 964 00:51:00,590 --> 00:51:03,890 about this next shift. Yes, it is possible. The 965 00:51:04,040 --> 00:51:07,130 faculty at Pellissippi for example who are using 966 00:51:07,160 --> 00:51:11,510 MyOpenMath for their math solution... MyOpenMath has 967 00:51:11,510 --> 00:51:14,150 algorithmically generated questions that basically 968 00:51:14,150 --> 00:51:17,270 people all across the United States and the world 969 00:51:17,600 --> 00:51:21,440 are putting into a shared bank. So you can draw 970 00:51:21,440 --> 00:51:23,510 from those questions... they're algorithmically 971 00:51:23,510 --> 00:51:25,490 generated. So there's a lot of exciting things 972 00:51:25,490 --> 00:51:28,720 happening now that weren't happening a decade ago. 973 00:51:30,820 --> 00:51:34,280 And I also wanted to mention in the vein of that 974 00:51:34,280 --> 00:51:38,180 is for example with OpenStax, Lumen Learning, 975 00:51:39,980 --> 00:51:42,230 They do list it with the OpenStax. So if you go 976 00:51:42,230 --> 00:51:44,720 to OpenStax textbook you'll be able to see what 977 00:51:45,440 --> 00:51:48,320 instructor resources are available as well as what 978 00:51:48,320 --> 00:51:51,080 third party systems are available that work with 979 00:51:51,080 --> 00:51:53,690 that OER. So once again you don't have to 980 00:51:53,690 --> 00:51:57,740 really go in search for these additional materials. 981 00:51:57,740 --> 00:51:59,330 Usually if they work with the textbook the 982 00:51:59,330 --> 00:52:01,610 textbook will mention it somewhere. 983 00:52:03,990 --> 00:52:07,080 And there is an additional question how do you 984 00:52:07,080 --> 00:52:10,200 know if a Creative Commons book went through an 985 00:52:10,290 --> 00:52:13,650 editorial process versus something self published 986 00:52:13,890 --> 00:52:16,110 that wasn't reviewed edited etc.. 987 00:52:18,680 --> 00:52:20,870 That is a good question and we hit a little bit on 988 00:52:20,870 --> 00:52:25,010 that in the chat depending upon where the resource 989 00:52:25,010 --> 00:52:28,070 comes from. For instance OpenStax. They sponsor... 990 00:52:28,340 --> 00:52:31,110 They have an entire peer review process basically. 991 00:52:31,160 --> 00:52:33,860 So you know that if it's bubbled up to the top and 992 00:52:33,860 --> 00:52:36,530 made it to the OpenStax website that it has 993 00:52:36,530 --> 00:52:39,320 been peer reviewed and undergone the same process 994 00:52:39,530 --> 00:52:42,470 just as rigorously as other materials other 995 00:52:42,470 --> 00:52:45,320 companies do this as well. Sometimes when you go 996 00:52:45,320 --> 00:52:47,690 to search for instance on MERLOT or the open 997 00:52:47,690 --> 00:52:50,600 Textbook Network there will be reviewer rating 998 00:52:50,600 --> 00:52:53,810 systems. So you can see what is maybe more worthy 999 00:52:53,810 --> 00:52:56,720 of your time to further explore based on those 1000 00:52:56,720 --> 00:52:59,660 ratings. Another important thing to mention is 1001 00:52:59,660 --> 00:53:02,630 that all of us none of us get to go into the 1002 00:53:02,630 --> 00:53:06,260 classroom without having our colleagues' eagle eyes 1003 00:53:06,320 --> 00:53:09,320 on the things that we're doing and using. And so 1004 00:53:09,320 --> 00:53:12,260 there is a peer review process even amongst your 1005 00:53:12,260 --> 00:53:14,690 own institution and the colleagues with whom 1006 00:53:14,690 --> 00:53:17,270 you're teaching these courses with. And that's 1007 00:53:17,540 --> 00:53:21,410 also not to be discounted. So we are 1008 00:53:21,410 --> 00:53:24,850 reviewers ourselves in general. The more popular a 1009 00:53:24,860 --> 00:53:28,310 resource is, by default, it has been reviewed more. 1010 00:53:28,730 --> 00:53:30,860 So there are a few different ways to look at it 1011 00:53:30,980 --> 00:53:33,230 and maybe others have some additional thoughts. 1012 00:53:35,870 --> 00:53:38,600 Thank you Elizabeth. And there is an additional 1013 00:53:38,600 --> 00:53:42,350 comment while Pellissippi has a number of sections that 1014 00:53:42,350 --> 00:53:45,380 use the OER model, and those sections have 1015 00:53:45,380 --> 00:53:48,920 been developed meticulously, there is no course in 1016 00:53:48,920 --> 00:53:51,140 the math department that has adopted OER 1017 00:53:51,350 --> 00:53:52,310 across the board. 1018 00:53:55,810 --> 00:53:58,840 I see. Yes. Thank you David for that distinction. 1019 00:53:58,870 --> 00:54:01,690 Yeah. I referenced a faculty in the Pellissippi 1020 00:54:01,690 --> 00:54:05,110 math department. So not all the way across the 1021 00:54:05,110 --> 00:54:07,480 board. By no means is their entire math department 1022 00:54:07,480 --> 00:54:10,660 transformed to use open educational resources. But 1023 00:54:10,660 --> 00:54:13,510 I spent a lot of time interacting with a lot of 1024 00:54:13,510 --> 00:54:15,850 very passionate educators across the state, and I 1025 00:54:15,850 --> 00:54:17,680 have to say that the work that they have done 1026 00:54:17,680 --> 00:54:21,940 there in math, which reflects courses that we are 1027 00:54:21,970 --> 00:54:24,430 all teaching all across the state regardless if 1028 00:54:24,430 --> 00:54:26,920 you're at a two year community college or a four 1029 00:54:26,920 --> 00:54:31,030 year Research One institution, that their work is 1030 00:54:31,090 --> 00:54:34,300 absolutely spectacular. One of the issues that we 1031 00:54:34,300 --> 00:54:37,000 come across is being able to share that work, and 1032 00:54:37,000 --> 00:54:39,850 that's something that the task force and this Open 1033 00:54:39,850 --> 00:54:43,000 Education Initiative is working on as a next step 1034 00:54:43,270 --> 00:54:46,600 so that you would know who is using OER 1035 00:54:46,660 --> 00:54:48,250 and that's something that we're working toward 1036 00:54:48,340 --> 00:54:50,830 over this next year and are excited to share with 1037 00:54:50,830 --> 00:54:51,280 everyone. 1038 00:54:56,410 --> 00:54:59,320 There's a question in the chat and the Q&A about 1039 00:54:59,650 --> 00:55:02,650 accessibility and I think it dovetails in some 1040 00:55:02,650 --> 00:55:05,500 ways with the question about peer review that 1041 00:55:05,500 --> 00:55:07,840 we've been talking around our editorial review. 1042 00:55:08,230 --> 00:55:11,020 And so, my perspective on both of these 1043 00:55:11,020 --> 00:55:14,740 questions is well I guess maybe I'll start with 1044 00:55:14,740 --> 00:55:17,590 accessibility. Accessibility is a question. 1045 00:55:17,620 --> 00:55:20,320 That is a question for everything we're using in 1046 00:55:20,320 --> 00:55:22,840 our classes. OER is no exception. 1047 00:55:24,940 --> 00:55:27,100 But there are accessibility concerns about a lot 1048 00:55:27,100 --> 00:55:30,700 of resources and so that's a broader concern. That 1049 00:55:30,700 --> 00:55:33,520 includes OER and maybe not a specific concern 1050 00:55:33,520 --> 00:55:36,700 to OER. But the other thing that I want to 1051 00:55:36,700 --> 00:55:40,090 mention and this gets this combines accessibility 1052 00:55:40,090 --> 00:55:44,410 with the notion of review and editorial kind of 1053 00:55:44,500 --> 00:55:47,530 work around. OER is a pretty diverse 1054 00:55:47,530 --> 00:55:50,930 and broad movement. So different OER 1055 00:55:51,160 --> 00:55:55,360 kind of follow or fall into different 1056 00:55:55,360 --> 00:55:58,860 standards. And so I think the burden is on the 1057 00:55:58,870 --> 00:56:00,910 people who are selecting OER to make sure 1058 00:56:00,910 --> 00:56:03,730 that it coheres with accessibility 1059 00:56:03,730 --> 00:56:06,100 standards but then also that it falls through 1060 00:56:06,100 --> 00:56:08,590 whatever process of review or added editing that 1061 00:56:08,590 --> 00:56:11,200 you're comfortable with. I think that that's also 1062 00:56:11,200 --> 00:56:13,810 the case for any other material that I'm bringing 1063 00:56:13,810 --> 00:56:15,460 into the classroom, right? Like I don't want to 1064 00:56:15,460 --> 00:56:18,310 bring stuff in. That's bad. So I'm reviewing it 1065 00:56:18,310 --> 00:56:21,760 all the time. I'm not I'm not willing to rely on a 1066 00:56:21,760 --> 00:56:24,280 whole lot of third parties places to make those 1067 00:56:24,280 --> 00:56:25,210 decisions for me. 1068 00:56:29,810 --> 00:56:33,640 Thank you Ryan. Alice Wershing has a question 1069 00:56:33,640 --> 00:56:36,820 how are OER resources being reviewed for 1070 00:56:36,880 --> 00:56:41,020 accessibility. I believe we've already covered 1071 00:56:41,020 --> 00:56:45,400 that. And I don't see any other questions at this 1072 00:56:45,400 --> 00:56:50,410 point. Again we appreciate you attending. And as a 1073 00:56:50,410 --> 00:56:54,730 reminder try to join the textbook affordability 1074 00:56:54,730 --> 00:56:59,830 list serve. Please check out the Open Educational 1075 00:57:00,430 --> 00:57:03,400 Initiative website because that's where the 1076 00:57:03,400 --> 00:57:06,850 webinar will be posted. We also have some 1077 00:57:07,690 --> 00:57:11,440 testimonial videos that faculty who are using 1078 00:57:11,530 --> 00:57:14,830 OERs across the state have created, from faculty 1079 00:57:14,830 --> 00:57:19,780 to faculty. And the contact information for the 1080 00:57:19,780 --> 00:57:23,800 panelists is on the slide. So you're welcome to 1081 00:57:24,130 --> 00:57:26,920 contact us with further questions. And we will 1082 00:57:26,920 --> 00:57:29,410 also follow up if there are any additional 1083 00:57:29,410 --> 00:57:32,950 questions in the chat or in the Q&A that we 1084 00:57:32,950 --> 00:57:36,130 haven't answered. Thank you so much.