 All yours take it away. Alright, thanks everybody for coming today. I'm Brian Gary I'm the learning design and open education engagement librarian and State University is formally at high university. And I'm joined today by my friend and colleague Christopher Guter who is the subject librarian for education at Ohio University. And so we're going to discuss how we changed our open education initiatives at Ohio universities to move away from activities like workshops and trainings that were aimed more at. OER adoption and required a lot of time and labor from librarians to a grant initiative that was aimed more at we are creation. And where librarians took on more of a project management role so it was much less labor intensive for the library, and it, which you know makes it more sustainable and scalable for the library. But it also provided more opportunities for students to become involved and, you know, actually get to create OER. So I'll turn it over to Chris he's going to start us off. Cool. Thank you very much. Okay, so my name is Chris, and I wanted to start with just a picture of our library. It's done with some sort of a fisheye lens so it's kind of trippy looking and you really have would have no idea if you. This is unrecognizable but at least you get the color. This is our second for learning commons. I was taken by a guy named Thomas shift so Tom if you're listening I apologize. Okay. So, a lot of what I'm going to be talking about initially in this presentation has to do with labor. And so I thought this little snapshot of what our campus, what our campus library looks like would help you best understand as I move forward, our concerns regarding So we are a doctoral university high research activity, you can see the numbers of faculty of 34,000 students, probably more important to this though is our ARL statistics are association of research library statistics. I checked these last week, and we are at the bottom of the bottom quartile in terms of late staffing. So professional staff support staff and student support staff were ranked pretty close to the bottom 110106 and 113. So again just as we move forward keep that in mind. Okay, so here are the four open access projects, we called them initiatives at the beginning. We started in 2015 so I have like seven minutes to try to rush through five years of work so I apologize for that. But as you see, we started out in 2015 and then we culminated with a very good grant and 2018 which I will talk about in just a moment. So 2015 2016 we created what was called the alt textbook initiative. And the funny thing about this was you can see by the date it was right before the elections here in the US, and we did have a faculty member that asked that we change the name. He was a little worried that alt textbook would be too confused with the alt right. But I believe he was the only person that actually mentioned that and so we muscled through and to my knowledge there were no other complaints. You can see by the timeline October 2015 to 2016 to June 2016. I think that's nine months 10 months something like that. Pretty long time frame, pretty heavy in terms of staff. I think we had 12 to 13 librarians working on this workshop, and then two to three people outside of the libraries instructional committee members teaching and learning folks. So it was approximately 16 staff members over the course of nine months. The result was one workshop that was offered twice. So it was the same content repeatedly offered. So our incentives $500 if you were a faculty member that was working on a project that was under 99 people. It was a stipend of $1,000 if your project your OER textbook was going to help more than 100 students. This ended up being probably the most pricey of our alt textbook initiative 16,000 but it did end up in terms of savings, provide approximately $236,000 in textbook savings to students. Again, two identical workshops, probably nine months of planning. The next one 2017 our old textbook to initiative, much smaller timeline I think we're looking at five to six months but we actually upped the university staff. We spread it across three units on campus. So we had library staff we had Office of Innovative Instruction staff and then we also had a partnership with the Scripps College of Communication. So we split the costs. So for the library it ended up only being $2,000 and then each unit paid $2,000 which is where the total cost of 6000 comes from, and the savings to students was approximately 192,000. This actually ended up being a lot more work involved more staff, it actually changed from one workshop offered twice to six workshops open, offered once each time. And then if you had a faculty member in there then the librarian had to be present and several of us actually provided content so I think the picture the image on the screen right now is one of our A deans giving a talk about copyright. So, in terms of staffing and in terms of hours this one actually increased for 2017 2018 we started going in the opposite direction. So instead of offering workshops. We ended up offering one workshop where we did not provide the content. So in this case we joined OTN, which is now open education network. They sent staff to our library to present these programs, and then we offered stipends to faculty members who would agree to come to the workshop and then also agree to review and open textbook. So that's the streamlining. That's the next component of that year's work. This is something that librarians typically would offer so in this case we were really trying to push subject liaisons meeting up with faculty to talk about finding either library purchase content or we are to insert into syllabus into into syllabi and instead of textbooks cost saving students money. So the component of that year was we purchased be pressed to start an institutional repository, and we call our repository the Ohio Open Library. And I'll talk a little bit more about that. The second. So lastly before I hand this off to Brian. So we got Brian and I as well as Dr. Ganeshan received a grant in 2018. It's $20,000 grants, and it was meant to encourage OER adoption and aims specifically at undergrads. So I had $20,000 over two years to create these projects which you see on the screen. So one thing it could not pay for was faculty stipends. So we were sort of, we're sort of handcuffed in that regard, we could not pay faculty for their work. But what ended up happening was we changed the way we looked at these projects and we ended up producing. I would say some some projects here that I'm pretty proud of with relatively low cost so I'll just walk through these really quickly. So the art history test bank this ended up being probably our most valuable project that ended up saving approximately $52,000 a year in student savings from textbooks. What I did. So the art history entry level our history class. They had already committed to using OER products. What they did not have was a test bank and the professor I was talking with said you know this is the one of the most time consuming components of this. We really want to use OER but the creation of a test bank is problematic. I paid a graduate student to work with that faculty member to just create hundreds of questions for that test bank, and then those things can then be added to year after year. I think it's not going to go away and as I said it was a $52,000 savings. The Occupational Health and Safety textbook. This professor wanted to change textbooks you've been using the same one for many years. And since this particular discipline, a lot of it is government related and open access already. So I paid a graduate student to work with that faculty member to take his written calm content, as well as the free stuff that she could find online, and dump it into something into be pressed so you can see the at the bottom of the slide that that green cover that's one of the two volumes that they ended up creating for the Occupational Health and Safety course. In the journalism course, they had already made the transition to a O'Reilly book, which the library has in their collection digitally so essentially to the student it's a free textbook. But what they didn't have was the supplemental workbook and media content. So that's what I ended up paying I ended up paying a student to help that faculty create the content. So my consumer science project was just a straightforward syllabus streamline so that professor taught online courses they were going to use top hat and they just wanted to find readings that they could drop into top hat in exchange for the textbook. So that was that the Spanish linguistics textbook which Brian will talk about in just a second was actually one of my favorite projects and I'll just let Brian talk about that in a minute. So savings estimates you can see here in the middle. This is how much of the grant money was spent on each of those projects. So I think it roughly about $13,000 I returned about 7,000 to the actual to the to the university and unused grant funds. And then over here on the right, you can see the project savings so savings and textbooks, as well as the number of students affected by those textbooks every year. So it's roughly $80,000 saved, which is lower than the previous initiatives but I think. And where we're going with this is that instead of librarian labor instead of functional librarians and subject librarians and a dean's spending their time on it you have one librarian who is a project manager. And that project manager oversees the students that are working on these on these projects and you save a lot of time, and the ability is amplified that you could have multiple more than five projects going at a time and create that kind of savings. I think this is you Brian. Thanks Chris. Yeah, so, in addition to you know the cost savings aspect of all of this. The grant was also able to support faculty in terms of, you know, going beyond just we are adoption to having some pedagogical innovation and getting students to actually be involved in the creation of we are. Specifically this linguistics textbook that I'm going to talk about a little bit is is a really great example of, you know how how faculty were able to incorporate open pedagogy into their courses, and if you'd like to read more about it. We have a chapter about it. There's a link on the screen there. There also be a link on the final slide but if you go go ahead to the next slide please Chris. So this particular project was was motivated motivated by the fact that the existing commercial textbooks in this area were written at a level that was beyond the proficiency that that her students had with both with Spanish and with linguistic concepts. And so what she decided to do was to actually have students work on projects that would create a new textbook and so there were a lot of different assignments that were built into the course over time and from semester to semester. The general assignments would be built in that would contribute more content to this textbook and initially it came out of a study guide assignment that Dr Ganesh and I worked together to create a rubric for as part of a separate work series. But the the grading for this particular course is done based on specifications grading so students are given either credit or no credit so they're not having to focus so much on grade and can focus more on process and learning. And also they're given the opportunity to revise which again helps them to focus on learning but it also yields a final product that you know is a little bit closer to being ready to publish. The next slide please Chris. So anytime you're doing you know some sort of work with students you really have to be cognizant of their agency. And so with this particular project students were able to opt in so they didn't have have to have their contributions go into the final textbook if they wanted to. And so that there was no sort of undue pressure put on them, they would fill out a form that was handed into the departmental administrative assistant, who would hold on to those until after final grades were handed in. So we had a workshop on creative commons for the students so that they understood more about creative commons and open licensing and we're able to actually make the decision for themselves about how they wanted to license the textbook. And so the students were were the ones who chose the license for it. Go to the next slide please Chris. So the students in the course who were contributing content. The grants also paid for student editors to work on the on the project and so these were students who had greater proficiency with Spanish and with with linguistics, and they helped with a lot of different things like editing and organizing the content, but also incorporating more content to help keep it up to date and working on an audio version of the textbook as well. So go to the next slide please. In addition to those students. There were also some contributions from a fine arts student who was paid to draw illustrations for the for the textbook, and also an alumna of the university who is a current employee also was responsible for designing the cover of the textbook. Next slide please Chris. So there were a lot of benefits for students beyond just the cost savings aspect of it. This is really a much more engaging learning experience where they, you know, we're doing something more than just disposable assignments and we're able to, you know, be knowledge themselves. And then the student editors who were working on this also learned some specialized skills, as far as you know, putting this into press books and editing and all sorts of things like that. Another benefit of the fact that this was done in an open format was that because this is such a time consuming process done over multiple semesters. We're able to be put into use in the course as they were completed rather than having to wait for the entire textbook to be completed. And I'll hand it back over to Chris to wrap it up. Thanks Brian. On the slide here you can just see some recommendations. I think they're probably might be specific to us, but depending on how your, your institution handles this kind of thing. If funding is an issue, I would suggest working towards fewer library staff whose salaries are higher and instead pay student employees when possible to do this kind of work. And I think it benefits them as Brian said it helps. It helps with their CVs they have a project they can point to. It's not a disposable assignment it's something that's out there and can live on. If money is available, I think stipends and incentives seem to be attractive. And then as a sub bullet, try to encourage funders to be more flexible and to allow for those types of stipend purchases purchases for those stipends as initiatives. Because I think in our case it really would have helped us get more projects going. If dedicated professional staff are limited or non existent move towards project management again the 1804 grant for the most part was just me signing time cards and hiring students to do the work and dealing with faculty and making sure everything is running smoothly. And then lastly, faculty and staff leave so plan accordingly. I'm needing to figure out some ways to move projects forward now that some faculty have left so it happens everywhere but yeah just plan accordingly, I guess, and I believe that is it yes. So, we're here for a while I guess I don't know if there's time but if you have any questions, we can try to answer. Thank you guys so much.