 Hello, everyone. I'm Ryan Randall. I'm going to be co-presenting with Liza Long today. Carrie is the student who worked with us on this, and on a lot of the things you'll hear about, she's unfortunately not able to join us today. But we have information from her. So as I said, I am happy to see everyone happy to be here. We'd like to hear a bit about you all. So today, I'll go ahead and let you know the title and everything. This is Student Scholars in Action Collaborations with Librarians, Students and Instructors for Student Driven OER. And we are happy to be presenting and working with all of you. So what we will do soon is share, Liza is just sharing a survey in the Zoom chat right now. And this is a way for you all to introduce yourselves. That'll let us know sort of how to steer our commentary about the work we've done and help us prepare for later on in this session. We're going to have a Jamboard for discussing everybody's ideas about how you might be able to use student-driven OER at your own institutions. So, filling out the survey that Liza just put in the Zoom chat will help us prepare to do that. And as you're doing that, we'll go ahead and present a bit about ourselves. So, I am the things that we'll talk about are what's your role, what kind of institution you're affiliated with, how experienced do you feel with using student-created OER, and what do you hope to learn from this session. And I just realized I do not think I have started sharing my slides yet. So I'll leave that now. So it won't be quite so abstract what I am mentioning. So, so I am currently an instructional designer at the, at Idaho State University. When I started working with Liza on this project, I was a instruction librarian at the College of Western Idaho. And one of those institutions where I'm at now at ISU is on the land of the Shoshone Bannock Fort Hall and Burns Pied People. So I've worked at community college now for a year through PhD institution, both of them public. I've previously been a composition instructor, and I'm very experienced with using student-created OER. And what I'm hoping to learn from this session is what other people are planning to do and want to know how to do with OER made by students at their institutions. So Liza, would you want to go ahead and introduce yourself as well? Thanks, Ryan. I'm Liza Long. I'm the Department Chair of Integrated Studies at the College of Western Idaho, which is the largest community, well, it's the largest college in Idaho, but also a two-year community college institution. And in my role as Department Chair of Integrated Studies, I oversee our college's OER initiatives. My name is Ophel Fellow with the State Board of Education in Idaho, and a current Ophel mentor. Ophel is our Idaho State Board of Education mentorship program for instructors to get them up to speed in OER. And I did not know anything about OER when I started that program three years ago. And now I've just, like most of you here, probably preaching to the choir, become a very passionate advocate. One of the most exciting things I discovered in my OER journey was how to incorporate student-created OER into my work. So I'm going to be sharing some projects, both that my English to 11 students have done with me and also that Carrie Bailey, who's not with us today, has helped with at our entire institution. So I'm hoping to learn more about your perspectives and your wisdom on student-created OER, especially in non-traditional environments, like maybe outside the classroom, ways that OER is happening at your institutions. So, Ryan, hopefully people have had a chance to take that survey and we can share that out really quickly. So it looks like hopefully you can see that slide. And so we have so far 39 folks who have responded and 61% of those are librarians. Hello, librarians. Thank you all for being here. I miss working as one of you. I still hope to keep working with all of you. Instructional and educational designers. Very glad to have my newer colleagues here as well. We have, oh, excellent. OER production coordinator, one ITS staff. I'm curious what that acronym stands for. I'm assuming it's instructional technology services or something along those lines, but I'd like to hear more if you don't mind sharing in the chat. Seven professors and instructors and a couple students. Excellent. So glad to have you here. So many people here are from universities. We have one person from a non-profit. Many people from community colleges and friends. Yes, very glad to have people from community colleges. That's kind of where my heart still is. So many people feel least experienced. We have a lot of clusters towards one in three. And we have fewer people who feel somewhat very or exceptionally. And I will also pick just a few of these to mention. Some people are looking to hear process oriented things. Some people want ideas for how to start a project like this. I'm just sort of curious and much like this respondent, someone is here for all the things. And that's usually how I feel at open ed conference because this community is fantastic. So I will now go back to sharing the rest of our slides. And thank you. It is information technology services. Thank you for the person clarifying in the chat with me. Next, we're going to talk about the learning outcomes for this session. So the after participating in this today. We hope that you'll be able to recognize and design renewable assignments of your own to perceive multiple benefits of student led OER access and example student author training that you may adopt or adapt. To understand or relate to student perspectives on inclusion and accessibility, and collectively we're hoping to generate potential ideas for use of OER platforms beyond textbook style resources. So, Liza, would you want to tell us more about renewable assignments. Yeah, thank you Ryan so I was glad to see that people were looking for some specific resources. We looked over that survey and thank you to all of you for being here we're really excited for the chance to share out some of the work we've been doing together and then this work we'll be talking about is at the College of Western Idaho as Ryan mentioned. So, first I want to talk to you about renewable assignments and I think many of you may already know what renewable assignments are, but in preparing for this I was especially thinking about the work of Christina Hendricks. And specifically Christina, quoting, I think a familiar person to all of us. David Wiley so what makes an assignment renewable. You know David Wiley talks about the idea of disposable assignments. And one thing that Christina Hendricks says is that what makes an assignment non disposable according to Wiley is it adds value to the world within or beyond the class after it's completed. In other words what the students produce through their coursework is useful and usable by others beyond the instructor. And so with that in mind. That's how I developed this renewable assignment that I want to share with you. This is beginnings and endings and Ryan maybe you can put this in the chat so that they can take a look at this on their own. But beginnings and endings is a critical addition that my English to 11 students who encompass both English majors and liberal arts majors, put together as the culminating assignment in English to 11. And I am also going to share the assignment itself with you, it's a very scalable and reproducible openly licensed assignment. We've had people use it in a variety of contexts it's project based learning and it uses a project management system. So that students all have very clearly defined roles as part of the project I think that has been kind of essential to the success of this assignment. With the beginnings and endings students all apply to choose the project they want to work on it's a short story. And they also apply to use a specific critical lens that we study in the class. And they produce this I hope you're all able to kind of take a look at this they produce this lovely critical edition. And then the the really fun thing about this project is, well first of all they're all terrified because I told them right up front you know you are going to become scholars in this class you're at you're not just here to learn about literary analysis you are here to become part of the scholarly community and contribute to learning. So if you scroll down Ryan, I think my students were probably the first to publish on the drone king, which was a newly discovered short story by Kurt Vonnegut. So, these are their, their essays that they wrote about the drone king and I think these might be some of the first critical analysis essays written about that particular short story. So it becomes a very exciting and real to them that they are truly scholars in action. But also, and where some of you might use this if you're especially English teachers. These are examples that students can use or that teachers can use in other classrooms right so on this in at my own college like the other literature teachers who are trying to teach critical students or how their students write these types of essays are also our dual credit instructors we have a huge still credit concurrent credit program at CWI can use these as examples of for their students about you know what we're expecting from from you. So, I think if you could go to the next slide Ryan, and I wanted to share another project and if you have questions about this and feel free to put them in the chat too. But so this this beginnings and endings is one project that we've done that's just been really fun for students and it's given them a chance. And I'm just looking if we're on the next slide. Thanks. And so the next project I want to share is carries and this is to give you some practical ideas about how much you might incorporate student workers in the classroom and really sad that Kerry can't join us herself but she did want me to share this experience that she had with working on this particular project and this project is a piece of undergraduate research and writing that we are putting out through my liberal arts program at the College of Western Idaho. It's a partnership with a few different colleagues across the campus so we have something we have a president's and we were originally just like PDFing those winners and putting them on our website, but we decided what if we could create the sexual journal and press books and you know share this out creative Commons license it and shared out with the wider world again with the idea that these students and these are, these are research essays literature based research original research, creative nonfiction all of like everything that would really be, you know, nonfiction writing, and the idea is that, then we have more examples that people can use. And then, you know, these, these are used in other classrooms as examples for instructors. So we did get permission from the students Kerry was really instrumental in all of this and developing the process. We just used a Google firm to get permission from every student who's published and to creative Commons license their work. And then Kerry actually learned to use press books and put this together and Kerry didn't know anything about press books when she started. She was a work study student so I was able to pay her as part of this project that's something I want to throw out there for those of you who do have access to student workers, especially through the federal work study program. It was a really great opportunity for our institution to actually use student workers to produce this. And so she said learning to work in a field that I had no prior work experience and has changed my life and she meant it was truly life changing I'd say it was life changing for both of us we just had such a positive collaboration on this project. This opportunity not only helps me with potential jobs down the road, she learned WordPress, but also guided me towards discovering myself, my passion for research and provided me with confidence and a boost in self esteem that I've been lacking for many years which she shouldn't have lacked she's brilliant. But it was just a really great opportunity for those students to publish and then you'll notice the photography the cover and then their photos throughout the book. These are also Creative Commons license and it's a partnership with our digital photography students. So it gives us a chance to publish their work and Creative Commons license their work as well. So we really have really enjoyed having this opportunity for our students to take an active role in both creating we are, and then also in like, literally creating and managing a journal. And Ryan if you could go to the next slide I just want to share some comments from my students. So back to that beginnings and endings, our college did a write up of the project, like many community colleges were very focused on transferable, you know, ready, ready for the workplace skills and those of you who are in my field and humanities or liberal arts it can be challenging sometimes to say well what what are we actually doing how are we developing these skills but these open education projects are a great opportunity to help your students develop real world skills. So, Grace noted that you know this was something she could put on her resume and that's true and I encourage my students to do that. And then Helen really captured what for me is the beauty of using renewable assignments authentic assignments. And then at future literary analysis students will see our work made the project even more exciting and worth the effort. And indeed that's how this is worked out these these students have truly been able to contribute as students scholars. And if you know like candidly as an instructor the papers they write for this project are so much better than the papers I used to get before I started doing this as a renewable assignment because they really come together on their team to make sure that they're producing and sharing the very best work possible. So those, those were the two and right I hope we've been able to put in the chat some of these links I want to make sure that you all have access to the renewable assignment link, particularly because if you're wondering how do I get started on this. I've shared this out with several instructors and it's really this project you could use it I think like our, our business program has adapted this project so it's Creative Commons license you wouldn't have to do this just in the literary analysis context it's very project based. That's one thing the students really like is that they feel like they have a fair amount of control over their role. In the project it's really clearly defined for them. And there's also they really develop accountability. In terms of one other interesting thing and then I'll shift over to Ryan like the most interesting aspect of this particular project with beginnings and endings is that it's a distributed team project. In other words I teach this class in a high flex model. So I have students who are both in class and students who attend fully online for this class, and they work together the groups are mixed up so a student who attends in person might be in a group with a student who attends fully online. And the students have really had to be creative they've used you know tools we all might have heard of like slack but their number one favorite tool for organizing this project is discord. So I will share that if you're considering developing a project like this discord has been amazingly effective for getting the workflow managed for this particular project. And I think with that I want to turn it over to what I'm even more excited about which is Ryan Randall's and I will put in the chat to I do a creative commons training for my students to I didn't really talk about that much but I'll share the links so that you could have those as well. So that they understand what they're doing when they create a commons license but Ryan is going to share the training that he developed so that my students would be able to complete this press with project on their own, and I will turn it over to Ryan. So what I want to do first, so that I don't miss it and Marie Gruber asked in the chat, whether the book and journal are archived in the institutional repository, and College of Western Idaho, we're young enough that we don't have an institutional repository, and I'm not sure if when we might get one. One of the things that we intentionally chose to do. Jonathan Lashley who used to be the Idaho, who used to work at the Idaho State Board of Education, offered press books to all of the different public institutions, so the state is paying for access to them. And I heard that I thought oh that's fantastic, not only will faculty get to do it, but. And Liza wanted to do this renewable assignment with her class, and then we also thought oh well we could creatively reuse that as a forum, we don't have access to open knowledge systems. I'm getting the normal journal platform confused in my head right now, but the. That one is a little bit more tricky for students and I thought that in terms of transferable skills, like what Liza was talking about something that's basically built on press books. That's something that's press books is basically WordPress. And so WordPress depends on the year but it's usually about 15 to 30% of the Internet is made with press with WordPress. And so it would be something that students would find accessible and then also would be a interface that they might be likely to encounter on the job in the future, or in their own lives in the future if they wanted to make their professional website. So that was one of the other compelling reasons to not go with an institutional repository, even if you have access to an institutional repository you might want to consider for student led things, having it be on press books if you have access to it. So speaking of press books really quick can I just address Liz's question to you because it's an important one. I said students have an option to opt out they do not have to publish their work to be clear. I haven't, and I explained that to them like when we do the Creative Commons training, so that there it's very clear on what they'll be doing. But so far I haven't had a student opt out the student wouldn't be able to opt out of the group project though of producing the critical edition but they could opt out of publishing their individual essay and the way the group project is designed that wouldn't impact your grade in anyway. So that's a very important thing and that's also part of what I stress with the training is that sense of privacy and ownership of what you want to put out in the world. So, in order to sort of help make sure that nobody got too anxious about it. I made a very informal intentionally informal training called, of course, what else would I call it but book him up book face. And so the, this sort of walks students, and also faculty and also staff because we ended up using with them as students through some of the basic steps of the interface. So the, I will show you a little bit of what this looks like. So I've made a new public version of this with their two versions at CWI, both of them are private and I've reassured everyone who's participated that they will always stay that way. So those are not in the press books directory, but should you want to adapt this adopt it for yourself. This is one that you can, it's should be in the press books directory as of today. And yeah, the link to that is now in the chat. So, you're welcome to clone it. I'd be thrilled if you found it useful. The first few chapters. There's the very first thing you see is for the instructions for the editors, and it sort of takes on this silly persona of they have a C Carmen San Diego have a mission. And it's basically to help reinforce the idea of making things accessible. I have students, or anyone participating adds some information, a bit of description about themselves sort of a digital icebreaker at a link to something at an image, and then at a paragraph. So they preview this so they see it all just sort of as simple text, then they go back, and then they start adding styles, so they do the structural things of adding headings and different sort of bold or italics. And hopefully, they get practice, applying those sort of things that press books allows to help make what's on the internet more accessible for all users, not just people who can see that it's really large, large font, but it doesn't actually function for screen readers as a heading. So the version that I shared has instructions for the trainers as well. So, you're welcome to look through that. Should you like it also has. Some student names to just start having parts for people so then whoever wanted to can jump in and make these parts their own. So, they're just so should you adapt it. There's some sections pre created for you. So, yeah, I hope you enjoyed using that my design I is nothing like Abbie elders, there's this far better than mine, but I hope you at least enjoy the cover design as well. So, beyond that, what I also wanted to talk about was other student perspectives on inclusion and accessibility. So part of what I did with this training, I think draws from my background on my composition pedagogy. I used to be a taught composition as an adjunct. Now I'm also a PhD grad student doing instruction. So the create the cultural studies pedagogy really informs my approach in a classroom, and it basically assumes that students come to the classroom or to do something with previous experience and previous knowledge so they are always remaking the world. And so multiple voices are important, allowing students to dissent in the classroom and dissent anywhere, you can. In a writing classroom they could make this whatever they want. So the intent is to help students develop an inclusive mindset and also to really feel comfortable with their own agency and to encourage that as much as possible. Through this training and through how we use this in the student led. Ryan, can I ask a quick question from the chat. And so it looks like there's not a download book on this book is that something I will fix that that's a setting that I forgot to click on. So perfect. Thank you. I thought that was, I thought that was probably the answer. Yeah, yeah. So, thank you all for pointing that out. I'll fix that later today. Just make sure you grab the link you guys I'll post it in the chat again. Now, let's go ahead and talk about the different things you all might use. Oh, we are platforms for so we have a jam board. I will share right now in the chat and the. So this is in the zoom chat. So, if you'd be so kind, please go ahead and start. Oh good, I can see all the anonymous animals joining up at the top. So, um, yeah, please go ahead and use the on your left. So there's a little post it note icon. It's the fourth one down. If you grab that. You can go ahead and start adding ideas of how you and your students might use student driven or at your institution. And one thing I wish that I figured out from the previous session when they did this, they had like really cool music going on I would I think it was the accessibility session I was like that would have been a great idea Ryan. So we're really glad that you like the name of the book because Ryan works really hard on the name Bookie McBook face. And I think our faculty when wasn't our faculty one Bookie McBook face to electric. Yeah, it was it was book face bugaloo I had to really face. Yeah, yeah, and I made. For those I actually made different cover art that has images of the little submarine. But since those aren't openly licensed images, and I didn't feel like the British Oceanic Institute would encourage us using it for this. And I figured I'd go ahead and just make a different cover. Abby volunteered to make a cover for us. Oh, you're fantastic. Thank you. I might. I might. Yeah, and like the training you shared Ryan was the student facing one but it worked really great for faculty to so if like like at our campus we've had an we are initiative run through my department integrated studies where we're trying to get more people to develop their own OERs or to adapt existing OERs and so they did the training with Ryan and it was very successful I would say people felt really intimidated by press books as a platform and that was a barrier we identified at our campus but once they did the training they felt very comfortable so. And that's one thing in the sort of long preparatory material I talked about was how I set up those books. One thing I should add is that we made two so there is one for faculty and staff so they can sort of be their own public and share among themselves and be a little vulnerable as Liza was mentioning. Faculty don't want to not often faculty don't want to feel as though they're not demonstrating mastery in front of students and that can feel awkward for many people. And students might not want to divulge things about themselves for faculty and staff either. So I kept those two separate so we have two different instances as Liza was saying there's a student facing one that came first and then I basically just cloned that same thing. And that's certainly for faculty and staff and I'd recommend you do the same. I agree. I think separating out the two trainings is important. Yeah and also, I suggest the sort of very restricted privacy settings that I suggest you use just to make sure that everybody feels like they don't have to worry about what they put online might escape into the world. Just to introduce each other and ideally start using the trainings to also begin building or reinforcing the community that's interested in open that's on your campus. So, and thank you for having placed some of your comments in our chat. Jessica, I copied yours from the chat and put into the Jamboard. So, it's unfortunate but there's a limit on how many people can be in a Jamboard at a time. So, I love, I love that idea to Jessica I just had to say, like, I don't like the family tree assignments that a lot of instructors give that my own kids have had but I would feel so much more comfortable with the family recipe idea. It's such a great idea. Just a couple days ago online I saw people talking about other, instead of family trees, other things, recipes, or just other sort of family. Yeah, in terms. I saw that discussion to and it really resonated with me, my family somewhat non traditional so. So, so is ours. Nice to see. So yeah. Oh, I see some fantastic things so I'm, please keep looking at this afterwards and please keep adding to it. And some of the things that are grabbing my eye. Are additional platforms beyond press books. So people talking about using get book or Jupiter notebook. Learn it fast is one I have yet to have. I've just heard of right now. Other platforms. Ryan, what about that stem idea down there didn't you used to run our 3D lab. Yeah, yeah, I think that would be fantastic to have one really common is to use thingiverse that's sort of a big place to find 3D objects, sort of the plans. And it's also made a bunch of things themselves. So, press books or something similar would be a great place for people to share those things, both with each other and outside. They also could have used it for, you're making me think of they could also use tutorials as this person's comment suggests summer research. I love the storytelling activity. That's really cool. Yeah, and you use Canva. Cool, cool. Yeah, these are great. Yeah, and Boise State Pathways project. They also hire students to create ancillary materials for K through 16 language teachers. And these are your comments, apparently. Someone in the chat asked about Jupiter notebook I'm not familiar with that one personal projects but not sure how screen reader friendly is and I'm glad, Harvard that you're thinking about the accessibility issues. I don't know anything about that tool. I'm, I don't know, either. I would love to hear that. Abby seems to know a bit, and it depends. Is it more that it depends on the screen reader that people use or is it or the browser, or does it depend more on how somebody sets up the notebook. Abby, could you unmute yourself and maybe share really quick since you know about this one. I would say it depends what you put into it. The cool thing about Jupiter notebooks is that you can do a lot of interactive things with data and spreadsheets and things like that. But because those are the things you're putting into it. It can be messy, depending on how you put it together. Okay, I just see this is why I like coming to these things I've just put that link into the chat. I get to learn new stuff. And I appreciate that we sort of naturally transitioned into the question and answer part of this. So if you have any other questions. I appreciate how much people have been putting suggestions and questions in the chat. But yeah, if you have any other ones, please do ask in the chat. I really like the pub pub suggestion, and I really like what Abby and Shannon produced on pub pub as well. Oh yeah thank you for sharing that. That's great. This was fun. So any questions that feel free to unmute or put them in the chat we have just really appreciated all of your engagement to it's been. I'm going back and grabbing all the links y'all have shared to make sure I have these. Let's see. Tanzanian short stories would be a great thing. And having bilingual picture books sounds like a fantastic use of this sort of student driven OER. I would. Yeah, I, you know we didn't talk, we didn't talk about Wikipedia editing which is like kind of this to like a lot of people at our college of use Wikipedia editing but we kind of went on went beyond that with having the students publish their own work. So, but that's always that's something that a lot of people do. Oh, yes. The link. I'm adding that Jamboard link one more time. Okay, thanks. I'm going to share the slide link to it looks like we have about five minutes left so really we would love to open it up to questions or anything out, you know knowledge sharing here has been fantastic. I'm sharing the relevant links like to assignments for anyone who came in late. And one thing I would say is from previous experience trying to make OER just using GitHub pages. That's more cumbersome. If you wanted to use, we had grand aspirations to have people learn beyond just me, how to use that but press books is way simpler for people to jump in and use the editor that's part of press books and WordPress is much more whizzy wig and lets people use it so yeah that's I'd recommend that. Veronica asked she's a mobile she's I agree there's so many great chats I can share, I mean I can save the chat but where could we share this Veronica that you would be able to get it. I mean I could add it to the Jamboard but if you don't have the Jamboard link that wouldn't help or the slide link. Lisa is it possible for us to add these sort of things. Yeah, we can it looks like. Oh, or we could show them to discord. Yeah, Ryan why don't we discord. It's probably going to be your best option because the content is already in sketch and Theodore is correct that this is actually being recorded, but I don't know if the chat is also recorded with it. So yeah, discord's probably going to be the best bet since you all have a lot of paints. And Ryan you've been on discord, you know what you know what I'll do I've been creating I've been keeping a document but I'll also just save the chat and pull out all the links for you guys. And I'll share that with you Ryan and maybe you can post that and Ryan's younger than me he can do discord better. I don't know if this is a thing the hosts have to change, but in zoom where there's an ellipses. It's the little three dots and you get a three dots to the right if you click on that I believe you should be able to save the transcript yourself to whatever machine you're on. If you're on a mobile device I doubt you would be able to. Thanks Justina for letting us know that it worked for you. Thank you. I don't think we have a discord channel. We don't but the event does. Open ed does. Lisa do you have that handy I can I'm looking on schedule really quick to see if I can find that. Sorry you guys I always have like 20 browser tabs. Yeah, thank you Amanda for that suggestion will put it in the share your stuff channel in the discord. Got it. Okay. Thank you. We appreciate that yeah. Okay, well I think we're almost at time but we just really want to thank you all for coming for all the amazing ideas you shared with us and for letting us share some of the work we've been doing with our students over the past, I guess what is it Ryan three years. Yeah, yeah, and should you have other ideas for ways to refine the training that I've shared or other commentary on that please let me know because that's also meant to be continually improved and revised. So, thank you all so much for being here. Thank you. Thank you. I'm so glad to see this was useful for people. Hope you worked hard on it right right.