 All right, welcome. We are so glad you're tuning in to learn about how a statewide collaborative group created an OER package, including a textbook student printable companion and Canvas course shell sharing their thoughts today are. Ashley McCose from Lakeshore Technical College. Ellen range from Western Technical College. Cindy to make up from Nicola College. Kelly Carpenter also from Lakeshore. And Hillary Barker from the Wisconsin Technical College system. All right, in this session we will walk through how we selected medical terminology as our first OER system wide project. We'll discuss project goals. How we created the system wide work group, the process or how the work got done and lessons learned and recommendations. If anyone wants to tackle a similar project. Medical terminology is a foundational course for almost all of our technical college health science programs and is offered at all 16 Wisconsin Tech colleges. So many students take this course in their first semester of college or in high school through dual enrollment. We were hearing from students and high school administrators alike that the cost of the publisher textbook with the one time use access code was prohibitive at over $100. Open RN, which is through Chippewa Valley Technical College here in Wisconsin is also working on for nursing textbooks. So medical terminology aligned nicely with the OER work that that group is already doing. So a small group of librarians submitted a wills idea to action fund proposal in 2018 and received a $5,000 stipend to hold the state's first ever OER create fest slated for April of 2020. We grossly underestimated the amount of time and energy that went into both the create fest itself and writing a textbook. And the create fest being scheduled in April of 2020 was very poor timing with the start of a global pandemic. So we did still end up holding the create fest. We switched everything virtual to Microsoft teams and the create fest really ended up focusing on spreading awareness of OER and how much more we needed to learn yet about writing a textbook. At the time of the create fest there was no known textbook that we could adapt. And so the project really stalled for several months while we all kept our heads above water dealing with COVID. And until the publication of Building a Medical Terminology Foundation by Kimberly Carter and Marie Rutherford was published. So with the publication of the Rutherford and Carter textbook that really revived our focus and it shifted the goal into an adaption project instead of a creation project. That scope was just too much for us to bite off for our first project. We knew that since the access code material was so vital for both instructors and students, we knew we wanted to create ancillaries and some H5P interactive content that would help make textbook adoption easier for instructors. Wisconsin also still has very rural college populations and we knew we wanted to create a printable companion so that students who don't have access to reliable internet could still use the content. After we worked on the project for probably over a year, instructors still voiced strong desire for assessments and test banks, which had historically been barriers to OER adoption. So we were looking to minimize as many deterrents to adoption as possible. We ended up creating a Canvas course shell very near the end of the project and we chose Canvas because anyone can create a free Canvas account and export the course content. Our cross-functional workgroup includes medical terminology faculty as subject matter experts and individuals in project management and support roles, including librarians, teaching and learning, manager of open and inclusive academics, and a liaison from the system office for the Wisconsin Technical Colleges. In the tech college system, we have an OER network that I help coordinate and with representation from each college. When we first started this workgroup, leveraging this network to get the word out and identify individuals who could dedicate time to this project was really helpful. So next we'll talk about our process. First off, our process included many stops and starts. In spring 2020, we held the medical terminology CrateFest within the OER network and as Kelly mentioned, this work stalled thereafter. At that time it didn't seem like this was a feasible project given the amount of work that was needed to create these resources. But then in the summer of 2020, Cindy found the newly published medical terminology textbook from Carter and Rutherford. This textbook was key to getting our project off the ground since we no longer needed to create something from scratch but could adapt existing content. Yet it still took us a few months to really establish a process and solidify who would participate in this time consuming project. The process we landed on was having two simultaneous faculty workgroups, led and project managed by librarians to adapt the textbook, create the student companion and assessments. This work still took over a year to complete. The textbook work was mostly finished when the faculty moved the answering materials and aligning the assessments. During this time in the summer of 2022, we sent out the textbook for peer review with other medical terminology faculty in our system. The cannabis course shell was then finished at the end of the summer and this fall some faculty are piloting the resources in their classes and we plan to release the next edition of the textbook in spring 2023 and incorporate feedback from the pilot. Due to both the nature of the work and the physical distance between all participants, collaboration and communication were essential to this project. Some of the practices that we included were a shared Google Drive that everyone had access to. Not only did the shared drive give us a home to put all of our documentation. It allowed for everyone to see everything going on in the project and easily access the parts needed to continue their individual or group work. We're able to split up the faculty into two different workgroups one for editing of the book and the other for assessment to allow each to focus on their specific interests. The main project team the project manager managers and support roles would then meet to discuss work the workgroup projects brainstorm ideas and resolve any issues that arose. For this project we were fortunate enough to have access to create and clone the textbooks in the press book platform. This gave us the ability to easily edit content and add modify H5P activities in the book. Faculty were able to use hypothesis to suggest edits, additions or emissions through the book. Once these changes were gone through the librarians and the projects then updated the press book. The same process was used in peer review and seemed to work really well. So I get to talk about adapting the textbook and there were several main priorities that we had for adapting the Carter and Rutherford text to our needs. That text was itself an adaptation of the open stacks anatomy and physiology textbook and our instructors felt that there was still some anatomy and physiology content that was extraneous to the study of medical terminology. So we focused on simplifying the content videos and images and focusing more directly on the terms. We also worked to align the text to the Wisconsin technical college system course competencies for the course and to Americanize any Canadian context spelling or pronunciation. We also knew as Kelly mentioned that many of our students and instructors would want to print these materials and so we tried to consider printability throughout the project. We discovered early on that those interactive H5P activities that were so beneficial to student learning did not translate well to a printed version. And so we created a separate book which we called the student companion, which duplicated those interactive activities from the textbook into a printable text based easy to study format. We did find that the more time we spent with those materials the more we felt comfortable adapting to our context and our student needs. As we neared the end of the textbook adaptation and assessment creation processes, our work groups entered into that internal review process between the true groups that Hillary mentioned. During this process instructors reviewed each chapter and checked the consistency among the textbook, the companion and the assessment activities, while also identifying as many errors and missing pieces of information as possible. We then reached out to other medical terminology instructors within our system to provide feedback on the textbook as our external reviewers. We did create a rubric for these reviewers which we based heavily on the open RN project peer review rubric. This rubric essentially asked reviewers to answer the primary question to what extent does this textbook successfully meet the learning needs of an entry level student going into a health related field. Any corrections or revision suggestions were documented in a new hypothesis group that we created specifically for the review process. The corrections and edits were then made all at once at the conclusion of that review window. And as mentioned earlier, we initially used Google Docs to draft out the chapter word lists, learning activities and assessments for each chapter. But we later decided to actually collect and publish everything in Canvas due to that ability to share the content more easily and flexibly through Canvas Commons. While our course shell isn't necessarily comprehensive, it is a resource that instructors can adapt for their students and their teaching needs. This set of resources was an important priority for our project as it really provided instructors with some activities that they could use. Each of the body system modules includes links to the textbook chapter, the student companion chapter and a variety of different activities that they can use for formative or summative assessment. Each chapter or module generally includes a list of words to define using word parts, pronunciation and abbreviations lists, a pronunciation scenario, a vocabulary review activity, a scenario writing activity using terms from the chapter, and a bank of quiz questions. Instructors are then able to export the course from Canvas and import into their own learning management system or to use any or all of the individual activities. Now we'll talk about some of the lessons learned over the course of this project and some recommendations we have for anyone preparing an OER adaptation like this. One of the most important lessons we learned from this process was to embrace a flexible timeline and to persevere despite many starts and stops. Everyone working on this project, be it faculty or support staff, was tackling this in addition to their regular responsibilities. So it was really key to give ourselves and our colleagues some grace and we quickly recognized that our original timeline needed some adjustment to account for busy times of the year and availability of our teammates. So while this process kicked off with a lot of momentum at the Virtual Create Fest that you heard about, it wasn't until August 2022 that we were ready to pilot with this full package. So it was important for our project leaders to manage expectations when it comes to the timeline and the amount of work that could be completed within that time frame. This was something we weren't initially prepared for at the outset, I would say, and I would certainly be more intentional about this when recruiting for OER projects in the future. And speaking of those project leads, we learned that it is very important to designate a project manager. It was certainly critical to develop materials and discuss as a group, but those project managers were really there to facilitate the discussion, solidify objectives, assign and hold people accountable for action items, and handle those project technology and logistical pieces. There were definitely moments when the group got a little lost in the weeds, I would say, but that project manager was really key to bringing people back around to the larger vision and keeping everyone motivated and invested when there were differences of opinion. We also learned that the size of your workgroup is an important decision. Ultimately, we wanted to balance having a diverse set of perspectives while also keeping the size manageable logistically. A smaller group will make it easier to get everyone on the same page and keep the project moving forward. Finally, we learned that imposter syndrome is alive and well in projects like this. The faculty experts will feel it, the project managers will feel it, you will feel it. For many of us, we just didn't have the background in publication or in copy editing or writing textbooks, so it was a steep learning curve that can be intimidating, but staying focused on that potential student impact and tackling the project in small pieces will slowly push those intrusive imposter feelings to the background and let you achieve something incredible. So if you're on the edge of your seat just ready to dive into a project like this, here are a couple of tips we'd like to share as you start your journey. So first of all, really think through and lay out your project timeline and milestones from the outset and share that with any interested faculty and support staff as you're recruiting. As we mentioned, you want to manage those expectations and recruit people who are really willing to put in the work over an extended period of time and who wouldn't necessarily expect to see a finished product within six months. Understandably, they would be a little frustrated if progress was slower than anticipated, so really set that expectation. I would even say set a pessimistic timeline, that is to say with plenty of breathing room for other priorities so that everyone's aware that certain priorities could put a pause on your OER progress. Take careful notes of your meetings and keep meeting minutes. This will really help you stay on top of ideas and priorities and action items and help inform future projects. And we also recommend creating a plethora of surveys. So in the front matter of your OER work include a textbook adoption survey so you have a sense of how widely your work is being used. And also include a survey where readers, students, faculty, anyone who's engaging with your book or materials can send corrections and suggestions. And then finally create some sort of survey to check in on student experience and feedback. This will give you information beyond just adoption numbers and help give you a picture of how students are using the book, what works well for them, what barriers they're facing when using the book. Because the beauty of OER is that you can continue to improve the material in response to user needs. So in that way you can really take advantage of the living nature of your OER materials and use them to adapt to student needs in real time. Project management training is also a recommendation for your project leads or even for everyone in your work group if it's possible. In retrospect I feel this would have been very helpful and made the process a little more efficient in the long run. And an investment in that kind of training upfront will really pay dividends over time since that skill set can be useful with every subsequent project. And then finally find ways to maintain motivation by reminding your groups of the long term goal to help students. For us there was real motivation in seeing the hundreds of thousands of dollars students across the state could potentially save thanks to our efforts. And for your group it's really about understanding what their motivations are, maybe having more control over their curriculum and learning materials is a major motivating factor for your faculty. So keep those objectives at the ready when things start to get a little lost in the minutiae and that will really help your project move forward. And ultimately when we look back at this project over the past two years and see the progress that was made it is pretty incredible. We have an OER medical terminology textbook adapted to the needs of Wisconsin Technical College students. We have a low tech companion for students to use as a printed copy of the text. We have our Canvas course shell for instructors with a plethora of learning assessments to support the curriculum. And based on the number of students taking that term currently and the amount they pay for their current textbook. These materials have the potential to impact over 8600 WTCS students and 3300 dual credit high school students across our state, saving them a collective estimated $895,000 a year. These savings will help increase access to many in demand health sciences career pathways. So our work group is really proud to be part of these ever increasing OER efforts in Wisconsin. And we know that this work is just another step in the growing statewide OER movement that is making education more accessible and affordable for our students. So if you'd like to reach out to any of us about this project, we'd be happy to answer questions. Here's our contact information. If you're listening to this asynchronously, please feel free to shoot us an email. And if you're here at the live session, we welcome your questions. Thank you.