 All right. Good morning or good afternoon to you, depending on where you're located. This is Una Daley from the Community College Consortium for OER. And I want to welcome you to our May webinar on OER vetting. And we're looking at three aspects today, cultural relevance of your content, accessibility, and licensing. And we have three wonderful presenters who we are going to hear from in a moment. Can everyone hear me out there? I'm going to assume you can hear me. Laurie, can you hear me out there? I can. Can you hear me? Yes. All right. Thank you very much. Just wanted to confirm that before I went along here. We are using the GoToWebinar platform today, as many of you know. And we're going to ask you, our attendees, and we're really excited to see we have over 50 attendees from around the country here. So we know this topic is of great interest. Please type your questions and comments in the questions area. And I have Cary Dolly and other folks helping me to copy those into the chat window this morning so that we can get some answers by the panelists, and you can also see those answers as they come out. We will hold most of the major questions till the end, but we will try and answer in the chat area as we go along. So thank you for your patience on that. So just a quick agenda. We're going to have an introduction to our speakers coming up just in a moment. A brief overview of CCC OER, and then we're going to get right into the topic here with the culturally relevant aspect of OER being our first topic, then accessibility in OER, and finally, license, review, and attribution components. All right. First up, let's meet Lori Cacolosi. She is the Dean of Humanities and Learning Communities at Bunker Hill Community College. Hello. Happy to be here. Bunker Hill Community College is located in the heart of Boston's Charlestown neighborhood, and I'm looking out my window right now at the Bunker Hill Monument. So for those of you who visited Boston, you may be familiar with the monument. We are the largest community college in Massachusetts serving close to 14,000 students and are what I would call a profoundly diverse institution. Over 60% of our students are students of color. So cultural relevance is a topic near and dear to our hearts. Wonderful. And we're delighted to have Lori here this morning to talk about that topic. And next up is Paula Michniewicz, and she may need to correct me on that. She's an instructional designer at Salt Lake Community College, and we're thrilled also to have Paula here to talk about what's happening at her college and also about the process they use for ensuring that OER is accessible. Good morning, everybody. I'm in Salt Lake City, Utah, where it's a beautiful sunny day going to be in the 70s. So I am excited to be here. This is the only community college in Utah because really Utah isn't that big, but we serve Salt Lake City and two other counties right around us. And I'll be talking more about what we do with OER later on. Thank you. All right. Thanks so much, Paula. We're really thrilled to have you as well this morning. And our third speaker and also the president of the Community College Consortium for OER, she's the open education project manager at the Pierce College District in Washington. And as well, please say hello with you. Hi, everybody. It's nice to be here and be able to chat about this. Luna, I hate to put this, but I love the track. I don't have your slides anymore. Is your desktop not sharing anymore? There we go. Thank you. Somehow I lost my connection. So go ahead, Will. Would you like to introduce yourself? I'm the open education project manager, and I'm really excited to talk about that. Great. And we're really pleased to have Will with us this morning, and she's also a very frequent speaker. So I think many of you know her as well. All right. Briefly, I wanted to go over the Community College Consortium for OER mission. You know, we are celebrating our 10-year anniversary this summer. We were founded in Northern California, but always with an eye toward the consortium. And so we, of course, have members across the country and many folks who participate with us. Most of our goals and missions remain the same. It's around expanding access and awareness to high quality open educational materials. But at the heart of it is improving student success. And those things haven't changed, even though the technology has changed, and you know, even, you know, the trends around OER adoption, you know, we're moving into pathways, although of course we continue to strongly support OER adoption in individual courses as well. But at the heart of it is helping our students to be successful in their academic careers. And just a picture of our members across the country, and we're so excited to move that from 21 to 22 states and provinces. Mitchell College in North Carolina joined us, and they are the first college in North Carolina to join GCCOER, and so we are thrilled to have them on board. Alright. Getting to our main topic today. You know, when I was planning this with our executive committee, that includes Lisa Dunn, who is our professional development VP, and Quill West, we decided we wanted to pack kind of all of the essential elements into one webinar around how you select OER to use and ensure that it's appropriate. And so we came up with quality, accessibility, and open licensing, and that you really need to ensure that when you're selecting OER to adopt into your classroom or you're developing it yourself or adapting. And, you know, as the year went on, we started to really realize that the quality issue has been worked quite a bit around peer review, and those are all very essential pieces, and cultural relevance and engagement with students was an emerging area of quality that really hasn't been explored fully. And so we were really excited to work with Bunker Hill on this because they have been doing some very innovative work in this area, even pre-there OER work, but they're bringing that forward with their Z degree. And then, of course, accessibility has always been near and dear to our heart at GCCOER. So if we don't make our materials accessible to students with disabilities, we're truly not expanding access. And finally, open licensing is a challenging area sometimes, and so having a process around that to help faculty, librarians, and staff who select materials to be able to ensure that they're using properly licensed materials and attributing it is another key piece of this. And so we hope you enjoyed this webinar and find it informative, and I want to pass this on now here to Lori, Lori Patelosi, and Lori, I'm just going to change to make you a presenter. And there we go. Confirming that you can see my screen. I can, absolutely. Wonderful. So as I mentioned, we are located in Charlestown, Massachusetts. We also have a campus in Chelsea, nearby Chelsea, Mass. And we are one of the most diverse colleges in New England, more than 60% students of color. You can take a look at our demographics here. Two out of three of our students work, many of them full-time, and two out of three also receive financial aid, with 57% receiving Pell Grants or Pell Grant eligible. In addition, we have over 1,000 international students speaking 75 languages. So when I say profoundly diverse, that just gives you a sense of the flavor of the institution. Our average age is 26, and we are close to 60% female, in terms of gender ratio. We embarked on the OER degree initiative a year ago, when we were awarded a grant by The Dream. And this grant was designed to enable us to fully build an OER degree in under three years. We chose our liberal arts program of study, which is our largest program of study at the college and enrolls 4,000 students. And we chose this degree because we wanted to go broad. We wanted to be able to include disciplines across our general education program, so that there would be many courses across the curriculum that would be designed as OER. We had a solid partner and have a solid partner in Lumen Learning through this effort. They've been providing training, as well as implementation resources under the grant. And over two years, what we are doing is engaging four cohorts of faculty to apply to become part of the project and to join a community of practice in that given semester, along with their colleagues, and to either adopt, adapt, or build OER with both internal support through our library and our online resources staff, as well as external support through Lumen. In the context of our participation in achieving The Dream in Lumen, OER has a very specific definition, so I thought I would just take a step back and share that with you. So when we talk about OER here at Bunker Hill, we're talking about teaching materials that are in the public domain or licensed to allow free and unfettered access to anyone and free permission to engage in retaining, reusing, revising, remixing, or redistributing materials, which Lumen has affectionately called the five Rs. Our degree initiative has several goals. The first goal is to reduce textbook costs, which we've already begun to see significant gains in, even in the first semester of implementation. We've also wanted to deepen our faculty's abilities to do capacity to do curricular design and also their technological skills. We intend to offer the OER pathway to at least 1800 students a semester by the end of the grant period. And importantly, we want to scale course sections across programs of study so that we're not just impacting, ultimately, the liberal arts program, but multiple programs across our college. And finally, it's important for us, given who we are, that we develop OER that's aligned with our institutional mission to be culturally relevant. In terms of quality, I just want to take another step back for a moment and talk about how we ensure quality in our OER. First is that we have a selective faculty application process. So our faculty apply. It is competitive. In our first round, we had close to 20, I think we had 26 applications. And selected a cohort of eight faculty in that first round. And faculty participate in a community of practice where they problem solve, where they share information with one another. They engage in initial and ongoing professional development that's provided both by Lumen and by our internal resources. There's a cross-functional leadership team made up of administrative leadership as well as faculty leadership and staff support and resources to help move the project forward. And we are using a train-the-trainer approach so that our faculty and our internal staff are learning from Lumen so that we can, as time moves on, offer the training internally, entirely. We emphasize learner-centered instruction and assessment and then importantly, we're committed to a curriculum that sustains cultural wealth that is culturally inclusive and culturally relevant, which is what I want to spend some time talking about now. Our work in cultural relevance is grounded in a number of theoretical foundations. The first is Paris's cultural wealth framework, and you see the basic tenets of that framework before you. In order to begin to engage in this work, teachers need to understand the systemic nature of racism, the role that education plays in perpetuating racial and ethnic inequities. They need to understand the deficit lens that dominates the narrative that's used to discuss students of color and community college students in general, and they need to understand that an asset-based approach and the development of authentic human relationships is critical to the work of being culturally relevant. Another framework that's informed our work has been Yasso's cultural wealth framework. And what Yasso's contributed to the conversation is a focus on the very specific assets that students bring with them to their educational enterprise. Students who are bilingual or trilingual are not at risk in this model, but rather they have an advantage. This is seen, and it is, an asset for students. Similarly, students who have family relationships that are strong and powerful, those families can be brought into the educational enterprise as opposed to seeing families as a potential risk. In terms of practices that we have enacted, we've drawn upon Ladson's billing, Seminole's work from 1995. She focused on three foundational elements of culturally relevant teaching. Academic excellence, which refers to the high standards that culturally relevant teachers keep and demand. A level of cultural competence in terms of the faculty as well as the students in the classroom. And engagement with critical consciousness, which involves working with local communities of color in particular, and sharing community resources and scholarship. And as well engaging students in action research and service learning projects. So the screen you see now in front of you are a number of best practices that are integrated into our classroom teaching and learning process, whether we're teaching OER or a traditional classroom setting. To serve these foundational objectives, we've curated a number of resources that we've drawn upon. We've curated both primary and secondary sources that represent diverse perspectives, experiences and identities, and that echo the populations of students that we serve here. We've chosen texts that speak to our students' lived cultural experience. We've begun to integrate multimedia sources into our OER. We've made an effort to put contemporary text into conversation with traditional or canonical texts. We've drawn importantly upon local resources and scholarship to fill in the gaps where we have not found those resources online. And we've engaged students in research themselves so that they can co-create the knowledge. One resource that's been very useful to us has been the Digital Public Library of America, or DPLA. DPLA has a plethora of resources. You can search their site by date, by location. You can find multimedia resources here that are Creative Commons licensed. And the depth and the range of resources here can't be underestimated. To give you just an example of some of the primary source sets that we've made use of, you can search by subject area and time period, and you can sort using different modes of chronology, most recent first, for example, which is how I did this sort on subjects related to African-Americans. And even in just this first initial search of the first three topics, you see something that's local to Boston. You've got a novel, and you've got Watson's Go to Birmingham from 1963. So there's a lot of rich material that's available through DPLA. Another resource that we've drawn upon have been our community partners. And I just want to highlight three of those partnerships today. So the first is our oldest partnership, our partnership with the Museum of African-American History. They are located in Boston, as well as the site out in Nantucket, Massachusetts. And our partnership with the museum has enabled us to integrate museum artifacts and resources related to the Black Heritage Trail into coursework. This predates our OER work, but we're now working with the museum to integrate those resources into our OER content. Second partnership has been with UMass Boston, which is our nearby and largest transfer school. UMass Boston's Asian-American Studies program. We partnered with them to submit a National Endowment for the Humanities Bridging Cultures grant, and we are just finishing up that grant this May as our final third and final year of the grant. Through that grant, we have engaged local community-based organizations in working with our students. We've done asset mapping for community organizations. We've gone out into the field and had our community partners help us understand the community by leading us on tours and integrating the work of the classroom into the local community. You see a few examples on the screen of some of the work that we've done portrayed through pictures, which is a great resource for us. And that partnership became a template then for our Latino Student Success Initiative, which was a partnership with Chelsea School District, as well as UMass Boston's Gaston Institute. And again, we're building on both baccalaureate scholarship at four-year institutions and the knowledge and expertise of local community-based organizations to knit resources into our curriculum. The cost for cultural relevance for us has led faculty to a number of realizations. They have learned, in our learning, still work in progress to accumulate and synthesize curricular resources. They've learned what they can eliminate and what they need to eliminate in terms of meeting with resources. They're very excited about contributing to a culturally relevant curriculum and to a growing OER repository of that work, because, as Zuna mentioned, it's an emerging field. They have been sharing practices with one another to problem-solve within the context of the communities of practice that we're involved with. And this class has also offered opportunities for students. They've engaged in their own independent and collaborative research processes to help locate resources where we have not been able to find them. They have helped to evaluate source material. They've themselves synthesized sources as part of their research. What that's allowed our students to do is engage in active learning as opposed to passively consuming knowledge through our coursework, and, importantly, to apply what they're learning in the classroom to the real-world challenges that they're facing in their own communities and that we're all facing in both our local and global world. All right. Thank you, Lori. Do we have any questions for Lori? I'm not seeing any questions in the chat window right now. Not right now. We don't have enough. Okay. Thanks, Carrie. All right. Well, please feel free to type those questions in as we go along. And I, you know, I just think that this is such an interesting area that Lori has spoken about and a real opportunity to make OER richer and more valuable for our students. You know, we talk about affordability and accessibility, but making the materials engaging and relevant for our students is such a critical piece. And next up, we are going to hear from Paula Mischduitz from Salt Lake Community College on accessibility, digital accessibility with a particular emphasis on OER. And Paula, I I'm sorry. There is Paula's picture and I am now going to turn over the presentation to Paula. Peter and so it looks perfect now. Okay. Awesome. Yeah. Thank you. Okay. So my name is Paula Mcnevage and I'm an instructional designer here at Salt Lake Community College in the e-learning department. I have been here for about 12 years and at Salt Lake Community College in the last three years we had a universal accessibility committee which was institution-wide. So we've been really focusing on accessibility in all different facets. There were sub-committees from the main committee and some of them formed a group that had to do with accessibility of stuff for students for our learning and faculty to use and also there is a math accessibility working group that came from that. So these are some things that I learned from being involved in these groups and I'm also going to share with you some of our thought processes that we have adopted here at Salt Lake Community College. So we're in Salt Lake City and that's a picture of us that's the campus I'm on and so we're right along the Wasatch Range so if you ever get out here it's a beautiful city right next to the mountains. I also shared with you some information from our SLCCC open website and Una did share with me that our OER person shared that we did save $3 million this year just to let you know we started Fall 2014 so from then up to now we were able to save students $3 million. We had 35,000 students be benefit from this open SLCCC and also I shared with you our OERs by subject because we did not focus on it from a program or a degree level we focused it more on the classes that most students take and so you will see that the math and the English are the ones that have the highest enrollment and we really focused on those classes and then you'll also see others that have joined in the history department business education and biology and then a miscellaneous of others so that's kind of our background with OER so the first thing I was going to talk about was the why and what we looked at was the University of Montana had to go to court and this was the resolution agreement and I think that this kind of sums it up in a great way that everyone should have access to information at any time and with ease of use and they were also focusing on all the e-textbooks, elements, multimedia classroom technology etc so that kind of started our conversation here at Salt Lake Community College on what we can do to be going towards access for everybody at any time and so one of our things that we talked about was just our perspective and I think a lot of our perspective has always been the medical model which disability is a negative thing or oh my gosh I have to do something for one student to accommodate etc and so what we've been trying to do is change our perspective to more of the social justice and universal design perspective and what that is looking at is more is just that disability is a difference and that it shouldn't be thought of as something different it's just a part of what we do and so I think the last bullet is what I'd really like us to emphasize is environments are designed with accessibility in mind and then that means everybody could use whatever it is that we have so I'm going to show you an example to help you kind of switch your perspective is this is our you know curve that we all see the accessibility curve so this was right outside my building and so this helps a wheelchair go from the sidewalk onto the street but I think all of us have used this for many other reasons such as baby strollers, bicycle scooters, carts, luggage on rollers so basically if you think about universal design when you create something for anybody then actually many people can benefit from it so it's like it could be used by everybody and so that's kind of what I am hoping that you can get out of this is kind of start switching the thought process and that I'll give you some tips on what to look for and also when you're creating some OER and what to do that can then help it be accessible to everybody and the principles of universal design on the one that I'm going to talk about a little bit in a few minutes is more on the first one which is multiple means of presentation because again that can help us out when we start looking at some interactive activities and maybe they may not be accessible but I'll have you think about other ways to think out of the box so now that we know like the why we should be doing this I'm now going to help you with some pointers on some things to look at when you're reviewing different open educational resources and so the first one that we I'll probably look at our textbooks and there are two main things to be thinking about with a textbook and it's the headings and it's the alt tags so a heading if you're in a web page a heading has some tags the H2 tags if you're in a Word document and you're typing something up you can format it with a heading 2 in your LMS in our LMS which is Canvas we can also when we're making a page in there we can make sure it has some headings in paragraph format etc and the reason why this is important is because for a screen reader they can go and skim through the book by headings and then they can find the particular area they want to read instead of going through 20 pages paragraph by paragraph and listening for finally some words that may seem familiar to them the other thing is the alt tag the tags describe images but you don't usually see it it's usually in the background so once again in a web page it's an alt tag in your Word document if you have an image that a learner may need to know about so they can learn the topic then you make sure you have a description in the alt tag so once again when a reader comes by then it is read to the person who may not be able to see the image of what's going on so here at Salt Lake Community College the eLearning department and the department the DRC the two of us gave trainings to show faculty and staff how to create Word documents with formatted headings and adding alt tags and we also in eLearning make sure anybody that uses the LMS is familiar with that some other things to think about is a lot of times we use PDF so make sure that sometimes people scan text and so make sure that that PDF isn't scanned text because that would be hard for a reader another thing is descriptive links so I gave an example that actually I linked that to our slcc.eu home page but I didn't give you the URL so that's what they mean by a descriptive link I share here that if you have someone that can test it with a screen reader that would be the best way to make sure that all of your documents or web pages can be formatted correctly so I would highly recommend seeing if you have an accessibility person on your campus or if your DRC Disability Resource Center could help you out I found it interesting that last week on our email we had some talk about accessibility for math books and as I shared with you earlier we had a math accessibility working group and that's our focus was we were creating some OER text books and how do we create it so it is accessible and I was going to share with you the things that we and the math department is going forward with they are making equations they make sure that it's in Word and they are using math type which is a plugin for Word and then if that's all set like that then they can export it out as a math ML and then that's an HTML format that a screen reader can read just to let you know in Word when you do use the Word program it does the LaTeX which isn't something that could be used for a screen reader and the last thing is if you are creating your own text book everything I just said above are things that you should be thinking about when you are creating it and as I said for us at Salt Lake Community College we have decided to use Word and then usually what happens is you can export it out in different ways it could be changed into a web page it could be changed into a PDF for our math what we got to mention was we were using SVG images because then if someone needs to enlarge it it enlarges without pixelation and also we've been playing around with SVGs and embossing printers so that then people can feel the graphs so the last thing that we at SLCGC are still working on is then where do you store all of this and how do you share all of this it's just something to be thinking about when you are creating your own text book or OER with Word is where is this all going to be shared and where is it going to all be stored so these are just things to be looking at for accessibility for a text book the next thing I was going to share is video which a lot of us like to use and so we always try to find videos that are captioned and there is an example of closed captioning so that means there is words on the screen while you are watching the video just to let you know there is another captioning it's called audio description which is actually more people speaking talking about what is on the screen our group hasn't started that but I just wanted to let you be aware of that layer of captioning that helps blind people to know what is going on on the screen because they can hear but they don't know what is going on so if you have a video that doesn't have closed captioning there is Mara.org which is a crowdsourced tool that you can go and create some captioning if you own it and have a YouTube channel you can edit the auto caption so it can auto caption for you and then edit it and also there is outsourcing so we at Salt Lake Community College have decided for anything that is created with our e-learning department that we have monies to go and outsource it and make sure that it is closed caption so this is where I was starting to talk about the universal design for learning in the multiple modes of presentation sometimes you may find some interactive activities that may not be accessible I have on the screen is actually a timeline and what I did was I created a table with the dates and events right there so that if someone wasn't able to interact with it they still are able to learn the content on there because they were able to get it through the table so what we try to do here at Salt Lake Community College and especially in when we are designing with faculty the online classes we are always trying to think of alternative ways so that depending upon the student maybe they like to read better maybe this is better with a screen reader maybe the closed captioning is better for English as a second language student so we are always trying to think of the multiple ways to show something or interactivities are there multiple ways to have it so that anybody could use the activity and learn so the last thing is I have just shared with you lots of things and some of you may be overwhelmed so what I was going to share with you is to collaborate so other institutions have great resources the next page is going to be some links so BC Open Textbook Accessibility Resource is a great thing to talk about from a textbook perspective Portland Community College also is great for the math accessibility and a lot of research on that so that's a great starting point I'd also recommend that you collaborate with other people on campus if you're a faculty here is somebody in the disability resource center can help out with this do you have eLearning group with instructional designers and instructional technologists that can possibly help you learn this or help you do anything with any of your learning objects or textbooks to help make it open do you have an accessibility specialist or do you have other faculty that are on your campus so the last thing I was going to share with you is just start small what we do here is we encourage faculty to look at their class maybe change all their word documents to have them accessible one semester or the next semester make sure everything has an alt tag on it maybe the next semester make sure all your videos are closed caption so as long as you're moving forward and anything that you create is accessible then it's going to be a beautiful thing later on so the last slide is just sharing with you resources that I talked about so there are links right out to them and it also includes our SLCC accessibility website with creating accessible documents that we have that information so thank you very much alright thank you Paula and if you could switch to the next slide for me Paula that would be great I want to thank Paula for that presentation and she did have a really wide area to cover and I think she really hit the high points there on accessibility we had we had a couple of questions one and they're somewhat specific one thing I did want to say I really just wanted to re-emphasize what Paula said is that this really has to be an all campus effort and so working with your DSPS or your disability resource center whatever your college calls it on campus is really critical and you maybe if digital textbooks have not become a big part of your campus you may be educating some of the folks in your DSPS office as well so it might be a mutual education to go along and hopefully your instructional design staff you have very confident instructional design staff such as Paula who can you can really help with that to the question Paula Judith was asking what is latex would you like to briefly explain that to her? Sure latex is kind of is a language behind the scenes language that in any of the word documents that were printed it was a language created so that you can visually see a math equation and what happens is that it was created for print but now that we have the web what happened is then readers couldn't read it it would read it in latex which is a really bizarre language if you ever look at it and so what happens is we've been creating math MLs and actually a combination of x HTML and another thing and what happens is when it gets to the equation it reads it as you know a squared plus 3x equals 5 as opposed to a language that is really bizarre looking and sounds really bizarre so that's the quick what is latex yeah thank you Paula so it is sort of a legacy app and so we had a couple of other requests here one is of course can we have copies of the slides and yet we post all of these slides and of course it's recording usually within 48 hours of the webinar one thing we have to do is we have to have the webinar caption and so that adds a little bit of delay before we can post the recording and Paula actually they have asked for the link I don't know if that's something you can put in the chat window if you could put those links also in the chat window Paula that would be really great okay because folks would like to have those and and I could just do that right yeah that's great you can just put it directly in the chat window Paula yeah and Laura we also published something she did a definition and we'll put that in the chat window too of what latex is so thank you Lori alright yeah I apologize for the fact that we've had the preview on this last session as Paula mentioned she has a new laptop and when we rehearsed this on Monday we were unable to get it to go into regular slide mode so thank you for your patience with that and now without further ado we're going to switch to Cool West who is going to talk about license review and vetting and how she does that at her college and also with her with her librarian so a very interesting approach to developing a system around this alright Quilla I'm giving you presenter privileges now alright we can see your desktop now Quilla are you on mute just unmuted myself perfect okay so you should be looking at my desktop right now but in just one second I will make this show okay so I'm going to talk about the ethical use of educational materials and how we review for that which is probably not the most thrilling thing in the whole wide world but it is really necessary I actually instead of those high terms I actually think of this presentation as how we really do the final preparation for open courses so that we can distribute them this is a really important step for us in bringing open courses to scale because we might not do as full a review for an instructor who's teaching one course and will only ever teach that course and is not interested in other people adopting it because they're protected much by fair use but we will do a full and extensive review of courses that we no need to be shared with other instructors it is part of a lot of grants that you openly license work including the achieving the dream grant but more importantly to me is that I want to be able to take a course that we have paid for as Pierce College the development on and pass it to other institutions or to other teachers at my institution so I really like to think about this as a ball of yarn for I think ball of yarn I'm not I used to be a knitter and I'm not as much anymore but I used to think in terms of a ball of yarn after I've managed it comes in the scheme and you start to make the ball you know that it's not going to get knotted up because you touched it and dealt with it and it doesn't for people who are not good like me I would always try to pull the yarn out of the middle of the scheme and I would end up with a big knot somewhere in the middle part of the reason why we do this review up front is so that we don't end up with knot in the middle of our teaching of a course because material is used mathematically or links to material are given that the material shifts because it wasn't really openly licensed so that's why we do this review to avoid messes in the middle of a project because there's nothing worse than being in the middle of a knitting project in the middle of a pattern and have a big giant knot in the middle of your yarn and have to stop and clean up the knot before you can finish your pattern so um rather than get into the like really really into the weeds about how this works at our institution I think it's more helpful to talk about the development how this process developed at our institution, what we do and then how we finalize courses so when we talk about ethics I just want to make it really clear because we have an ethics review on all of our open courses and we talk more about it's more than just licensing and attribution there we're talking about a bigger process that includes things like cultural relevance and students access to materials so it's the licensing and attribution review is a really important part of this but it's not everything we're looking for in our open courses so when I talk to our librarians about this I call it our umbrella because we're in the Pacific Northwest and it rains a lot here really the licensing and attribution review is not meant to be a big giant shield against all copyright complaints and issues it's meant to be a light protection so our part-time librarians do some of this review work for us and I am not expecting them to act like copyright lawyers I'm not a copyright lawyer and neither are they what I'm asking them to do is the first check the first kind of assessment to make sure things are clean enough that we know we're protected if we try to share it so we check for four things to get that thumbs up on your course and you have to meet all of our courses have to meet all four of these criteria for us to agree to share them the first thing is that all intellectual property in the course is appropriate and that licenses are applied appropriately so we don't have any blatant copyright violations is what we're really looking for but that we're also using the open licenses appropriately because not all open licenses the same as we all know understanding that is to make sure that attributions are meet a standard and we use the open Washington standards because of the attribution builder as our building for attributions so basically what we're looking for is that there's an attribution on every piece of material that is a friendly license and that that attribution is clear to people who want to read it the next thing is to make sure that the teacher has some kind of explanation about the important points of the class the high points of the class how they teach it included in with the material it's not necessarily about application about the licensing but it's really helpful for future adopters to see what was on somebody's mind when they design the course so it's kind of the forward it's the teacher's forward before they start teaching if you were to think about it in terms of packaging a book and then we always look for a force map or a content catalog I call it a content catalog when I train about it which is a collection it shows all of the resources that are used in the course in a big spreadsheet and that's so that it's easy for us to see first of all everything that's in the course it's also really really helpful in terms of making sure that we're aligning our outcomes to the materials that are being being used so every one of our open courses has to have these things to pass and be considered an open course at Pierce College so as I said we're right now training part-time librarians to do this review work for us because initially there was one person at my institution doing this work and her name was Chloe and she got to the need to keep doing it all by herself so instead we trade this together we're right now building a training and I will admit that it's not quite perfect yet but training needs to be focused and on their own because part-time librarians are very very busy people who have multiple jobs in many cases or who are on our campus for short periods of time so we want them to be able to work through a training on their own so we set up a set of readings that are in process that are kind of here's how to do this and then I took an open course that had passed review and broke it in many many places and then the librarians actually go through that practice course and find the broken pieces and report them so they prepare a report that says here's what I'm saying, here's what could be fixed and then they send that to me and that will be the process actually that they'll use going forward with all open courses that they're reviewing so when the part-time librarian reviews an open course they'll be looking for things that are broken and then they will send that report to me and then I'll take it from there so we'll never make it because of the nature of part-time work and because of the nature of the relationships with diverse faculty it will never be the reviewers responsibility to contact the instructor to work out issues in the course it will be the open education leaves responsibility to do that until we find a better system so we're really trying to do is build a system for these reviews because folks who recognize the OER achieving the dream grant know that Lumen learning right now is doing this process for us but they're not going to be there forever so we really want to have a process in place that will pick this up as we continue to expand our OER offerings so that's actually our entire process I'm not going to spend too much time talking about it but I do want to just take one second and talk about what our training looks like so this is a page from all of our readings are in Candela because it's easier for a meet-up chair Candela with people rather than enrolling them in like a Canvas course so this may look familiar to some people it's actually it's from open Washington some of the pages from Washington and some of it is my own work but as you're seeing it's a page to help people learn about open licenses and how it applies so the big thing here is not to focus on how to openly license your own work but how to assess other people's work to see if their application of the licenses is correct so it's a different interpretation of licensing but the idea here is to empower our own review process so that there's less ambiguity involved in it so rather than kind of keeping talking about this I think I want to see if folks have questions and I know the first question is going to be will you share your resources yes I will just as soon as I format them so that they're usable by other people I will share everything I can I can't share our broken course because it intentionally has copyrighted material in it so I can't share the broken course but I can tell you how I broke it so that you could break your own courses so that your faculty can practice on courses of your very own so I would be really really happy to take questions now alright thanks Quill that was a great overview and we did get several requests and I recognize that they are librarians and they would love to get your training materials when you're ready to release those so thank you very much and we're waiting on questions there while we're waiting I wanted to go ahead so I was just re-sharing giving you back control okay perfect yes and I have switched out I also posted something in the in the chat window there about where to find the slides and the recording on our website and if you want to be notified of upcoming events or when we post the recordings we generally send out a message as well so that people can pick that up in case they want to review it or perhaps they weren't able to attend. June 14th which is in about a month we will have our final webinar of the spring season and it will be on building OER sustainability on campus and we have two long-time leaders of OER James Clappa Grosslegg from College of the Canyons who has been involved with CCC OER for 10 years and what our past president for four years will be talking about both at the college and in California and we will be also having Dr. Lisa Young who is faculty director at the teaching and learning center at Scottsdale Community College she's also the co-chair of the Maricopa Williams project and on our executive board and just a long time OER leaders sharing the work they're doing there within their system so hope to see you on that one and we're still waiting here for questions. I think we have about five more minutes. We know that the go to webinar system is a little weak in terms of interactivity so we also do have emails here of our presenters or you can always email me if you have some follow-up questions that you weren't able to share or get answered at this webinar we'd be happy to take those offline. Okay we have questions from Sarah Sweeney and this is for Lori Cattolozy the question is, was it easy for faculty to work in a community of practice with faculty from other disciplines? I am curious about how that worked. Can you hear me? Yes we can. Okay I was on mute for a moment but was it easy? I would say that it was energizing for faculty. I won't say it was always easy because faculty needed to learn a bit about other folks disciplines in order to help them but it was engaging and energizing because faculty so seldom have that opportunity and so in our first cohort for example we had a faculty who was designing an American literature class OER and was having some real struggles in terms of cultural relevance and you know initially she went back to her English faculty who were not designing OER to get their input and that didn't help her much and ultimately you know once she connected with the folks who were designing math courses and who were designing an oral communications rhetoric course you know it helped her to dive into some resources that she didn't know existed and so that cross-disciplinary function of a community of practice was incredibly helpful. I won't say it was always easy but it was well worth it. Wonderful. Thank you Lori and Sarah for the question. Do we have other questions? We still have several more minutes and would love to answer additional questions. While we're waiting for questions to come in we I wanted to give Paula or Quill any chance for any last comments on their presentations or this is Paula and I would just say that just be patient and there's a lot to learn and like I said if you start small and just work on one part then it'll become easier and easier. I gave a lot of information and I don't want them overwhelmed. Thanks Paula. I think for those of us educators seeing the students that we're serving going to the DSPS office or the disability research center as it may be called and seeing those students who need access and knowing that you're helping to make that happen can make a huge difference in terms of kind of lightning the load because it's not just a copy of who is the recipient of those efforts. I would just add in terms of the relationship between Paula's content and mine. The idea of flipping that deficit lens on its head in all the ways that it gets applied to our students I think is something that we share in common and the concept of universal design does just that. I think that thread is an asset-based approach to curricular design whether it's OER or not I think is vital to our work. Thank you for that Lori. I completely agree. We had a couple questions for you. One was how similar is the OER review process to the QM process and finally how many OER courses have you reviewed? So how similar is the review process to the QM review? We have a full course that looks at things like scope and depth of coverage and those kinds of things and that's very similar to QM. We designed it specifically to match the QM process and I can share that so I will post that I'll try to get there but that might be hard. How many courses have I personally reviewed? I am afraid to count. I have been doing this kind of review work. It's actually how I started in open education. So several. As our institution we've done 25 that are like, okay we have really good reviews on these. Some of them didn't pass review because the open licensing review is kind of an all or nothing. It either fits everything good or there's something wrong with it and I can't share it outside of my institution because of that. So that one is a little bit different. It's kind of like those standards in QM where 80% isn't enough but you have to have 100%. But we will often say this won't work for anything except for in your own class and that's fine for right now but you're going to have to make changes to get it to match what else we want. So one of our requirements of your scholars is that everybody matches. In order to get paid for development of your course the IP review has to go through and that's to protect us but it's also for scalability. When we're paying to develop a course we want it to be a course that other faculty members can adopt. So my goal is to make it so that we have a set of courses that we can hand to adjunct faculty members who are hired at the last minute so that they have something to teach with. Because I'd rather our default be open rather than textbooks. All right, thank you Quill for that answer. Before we sign on