 webinar is now being recorded so that we can share it with the rest of the open education community who could not be here today. Let me start with a brief overview of today's agenda. First, my name is Quill West. I'm the open education project manager at Pierce College in Washington State. I am also the president of CCC OER and I'm really excited to be here today to talk about this topic. It's one of my ongoing favorite passions in open education. It's transforming learning with open education practices and pedagogy. We have some wonderful speakers today. I'm really, really excited to hear what they're going to tell us. So here's our agenda today. I'm going to do a brief overview of CCC OER and what we do and then we're going to hear from our lovely speakers. So please give them your attention and time. As you might have noticed, your microphones are all muted and we're going to try to keep that until we do open Q&A or until our speakers ask us not to. And that's because we're trying to limit background noise. So if you could please keep your microphone muted unless you're directly speaking to the webinar, that would be very helpful. So as a brief overview of the folks we're going to hear from today, this is not in order of appearance actually, but Karen Candelosi from Keen State College is a professor of biology and a coordinator of faculty enrichment at Keen State College. She facilitates an open pedagogy learning community and is the co-leader of KSC Open, a domain of one's own campus project, campus project. Karen spearheaded a movement to replace traditional textbooks with OER and other freely available resources for almost all KSC biology courses and she incorporates methods of open pedagogy in all of her courses. And we're going to hear some cool things from her. And then we're going to hear from a team, Dr. Michael Mills and Shinta Hernandez from Montgomery College. And actually, I don't have their bios, so I'm going to ask them to share briefly what they want us to know about their bios. Thanks, Quill. This is Mike Mills. I am vice president of e-learning innovation and teaching excellence at Montgomery College in Montgomery County, Maryland. I oversee all of our staff and faculty, professional development, distance education and MC Open, which is our OER initiative. And I'm Shinta Hernandez. I am the department chair of sociology, anthropology and criminal justice at two of our three campuses and I also teach sociology and I am a big proponent and advocate of anything and everything that requires us to improve social justice and students' outcomes for our students. Thank you so much and also two of the coolest titles I've heard in a long time. Okay, so moving forward so I can give folks as much time to speak as they'd like. CCCOER is a community of practice and an organization that works to expand awareness and access of high quality open education resources. We're trying to help institutions institute open education projects throughout the country and world. We really believe in supporting faculty choice and professional development, which is why we offer these webinars. We offer at least three during each semester. So we try to do one a month actually during the school year and we offer our listserv. So if you don't know about the CCCOER listserv, please find out about it. You can find out more about our organization at cccoer.org. We currently have 74 members in 32 states and we're really, really excited because our membership is growing and we're moving into the middle of the country, which is good. So we'd like to welcome our newest members, Windward Community College, Trident Technical College, Roxbury Community College and Central Lakes College. It's very exciting to see new members on our list and we welcome everybody who would like to know more. Okay, so actually now I get to turn this over to our first lovely presentation. So I'm going to turn the screen over right now to Shinta and Mike. Okay, we are working to get our presentation up on the screen. Okay, all right. And while you're doing that, I want to say thanks to everybody who has been presenting or typing your information about your colleges and open projects in the chat window. It's really good to share and hear from everybody in the community. So thank you for that. All right, can everyone see the first page of our slides? You're set. You might want to set it to present, but you're good. Okay, great. All right, wonderful. So just very quickly, what we're presenting on is really tying in the idea of open pedagogy and open educational resources to social justice. So we'll move on to the next slide and really this is just a lay of the land to give you all an idea of how we're going to be presenting today. So Mike is actually going to talk about the first three, which is an introduction to our institution, and then also a definition of how we perceive open pedagogy. We're also going to talk about renewable assignments, what that actually means. And then he will continue with a conversation or MC Open and talk about the Z courses that we have here at the college and then eventually move back to me and I'll talk about our faculty fellowship that is around the United Nations Sustainable Development Goals. And then we'll have a discussion question that we'd like to throw out to the audience and then we will wrap up. So Mike? Okay, thanks Shinta. So Montgomery College is located in the Washington DC suburb of Montgomery County, Maryland. We're a two-year public community college with three campuses that span the county. The campuses are all different in culture. We have a campus that is more urban and then we have one that's more rural and then we have one that is a little combination of both 60,000 students, both credit and non-credit from about 160 different countries. So the diversity that we experience here is exciting, but also can be challenging. And then we have 500 full-time faculty and 950 part-time faculty who teach for us on the credit side. So when Shinta and I looked at developing this fellowship, we were looking at how we define open pedagogy and renewable assignments. I'm going to try to take us to a website and you should be able to see our website on United Nations Sustainable Development Goals Open Pedagogy Fellowship. And that first paragraph there really is the heart of how we define open pedagogy. And I think it's interesting that we each come to a conclusion of open pedagogy from different perspectives. You know, what does it mean for us? What does it mean for our institution? And here at Montgomery, we identify it as pedagogy that places the student at the center of the learning process in a more engaging, collaborative learning environment in order to, yes. I'm sorry to cut in on you, but would you mind, I think your screen share is set just to your PowerPoint slides. So can you share your, we're not seeing what you're talking about. Is that better? Perfect, that's it. Okay, all right. So that first paragraph identifies how we define open pedagogy and it basically puts the student at the center of that learning process in order to achieve social justice in the community. So what we wanted to do with our fellowship is create an environment where students can make a difference in their own communities. And we did that by focusing on renewable assignments and what David Wiley calls renewable assignments compared to those assignments that are disposable. And we, as we were going through this process, we spoke to different students and different student groups about what they liked in assignments. And to a person, each of the students said they did not want to just do assignments that they learned nothing from, that at the end of the assignment, it was simply an opportunity to turn something in and then they forgot the learning that took place. So we wanted to build a fellowship where the faculty created assignments that gave the students some options. And, you know, what, what did that mean for the students that, you know, might mean a video and Shinta will go into more details about this later, but it was really not just a paper, for example, we heard from a number of students who said, I am tired of doing research papers on something that mean nothing to me and that at the end of the semester, I'm not going to have any interest in recollecting. It will be something that, as Wiley says, is simply disposable. So we wanted to create assignments that students could build on within the semester, but certainly could be built on from semester to semester as well, back to the slide presentation. So the fellowship in all of our OER work is under the umbrella of what we call MC Open. And the purpose is multifaceted. We want to increase student engagement, retention and success, which we've been able to demonstrate. We have some data that show that. We wanted to provide a level playing field for our students by increasing access to course content. As many of us know, students who are not successful in our courses, some of it has to do with the fact that they cannot get access to their textbooks until two or three weeks into the semester. So we wanted to create an initiative that would allow them to have access to course content on day one. Certainly we wanted to reduce the cost of education. To date, we have estimated we've saved students about two and a half million dollars in textbook costs with the thought that some of that money is going back into education, which reduces the time to degree completion. But we also know that some of that money is just being used for general living expenses, daycare, rent, food, gas to get the class. So the money that we are saving students I think has a direct impact on their education, but also just their general living. And then the fourth component is collaboration. And we wanted to create an environment where faculty were comfortable sharing content not only within the institution, but with throughout other institutions. So some of our reasons for focusing on MC Open, as you all are well aware of the increasing cost of textbooks continues to rise. The average cost that students spend on textbooks continues to go up. Our latest research about $1,400 for full-time students. And then the big reason that we wanted to focus on MC Open and our OER initiative is that it is a vital part of our academic master plan. Within that academic master plan there is a emphasis on reducing cost to education and time to degree completion. And we think that by providing a number of these OER courses or Z courses, as we call them, certainly fulfills that aspect of the academic master plan. So our growth over the past four semesters, and I say four semesters because we were fortunate to be part of the Achieving the Dream OER initiative. And in the spring of 17 we were forced to identify in our student information system our Z courses. So students can filter as they're registering by Z courses. So you can see the growth we started with 62 courses, 200 sections, and about 3,400 students. And this semester we're up to about 8,500 students with 413 sections of courses. So we're very pleased with the growth that we've experienced. We continue to bring on more and more faculty as they see the value of it as students start to advocate more for these courses and the textbook costs continue to rise. So as we moved into the fellowship focus and focusing on social justice and social justice was an integral part of our recent middle states reaccreditation process. I thought this quote was appropriate. I cannot say whether things will get better if we change. What I can say is that they must change if they are to get better. And that was really a focus as we sent students out into the community with these different assignments. So Mike had mentioned a little bit about the Open Pedagogy Fellowship when he showed you the definitions of Open Pedagogy and renewable assignments. But really just to give you an idea of our journey, if you will. So clearly if you look at their timeline we started off with Z courses because we wanted to make sure that we address the issues of college portability particularly in the textbook area. But we also recognize that there's a whole lot more to the world of Open than just saving our students' money. So of course naturally to them that might be what they're most concerned with but as academics we want to make sure that they are learning and that they're remembering what they learn in the classroom. And then one of the pillars of Montgomery College is actually social justice. So last year Mike and I went to Open Ed Conference, Open Ed 17 conference in Anaheim where we had we went to a presentation or a session and we recognized we learned from that session that there is no one in the world I think is tying in Open Pedagogy with United Nations. So he and I thought about well what if we did this at Montgomery College and that led to some more brainstorming and earlier this year in the spring of 2018 we started a the application process for what is now the United Nations Sustainable Development Goals Open Pedagogy Faculty Fellowship and one of the requirements that we did with our application process was that the faculty had to be divided into teams pairs of two and sometimes three if the numbers were not even but they had to also be interdisciplinary and inter-campus teams and as he as Mike pointed out earlier we have three campuses and the reason why we required that was really one you know one of the things that we do well here at the college is that we work very well in silos so we needed to break that break that culture a little bit but also two and I think more importantly is that we have to maximize equitable opportunities for our students so what we didn't want what we wanted to avoid was a bunch of faculty from one campus only applying for it because then ultimately that means that students only from that campus can take advantage of this wonderful opportunity so we wanted to make sure that students from all campuses could could partake in this and you can see the data here on this slide we have 15 faculty divided into 17s cross 12 disciplines and these assignments are in 16 courses across 25 different sections and right now to date we have over 570 students that are doing these assignments and thus impacted by these assignments and in early spring of 2019 in just a couple months we're going to have a faculty student showcase where we will get to see some of the students work and how they were able to put themselves out there in the communities to improve social justice for all of us now when Mike and I were in the open ed conference this past month we were told and very pleasantly surprised that our work was going to be featured in the united nations open con 2018 conference in new york city in mid october so when unfortunately we weren't able to go and attend that but we did see it live and i'm not sure if we are going to show it's a very short clip it's just a minute i think and consider students at Montgomery College who work under the guidance of driven and brilliant faculty to pick specific sdgs such as reducing inequality or gender equality and empower them to begin become agents of change in both their communities and the wider world post-secondary institution worldwide with very well to follow the lead of Montgomery College in establishing sdg open pedagogy fellowships for faculty and educators worldwide can draw inspiration from their peers who openly share their innovative practices in the open pedagogy in local okay um and so obviously we're very honored and very pleased that that work got featured at the open con of the united nations now just very quickly um for the sake of interactivity and kind of just to get your your minds going here if you could just take a look at this question the question is how would you engage your students in social justice efforts take about a minute maybe to think about it and then a minute to just put it in the chat box um and just so that we could share it with everybody and we're not necessarily going to uh go through it all because of the interest of time but i think this allows us to see what you're all thinking maybe each of us can can learn a thing or two from one another and then might well close take a minute to think about it and then you can continue while everyone trust sure uh here are some links uh to a few resources the the first one is the link to the united nations sdg fellowship page that we showed earlier and then the second link is just the link to our mc open site some resources there that we share with students that we share with faculty and it also provides a list of all our z courses so students can go there and quickly identify courses that they're interested in taking and with that um we'll turn things over to karen but here's our contact information if you're interested in reaching out to either one of us we'll be happy to speak with you we'll be happy to you know get on a conference call and speak to team members from your institution thank you thank you thank you so much well karen's setting up her slides let's go ahead and keep generating ideas in the group chat for ways your students can address um social justice i think it's wonderful we already have a couple of good ideas in there um and karen go ahead and share your screen okay i just want to say um really appreciate everybody that is here today and i'm excited to talk about my work it was really great to hear what the folks at the comery college are doing and i'm going to talk a little bit more about what it's like to sort of be an open pedagogy professor on the ground a little bit um um and i think that uh it's awesome how much students are saving money for textbooks and how that's such a big problem for sure lowering costs for students but that the real power of open is about learning and not so much about textbooks and tools and so when we look at open educational resources and the open license um for me it's really talking about how we bring access to knowledge and but this transitions into a much greater spectrum of access in open pedagogy and in open pedagogical practices and so this diagram that i created is a little bit complicated and it's based a lot on the ideas of other people such as ramon dorosa and other folks that have been doing this for quite a while um but i think the idea that open licenses allow free access to knowledge but the real goal here is the student agency that emerges now that students can create knowledge and they can share that knowledge with others and now they're engaging in their communities and that agency can blossom as students are taking more ownership over what they learn and how they learn it and so they're creating content but they're also doing yeah sorry to interrupt you are you planning to share your screen because we're actually oh yeah no worries ah rats okay okay i thought i did that already obviously i didn't is it uh can you see it now did you click on the share button yep i thought i did that before too but you just have to find your slides you should you should see a little uh some tiles yeah and you select that you probably have a lot of windows open right not really oh well this is embarrassing so you're not seeing let's see is that it except for we're seeing your email now shoot okay um dang it all right that's really bad just take no no take your time um you know we can also show our slides because you sent them over but is that is that now oh no would you like us to show your slides and then you can just tell us to sure sure yeah no no problem at all quill do you want to do that or would you like me to you better because i don't think i downloaded them i'm sorry i don't know why i wish i could do it from here i think they are are they are are you seeing them now yeah okay just let them to present you're good okay all right i'm gonna try i know in the interest of time i'm gonna try to pick up uh can you see this big diagram now yep it's so pretty okay thank you all right what i was talking about is how um open pedagogy definitely has um a lot of realms to it and this is kind of complicated and that for me the real goal is that students can create knowledge and share knowledge with others and engage in their communities and they can even do things such as design their own assignments they can write syllabus they can determine attendance policies contribute more broadly and so for me the real essence of open pedagogy is about students taking control of their learning and contributing and connecting with a larger world and so when we think about open pedagogy and open educational resources open pedagogy as robin dorosa says is is the verb it's the way that we can actually enact these kinds of things that we're talking about and when we consider the digital tools that we might be able to use as practitioners of open pedagogy we look to those that help students enact this agency help give them control both over what they're learning and how they're learning and i've relied very heavily on the domain of one's own project at keen state for this to help my students discover their interests and direct their learning processes around these interests and help provide a platform for them to share outside of the classroom and collaborate with others and so when when robin talks about contributing to and not just consuming from the knowledge commons students actually have a tangible way of doing this on domain spaces it's not the only tool where this could be done but it's certainly a powerful one this for example this student here wrote something that she was interested in and not only did she learn some basic content in genetics like about alleles or phenotypes but because this piece and the site itself is openly licensed it was picked up by a blogger in turkey who then reposted it on his site and this increased the readership many times over so contributing useful knowledge to the world to others who are also interested is both empowering to students and a powerful way for students to learn um here's another example as as students think about audience that's beyond their professor that larger audience they start to create differently their work is contextualized differently like this piece about spring break so it's not just about marine pollution and its effects on food webs but it's a message to other students about how their behavior is affecting the marine environment and so martha bird is reminds us that students aren't just going on the web they're constructing it and they have a lot of really great stuff to say um and so these are not these static portfolios but they become these dynamic learning spaces where students read and they comment on each other's work they're adding they're deleting i find that my students are constantly shifting the look and feel and content of their domains all the time and so it creates this very collaborative interactive communication space that students are actually excited about working on and so when you produce work that you've chosen to do you don't want to throw that away you know having your work live beyond the end of the semester um as mike and shinta were talking about is really extraordinarily important and it seems to me that the more control that i give to my students and the more choices they have the more they actually discover and produce exciting content rich and even scientifically rigorous work and so oer doesn't really have to look like a typical textbook either on websites that i create for my courses i will syndicate my students work there so it becomes a compilation of stuff and admittedly it's um somewhat messy and incomplete but it's there's also a lot of really good rich material there and there's so much more that's just waiting to be improved by the next class and i think that's really where the value comes in it's that it's that process not the product i make use of other tools like the web annotation tool hypothesis where students can have discussions they can talk about a scientific article um and because it's public you can bring in others from outside of the classroom you could bring the author to the article in you can bring in graduate students people from other classes and so there's a lot of ways to think about emphasizing community and collaboration we used to talk about sort of you know community and collaboration over content but really community and collaboration leads to content and especially in STEM courses where people worry about am i covering enough of that material um in fact students find their way to even more content that you may have even thought about covering to begin with um another tool that i uh make quite a bit of use of is is using social media and when you leverage these kinds of digital tools in an effective way they can be really powerful for open pedagogy students can build these valuable personal and professional learning network spaces where they're engaging with others um they can participate in civic actions they help drive traffic to their domain spaces it provides a way for them to be connected to local communities to regional communities and to global communities and i've used um twitter extensively i have hashtags for my different courses you can see marine biology animal behavior invertebrate zoology um and that my students are sharing out things that they're interested in they're having conversations they're connecting to people all over the world one of my students had this wonderful relationship with an australian scientist where they were talking about his work and so it's really quite a powerful tool um and so i want to also take a little bit of time for a minute to talk a little bit about the relationship between open pedagogy and what open science is and and first what i want to do is emphasize that as instructors of science we aspire to teach not just the content of science but the processes of scientific investigation and scientific methodologies and it's often said that students learn science by doing science which is why we have labs it's why we integrate students into our own research programs it's why we engage them in independent research projects um but what does it really mean to do science openly um so open science is about it's actually about changing the culture of scientific investigation and communication so um there can be a lot of competitiveness in the scientific world you know how grants are given having to be the first one to discover something i know one of the first things that i was taught as a young scientist was actually to be kind of secretive because you don't want to get scooped right so at conferences you would share final results once your experiments were done and completed and you're ready to publish you can talk about that but you should be very guarded about anything that you're working on in the early stages and so that sort of um different take on the value of science can be really turned on its head when we think about what open science can bring so proponents of open science really promote the idea that science is more valuable it can proceed more effectively if it's transparent right if it's it can be much more widely collaborative in all stages from developing hypotheses to designing experiments to your methods that you're putting out there to your field sites i remember a grad student a friend of mine back in school wouldn't tell me where her field site was because she was afraid i was going to scoop her and go collect that data before her and so what we're what the open science community is talking about is that actually more science can get done and it can be more relevant and that it can help advance science in ways that support the public good not just individual scientists or institutions or corporations that they work for and i believe that as science undergraduate educators that we can actually teach and model these values and practices to our students now as you know when they're beginning so that by the time they get to graduate school or they have jobs where they're acting as scientists that they can understand the value of open science and so earlier i was talking about open pedagogy in science which could be applied to talking about open pedagogy across a whole range of disciplines and what i'm trying to explain here is a little bit of what i call the pedagogy of open science which is about teaching students these practices of transparency teaching them the value and processes of opening opening up scientific work and there's interplay between these two things and the ways in which we want to teach our students about science and about how to act as scientists i think openness can really bring quite a bit of wealth to that idea here's an example of a student of mine who's sharing methods and data from an independent research project she did a progress update like every week for several weeks and again there's there are ways in which we can teach our students about how to share openly all of their work and that includes all the way through to final communication having students publish research articles openly and open access journals this one is co-authored by a colleague of mine along with some undergraduate students at keen state along with other scientists from around the world so i believe that we can make science better by making it open and just as we can make the learning of science better by using open educational practices and so when we talk about things like agency and exploration and hypothesizing and questioning and connection collaboration creativity contribution communication experimentation analysis interpretation all of these things curiosity we're talking about all these things when we talk about open pedagogy right but we're also talking about all these things when we when we're talking about scientific practices and so really valuable scientific practices that are going to most be relevant and be for the public good and we have to start with our students before they go off into careers and really help them understand the value of this so i will i will stop there so that we do have some time for questions thank you karen um you might want to leave your slides slides here because we have some questions right sure so the first is um i'm just going to read it straight from the chat um could this speak or oh maybe i'm going to read it from the chat there was a question asking you to think about um or to talk about science deniers and how that plays within the process of open science like people that just deny science at all like climate change to know yeah the question says and maybe we can ask for some clarification clarification it says could the speaker address how they might work with an anti-science mindset and science deniers in an open science environment yeah um well i think in a lot of ways like we've um as science educators have dealt with science deniers especially creationists and climate change deniers for forever like i can remember dealing with that forever and i think the fact that we can have more public conversations about what we're doing and looking at the value of the work that we're doing that open just actually can help to provide a broader experience of education about what scientists are doing right and so maybe we can address that a little bit more like for example if we say um oh well there's all this ice core data and you can measure the you know parts per million of carbon dioxide for many um you know hundreds of thousands of years back and we can see that there's a relationship between co2 and temperature and so for me to talk about that in my class is one thing but if we can put that out to the world if my students are talking about it if that graph is explained in 12 different ways by my different students and the in the public are talking about it and they're reading about it i think there's ways in which openness can help people understand some of these scientific um pieces that we're looking at and can kind of demystify it a little bit i'm often talking about demystifying science like the idea that well science is so hard you know and that you know you can't do it unless you're really smart you know most of our students are going to drop out and i think that's actually blatantly just not true and that there is a lot of mystery creating around science and so if we can be open about the fact that anybody can actually learn these kinds of scientific concepts and scientific vocabulary that that might help us to actually address the the deniers uh little bits at a time so i hope that kind of gets to the heart of the question there i think it's a beautiful answer thank you um i want to also um invite mike and shinta back into our conversation because we had some um we had some questions for them and hiro i might need you to clarify because your question for mike and shinta was was about if their project was written into your qep and i'm not familiar with that term qep folks we have plenty of times for plenty of time for questions because our speakers stuck to their time limits so beautifully today so if you have questions for our speakers um i would love to have your any questions you might have i've been looking for them throughout the chat but if i missed anything please ask again um okay qep is quality enhancement plan so it's it's part of an accreditation process it looks like in part of the country that i don't live in that's why i didn't know what it was so um mike do you want to talk about that maybe with your process and program sure um we don't have from a middle state's perspective that the requirement um to file a quality enhancement plan but in our most recent self study which we finished in the spring our mc open initiative and certainly the fellowship was part of our our self study because our self study was focused around the concepts of innovation and social justice so what we were doing was certainly an integral part of those two concepts so we've got some good play in our self study and to add to that we also have our institution has an academic master plan and the z course work is in is included in that however this is generally relatively new since the publication of the recent academic master plan so i'm sure at some point you know we would integrate all of that into the other plans okay thank you for that um and i have a question maybe for everybody and maybe we can do some um brainstorming together um paul asks what sorts of things could be open pedagogical exercises in a math class um oh my chat window moved um would students creating videos of themselves presenting review problems be an example and i think actually that is a great example of an open pedagogy project um because if students are sharing those outside but what other math things have our presenters seen done um or any ideas around open math open pedagogy and math sure this is mike um one of our teams that included a math person an english person and a sociologist uh tackled several different projects and the student outcome the student product was the creation of infographics so instead of i'm just having basic math problems they they came to the conclusion that they could portray those solutions in an infographic better than they could in just a math equation so you know the goal was to create this infographic based on the social justice issue that they're they're examining and then post that and create it as a as an open format in an open format i could jump in here a little bit too um i think that there's ways that you can think about um the ways in which math is so relevant to our lives in general like like the the you can have math problems whether they're looking at something in the context of finances or many ways in which there are relevant things that we need to calculate when we're balancing our checking account or something like that and so i think that um when students can do things like create their own assignments they could create their own math word problems right and then those kinds of things could become part of an assignment database that they could share with other students that have to answer the problems and then they create their own questions so those are just some kinds of examples that i think like regardless of what discipline you're talking about you can have students that are participating in the in the creation of the learning itself and then they're sharing those kinds of things with others and then engaging communities that way that's an excellent point i think sometimes the best way to foster a process is to let students kind of discover and show it on their own um so we have a question and we have a lot of questions here about how to talk with an institution or faculty to get them to adopt a resource so let's start with the one um and and feel free to throw this back to the community because it's not specifically about pedagogy but i'm struggling struggling with the process of oer textbook adoption we spent considerable time and money developing an oer math book for adult education students the students love it the math teachers aren't using it any ideas sure this is my when we rolled out our oer plan uh it was really a three-prong approach focusing on faculty administrators and students and we made a conscious effort to get the buy-in of faculty and administrators first we did not want to go to the students and to the student government and talk about this initiative and this plan because we thought well they're going to get on board right away because it's going to save them a lot of money but we wouldn't have the supply and courses to meet that demand so we didn't want to turn the students off so we built uh the plan around getting faculty buy-in administrator buy-in before we went to the students so we had a strong supply of courses and then it continued to grow that way so we we've really focused on getting that that college buy-in first and the employee buy-in i think yeah that's a that's a great answer kind of having the buy-in of faculty up front is good and i think with the the situation that you're talking about that that was presented here um it could be because you've created a resource that hopefully has an open license on it and can be changed there might be some work that you can do on the other end asking faculty to make changes that makes the book something they can use in their teaching um because they have to be comfortable with it for it to work for the students so um maybe they have some ideas for changes and adaptations to make what you have as an existing resource better that and able for them to use um and then i encourage people to chime in if you have other ways of approaching this um but i'd love to get back to an open pedagogy question which is a great one for librarians um and i'm biased there um are there any specific way that librarians have supported students participating in open pedagogy at your schools offering technology tools and training software some basic ways that jump to mine but i'm trying to think more broadly so what role can librarians play as supporters in open pedagogy for our fellowship we had a librarian as part of our core team because we we wanted the faculty to know that the librarians were available for students to go to when they were researching their their topic so the faculty member provided an assignment that real that forced the students to go into the community we wanted the students to be able to go to the librarian as a resource so you know we often think about the librarian being central to the faculty members role but for this fellowship we wanted everyone to know that the librarian was central to the student role and to add to that this is shinta um over the summer when we required that's when our fellowship actually started when we required faculty to attend several meetings one of the meetings was to include the librarian and other resource people at the college to do a presentation on the things that they could offer to the students but also to the faculty so when the librarian talked about all these wonderful resources and services so many of our faculty said wow I didn't even know we had that so at the very minimum our faculty are understanding more and more of what we offer and then of course they can bring that forward to the students quill I want to go back just for a second if I could about the the institutional buy-in and one of the things that we we did by focusing on open assignments was really flip the the process a little bit you know we often think about starting with a totally open course we wanted to change that for those faculty who were a little hesitant to make it their entire course open we started with assignments so that they could see what was involved in an open assignment and they could build from there eventually getting up to having their entire course open yes thank you mike that's a great point to go um maybe you're piecing something together you don't have to do it all at one time um I want to address this is a very good specific question about how to make this work Keith asks I had an assignment last year where I wanted students to remix materials from open um geology texts um and add original content relevant to our area each student was responsible for one chapter topic uh and then remixing it students had trouble with the idea of open resources and reusing remixing them I think because we spend years telling them not to plagiarize I wonder if the present presenters have experienced this and if so how did they address it and Karen this might be a good one to have you chime in on first uh yeah I think that's a really good question because um there is a lot of sort of untraining that we have to do with our students like to think about like um what is it that you used to do you know you used to memorize stuff you would regurgitate it right and when you were writing a paper you were you would get some sources and you had to be very careful to put things in your own words and and so I think that when we're asking students to create OER they're trying to write things like like there still is the um there still is the practice of giving people credit for their work and and you know being able to you know attribute the authors of things and so I think that actually depending on the kinds of tools that you use I know that when my students are creating things on web domains it's very easy for them to hyperlink to something else and so that can that can definitely help with um having students be able to be attributing back to their sources and to get the idea that they're not um you know they're not just copying and saying this is my own they're they're copying it and they're using it and they're saying this is really great I'm going to incorporate this into something that I want to share but I'm acknowledging that somebody else wrote it and I'm linking back to what they said and I'm putting the cc license on it um that they used and so I think that opening up work and sharing actually helps to dissolve the plagiarism question a little bit more we can worry less about students stealing and think a lot more about students sharing is that does that get at what you're asking I have to I have to say yes and I I so I'm gonna I'm going to proudly attribute that last statement wearing less about students stealing and we're about students sharing is a beautiful idea and I also just want to add if I may this is Shinta again please that when the assignments are all said and done the all of the products from those classes from the students work will also be open and in fact we had them sign a waiver to let them know that this will be out there in public you know they still get the attribution but uh the whole world can they can share their knowledge with the whole world about how they're gonna uh or how they have involved themselves in the community so as to reach those United Nations sustainable development goals so that's another way that we're we're making things open on our end I think for me also when I when I think about um the way in which I moved into incorporating open pedagogy into my classes that it wasn't about thinking about just technique or methodology is really about shifting a framework and a philosophy you know the way that you look at your students the way that if you see them as a whole human beings that have something to bring to the table and that they're looking to learn and find value and we're not just trying to download content into their brains and look at them in this very unit dimensional way so shifting that sort of philosophical framework about who we see our students as and what we want them to do can really facilitate that learning so there's questions about like how do I get open pedagogy into my class you know I would start with well how do you think about your students as learners you know what what would you like them to be able to do and what are your broader goals like do you want them to be able to be agents of social change um and then I think the answers just come a lot more easily because you're just talking about different kinds of tools and techniques that people have used but they have to be contextualized in that philosophy of thinking about what does openness bring to my practice as a teacher and I would encourage faculty to talk with their students about what open means to them and what kind of assignments they enjoy doing and let them be part of the learning process those are both amazing points to kind of I don't know and on but I don't want to end yet I um we still have five minutes but I want to make sure that we do kind of the general community announcements um before we continue taking questions because there are a couple more we can ask if everybody can stay tuned um so first the slide you've been looking at for the last few minutes so stay in the loop um and this is just a way um a reminder to connect back to the cccoer website it's cccoer.org and to maybe join our community email list if you are not already on it we have discussions just like this one there often except they're in writing so you can see them we also share open resources with each other there um and we connect as a community so it's a great place to kind of find out more about what's going on with cccoer and this is very exciting because this is the newest slide about open education week open education week 2019 was announced um I don't know I think it was two weeks ago but we haven't put it in a slide deck yet so here it is um so um open education week is going to be March 4th through 8th 2019 um during open education week we share our triumphs with open education we talk about um so there's all kinds of different ways people do that the call for participation is open now um and I want to bring bring back to the idea of open science because this is a great place to think about this would be during open education week would be a great time to share your experiences with open science if you happen to be embracing it um in the form of web webinars like this one or even blog posts um people do events at their own institutions and we will be talking more about this as as the date comes closer but if you have ideas for open education week please join our call for participation um we have another webinar in December um so if you're at all interested in if you found this platform helpful um we're going to do a webinar on open education research the impact of OER adoption on cast outcomes and stakeholder perceptions uh speakers will be people from the open ed group fellows so there are people who've been training and working within the coop framework if you're um aware of that it's it'll be a wonderful webinar we have a great group of people who will be sharing their experience with doing research on open education and trying to design figure out the efficacy of OER um okay so we did have some more questions if people want to stick around I think I have we still have about three minutes left of our time um so I'm going to reopen my chat window which went away um I believe we had some more questions about kind of the specifics of how to design an open ed project and I think Karen and Mike both said great things about asking the students what they want to know but also um kind of thinking about your practice differently and thinking about how students play within your educational practice differently and I think that's really great um I want to open it up for one more question if anybody if I've missed anything please get into the chat window or join us you can you can use your mic now you just have to click the mute button so we can hear you well there was a question in the chat about incorporating accessibility into the work students are sharing and I think that's an excellent question and honestly I don't think Shinter or I have never really thought about that from the perspective of compliance so that's something we're going to have to go back and really give some some thought to how do we work with students to make sure they're aware of accessibility guidelines and accessibility issues I have some interesting experience with that if you know might be taking over and giving an answer um in in my um in my US history class my students have been working over time on a an original research project a history research project about our college and um it's full of of images of newspaper articles because they're it's based on articles written by the student paper 60 years ago and so I am um always asking my students what I do is I start with imagine that you can't read this PDF what should we do next and so I ask the students to do their own assessment of whether or not this resource is accessible to everybody in their community um and then they make decisions about what they should do so they're the ones who said oh we should retype all of these articles so that a screen reader could read them um and we should do a description of each of the pictures here so people understand like what's in the pictures and it drives them to greater research like I want to know who these people are in this picture and they're not captioned so I have to go find that information if I can so they've done some amazing work on trying to up the accessibility of a resource that is not accessible to anybody outside of our institution and still they until they work on it because it's hidden away in our college archives I'm seeing that we've gone to the hour plus some um and I want to thank again Karen and Mike and Shinta because you had some amazing things to show us I am just so impressed with the projects you have going on and I'm really really excited to see Open Pedagogy embraced so widely across our our institutions and to see it working so thank you so much for your presentations and for your time and for people who participated in the webinar thank you for being here thanks so much for inviting me it was really great to be part of this thanks Quill and same here thank you very much for the opportunity