 I am Lori Beth Larson from Central Lakes College here in the middle of Minnesota. And today we have four fabulous panelists helping us understand how they've overcome some of the challenges, transforming workforce programs with OER and open practices. Our agenda today is a little bit of a CCC OER overview. If this is the first time you're joining us, we'll hear from our panelists. Our panelists today are Jessica Currin and Whitney Hyans from Salt Lake Community College, Sharon Samson from Grossmont College, Jim Begatka from Moraine Park Technical College, and Tarek Morris from Lynn Benton Community College. As we finish, we'll have some time for questions. This is being recorded, as you know, right now, so that you can share it. We have a few upcoming events to tell you about and how you can stay in the loop. We do have a survey to quickly complete before you take off today. You are more than welcome if you haven't already to join CCC OER in completing our mission to expand awareness and access to high-quality OER. We support faculty choice and development, foster regional OER leadership, improved student equity, and success. We have about 108 members from 36 states. All four of our panelists today are from our members of CCC OER. Since this is our last live meeting before Open Education Week, we wanted to tell you a little bit about those events or how to get involved. Luna, do you want to tell us a little about that? Certainly, Laurie, Beth. Yeah, so the Open Ed Week is usually the first full week of March, and so it will be March 7th through 11th this year, and it's a global open education celebration, so people from around the world will be participating in this. There's opportunities for you to contribute, events or projects that you work on at your institution or organization, and those will be posted on the OER Week website. And if you're currently not in a place where you're ready to contribute, there's still a lot of opportunities to participate in the events of that week and to share those with folks on your campus. So we hope you can join us and enjoy that week. Thank you, Laurie, Beth. So let's go ahead and get started with our first panelist. Welcome to Jessica Curran and Whitney Himes from Salt Lake Community College. I'm going to stop sharing now so that you can share. Sorry, I think we're unmuted now. Hello. Thanks for having us today. So I am Jessica Curran and this is Whitney King Himes, and we work at Salt Lake Community College. We teach graphic communications and photography courses within the Visual Art and Design CTE program. We are quite passionate about OER and we use it in almost every single one of our own courses. In today's presentation, we would like to focus on one specific project we've worked on together. It's an OER textbook called Image Manipulation for Graphic Artists that we use in our Art1280 Photoshop software course. And hi, I'm Whitney. I'll start with this first slide, Motivation. Textbooks really don't exist. I know it's surprising to say that there really are no textbooks for us to use for this class. When we started out, we were using a text that was like Adobe Photoshop's classroom in a book, which seems to be a similar format compared to other books out there. But this book just wasn't a good fit for us for a lot of reasons. A key reason is our class is designed to be a foundation for several disciplines in the arts. In our department, we have graphic communications, graphic design, illustration, photography, website design, animation, and multimedia. Books tend to be designed more towards just one of these disciplines and not all. And we want to have students make the connection between concepts and skills. With students coming from these differing specialized areas, our job is to make sure we include the ways various artists use Photoshop. We need to make sure that students not only have the skill sets needed, but can make the connection as to how these skill sets are utilized. I think we all experienced this next Motivator on the list. Technology changes rapidly. Software is updated just about monthly. And with that, books become out of date and irrelevant very fast. When updates happen, all the time spent on building curriculum around a book needs to be changed along with the text. And there just isn't enough time or money for that. Because of how we decided to create this text, which Jessica will talk about more in depth in a minute, we're able to make changes to our text and push these updates out directly to our instructors and students anytime we need to. So in Photoshop updates, we're able to go in and update the text to reflect the updates immediately, which is really nice. Lastly, books are expensive and students, particularly community college students, really need help in this area. Creating our own textbook saves students money and ensures that all students have access. We would actually like to talk about some of the many lessons that we've learned throughout our OER process first before we start talking about our process for developing and implementing our OER textbook. We did a lot, a lot wrong along the way. But by trying and experimenting and learning from our mistakes, we have been able to create something that we are truly proud of. The first and most important lesson we learned is that you don't have to be everything to everyone. We started our journey by trying to produce every aspect of a course that someone might need, including the text slides that you might use during class, thousands of quiz questions, projects with rubrics, discussions, worksheets and more. You name it and we tried to make it and publish it for others to use. It became an overwhelming process that was not helping to support our goals because in reality, nobody wants you to hand them 100% of everything that they're going to teach. But we found that if we made a textbook with clearly defined chapters and learning objectives, it would allow other instructors to pick and choose which chapters to use and in which order. We also learned really quickly that we needed to take into consideration that the subject matter we teach becomes out of date very quickly. The way that we create and share our content needed to be flexible enough to be able to be updated on the fly as quickly as a software that we're using changes. We went through many iterations of how we present content in this course. We don't have time to talk about all of them, but one really, really big mistake we made was recording comprehensive lecture playlists on YouTube. We actually made the mistake twice. Whitney and I reported informal lectures for every chapter in the book and then had to rerecord them a year later when they became out of date. And we didn't learn our lesson because we did it again and we made another 100 plus videos that also quickly became out of date. After the second round of videos, we took a step back and we said we needed to focus on functionality being our top priority. It is exhausting when everything that you create becomes out of date so quickly because an option within the software program is updated. Every decision that we've made from that point forward has been about functionality and what's best for our students, even if that means that we don't fall into the typical path of what most OER users look like. I personally have felt that I have imposter syndrome because I care so passionately about OER, but I don't feel like I'm part of the cool kids club that has tons of resources online that I can grab and modify. We work with truly wonderful people at Salt Lake Community College who are always trying to help us find OER for our area. They'll go and they'll search and they'll find resources for us to use, but we can't use them because the content that they're finding is either out of date or it's limited in its scope. Most of the popular OER websites, they don't even have a section for the subjects that we teach. So at a certain point, we just had to accept that it's okay that we don't fit it into the conventional OER mold and that small impacts are important too. If we look at it from a student's perspective, the impact of using OER for one student in our class is no less impactful than a single student in a chemistry class that's using an OER textbook. That textbook may be used by a million students across the country, but to a single student in our class, they're getting the same benefit as a single student in any other class that's using an OER textbook. So as far as our process goes, we spent literally years learning what not to do the hard way, which then allowed our actual process for developing the OER text to be relatively straightforward. For a long time, we tried to fit into the mold of other OER textbooks. Our school, for example, likes to use press books, so we tried to make that work, but we ultimately went with Google Slides to present our text. We understand that there are pros and cons to using Google Slides. Accessibility, for example, is not great, but it checked many of the boxes we needed. The slides could be embedded directly into a canvas course. We can update the parent slide, and then the changes will flow directly into all the embedded copies and more. The longest part of our process was actually mapping out the chapters for the book. There's a lot of foundational content in our book that you could argue should be taught first, but you can't teach everything all at once, so we had two group chapters together that we felt scaffolded learning for someone reading the text. We were also thinking about this in terms of being part of a course, so we wanted to make sure that there were natural breaks for creative projects or where exams could be taken. We then divided and conquered. We each wrote chapters individually and then proved each other's chapters. We asked our colleagues to review chapters as we finished them, and I think the most important thing we did was we had people that know absolutely nothing about our subject read and prove the book for us. They had some really great insights that we didn't see because we understand the content that's being presented. Once we were happy with the first draft of the book, we embedded it into our own courses in Canvas. We ran those classes for about a year to see how things were working before we ultimately published the text on our own website, which is opengraphicarts.org, where it is now available in what we're calling version 1.0. We know that we still have work to do, but the text is in a place where it can be used and it can be shared with others as needed. Student benefits. As teachers, we all want students to be successful, and the great thing about the design of this textbook is that it's easily embedded directly into the course. Each unit in our class or module has its corresponding chapter embedded right on the unit's page. Students can view the textbook as a slideshow. Students also have the option to print out the slides as a PDF, so it's more like a traditionally printed textbook. As a bonus, we also have included open-source videos to supplement the text and have created our own videos demonstrating more specific skills in the assignments, and just a few videos this time. Doing this not only helps our students out, but it also helps out our other faculty and adjuncts that are teaching the class. All of the content is there to help guide their teaching, not prescribing how they teach and not limiting their autonomy. Our college is really supportive of OER, which Jessica mentioned, and that's great. With this support, both Jessica and I personally are pushing to be OER in all of our classes. I know Jessica purchases a lot of supplies for students out of our visual art and design funds, buying pens, markers, color swatches, paper for students for their projects. I teach mostly photography classes, buying a camera can be a huge expense, so what I've done over the years is collected cameras and gear so students can check out these things rather than buying them, especially if it's not in their budget. Students pay so much money and tuition that they really shouldn't have to pay more for a great successful education experience. To wrap things up, if you'd like to check out the textbook for Art1280 Photoshop software, here's a link on these slides to Open Graphic Arts, and that's an OER website that Jessica has created where we post our work. The text is called Image Manipulation for Graphic Artists. Take a look and let us know what you think, and thanks so much for having us. Thank you. Thanks. A great overview. Thank you so much for being willing to share your process as well as the mistakes. The mistakes make it very relatable, I think was one of the comments. Thank you. And I would like to introduce Sharon Sampson. Sharon comes from Grossmont College and will be sharing about OER and Open Pedagogy. Thank you, Sharon. Thank you. Good afternoon, everyone. I'm Sharon Sampson. I thanks for the introduction. I am a CTE, Faculty Administration of Justice, so I wanted to talk about my journey in OER and using Open Pedagogy and Administration of Justice. So my lens is from a parent of a student who's at a community college and the cost that I actually have to invest in textbook every semester, and I could give you an accurate ledger on the amount of money I spend every semester on his textbooks. I am also a student myself, and I have a detail ledger of the amount of investment I have to spend in that area, and I would prefer I would like to see some movement in all of these spaces where faculty and professors are really looking at the added costs to students. As an Administration of Justice faculty, we understand that some of our students transition from our system directly in the industry, and some do have the option of transferring to a four-year institution. So this is a journey. It's an iterative process. I first started off in OER for selfish reasons, personal reasons as a parent. And of course, like I said, I'm a student and understanding the costs. Now as I've evolved and moved further into this journey, I understand that it's kind of hard to pivot really quickly when things happen, especially with Admission of Justice, Criminal Justice feel with the community questioning our training, our curriculum, and what we're doing instead of our classrooms when it comes to our students being trained in law enforcement, being trained in EMT, being trained to do security detail, or any other law enforcement because many do start in our system in the California Community College system here. So how do you pivot? How do you then allow the voices of the community to be reflective in your classrooms if you are confined to just textbooks, traditional textbooks? The information is going to be outdated based on what's happening in the community, and you need to be able to be flexible. So based on this new lens, I now have the opportunity to include my students' voices in this journey and to expand my community. Like I said, this is an interim process. It's not something that you can do alone. It's not something that you can take on independently because you are working so closely with other people, and it's a helpful process. Can you go through the next slide, please? So this is just an overview. My agenda is fluid. I wanted to start off with a high level overview talking about the California Community College Chancellor, Chancellor Oakley, who did a call to action subsequent to the murder of George Floyd. My journey in AOJ to include anti-racist pedagogy with OER, looking at an inclusive curriculum and design, and commitment to action and strategies, and hopefully there'll be an opportunity for Q&A. Can you go to the next slide, please? So what was the call to action? Subsequent to the murder of George Floyd and all of the community questioning what we're doing in our classrooms, what we're doing in our system, our Chancellor wanted us to step up and really take a pause and reflect on what we were doing to move our pedagogy, to improve how we're training, how we are sending our students into industry from the classroom into criminal justice fields. So that I always question myself, am I doing enough? As a faculty of color, I feel sometimes the burden because I fall into both sides, being in law enforcement, being a faculty of color, being questioned by the community, like what are you doing to move the needle, to make sure that our students are prepared to deal with our diverse workforce, to deal with the diversity in the community, and to address some of the wrongs. So the burden is heavy and part of this journey, like I said, I'm going to continue to repeat that it's a journey, it's not something that's going to be done overnight, is to step up and respond to that call to action. So Chancellor Oakley specifically asked for us to take a deeper dive into our practices, and to come up with some specific strategies to improve what we're doing moving forward. So inviting everyone into this space included the voices of all of us collectively on our campus, not just AOJ faculty, can go to the next slide please. So how does OER provide a roadmap to respond to this call of action? And how what is the opportunity? So I saw this, not just as a challenge, but as an opportunity to really move and to quickly respond to some of the changes that could be immediately done. If you are confined to a traditional textbook that shapes norms, that shapes policy and procedure, that really structures how you design your classroom, because that's how I started in as a professor. I was stuck on my textbook. And my course was designed based on how that textbook was designed. So chapter by chapter I followed the model of that textbook. This does not give you that opportunity to respond to a call to action, whereas OER provides that space and that opportunity to involve and to really pivot and to make those needed changes as you move forward in your courses. You can go to the next slide please. So this is what I did. And I'm going to just be open to any feedback and comments. I reviewed my own curriculum collectively as a department at Grossmont. All of the faculty got together to look at some strategic strategies that we could implement in our campus. I'm also part of a statewide CTE committee that we're looking at this as well. We reviewed the content analysis of our syllabi and our instructional material. And I put an and with a period with a little space to let you know that this is a journey and that we're continuing to look at the process. If you go to the next slide please. All right. I'm going to have you skip to the next one. Thank you so much. So this is a tool that I was provided as I took a course to look at a roadmap. And the information will be sent to you if you want to look at there's an actual booklet that goes with this open pedagogy project roadmap to understand what is your scope when you're starting off in OER? What kind of support do you need to make sure that you are on track, that you don't get frustrated and stressed because it's a huge undertaking and to consider your student voices and then how do you share and sustain the information? So my personal scope like I said in AOJ is to really look at all of the courses that I facilitate to make sure there's a social justice component in all of the courses. I know that I was never doing enough. I still feel that I'm not doing enough in that area and there is room for growth and improvement. So my scope is to make sure that my students have a comprehensive that they understand that their role in this field should include a social justice lens. I don't try to force my students into participating in this roadmap and this project but I do want to provide them with the opportunity for them to have their voices be heard because many of our traditional textbook and I'm just going to be very frank, the ones that have used in the past, many of the offenders that are represented who are arrested in handcuffs are people of color. How do I expose my students in this field to say hey, there are people of color who are professionals. They're not just criminals that are represented in this textbook. They're people who are professionals who are judges who are probation officers who are in all different areas of law enforcement and some of our textbook that I've used are one-sided. Pretty much every picture in the textbook shows many of the offenders in handcuffs as people of color. How do you then change that narrative so our students whom some of them are students of color see themselves reflected positively and for those who are not who are from the dominant culture see positive images, positive case studies, positive things about other diverse individuals in a different lens so they're not exposed to it in their household. They weren't exposed to it in elementary high school and now they're in their system. How do you then change the narrative if we're relying on textbook that gives you firm definitive narratives about other ethnicities other cultures then it's up to us in this process to change that. So here's what I decided to do and this is something that I'm still working on curated lesson plans and making sure that my assignments are renewable. I decided subsequent to the call to action look at all of the lesson plans, objectives, look at all of my assignments to make sure that my students are able to contribute and participate. Like I said as I'm moving forward I've evolved a lot more because initially in this process some of my students were not very comfortable in having their work be open licensed and I realized that I was not laying a clear foundation I was not preparing them enough for them to understand that they have the opportunity to teach the next generation to be proud of how they're contributing to the process. So I think I've grown in this process as well to understanding and reflecting what am I doing for those who are not comfortable in engaging in this project who are unaware. So this semester or the previous semester I would say I had about a hundred percent of my students who were interested in having their work be open licensed for them to continue the process to have their work be shared with this class. So it is amazing I feel they feel good about it. There is going to be a follow-up to for those students who are sharing their work to see how it's improving and impacting the ones who just started last week because I promise to provide them with an update and they do have access to all of the database to go in and see how their work is being improved upon by this current semester enrolled students. You can go to the next slide please. So this is a guide to making textbook with students. I just wanted to provide this as a source of support. It's available as open licensed. You can also do other things instead of doing a textbook. For me that was a huge undertaking. I adopted some of the information that was previously in different databases versus trying to start with a textbook. I'm just being very transparent when I tried that process and teaching during the semester and being a student and trying to mentor my own son who has special needs. I found it overwhelming so I started with the curated lessons first and now I'm at a space where I can work collectively and collaborate with a colleague on working on a textbook. So if you are depending on where you are in this journey don't my advice is to you not to start at the deep end start at the shallow end and I thought I could be able to do it over a summer. It was epic failure. I felt overwhelmed and I felt isolated in this process. I'm open collectively with my colleagues. We are working together on this so I feel a lot better in terms of where we are in this process. So please don't feel that you need to start off in this work at the deep end. Start at the shallow end where your comfort level is. So my first process was let's start off with some curated lessons. My students were given a project for all of my classes where they had to really engage in looking at some of the policies and procedures from a normal tech traditional textbook. Figuring out how in today's day where is the missing social justice aspect of the information the traditional textbook and how would they like to see that move forward. It was impressive to know that our students come with their own lived experiences and when they feel that their voices are heard the level of involvement and commitment to this work really transformed a lot of the ways some of them are moving forward in the field of law enforcement. Some never considered those options if the policy or the law says for example a no knock warrant in a traditional textbook it just gives you the law it tells you what it is but if you take a deeper dive how was that policy develop how was that voted into law who was involved. My students are now at a level where they're questioning and they're rewriting the script so it can be a lot more comprehensive and I can do that with all you are with an open pedagogical framework. Spingles next slide please. So our students we talk about or at least I know through my own lens that our students come with a level of experience of students transitioning from the military who were military officers military police people in our community students who are transitioning are changing careers and we understand that our students come with diverse backgrounds but how do we elevate our students lived experiences in our classroom are we just facilitating classes and having them engage in the assignments through what we're giving them how do they then engage at a different level. So then I had to do my own reflective survey and practice to see how am I involving my students in this work and how do I do that with an equitable lens that I'm not just expecting students to do a curated lesson and just have it be a part of their project for the course. How can I then make sure that it's equitable that I'm not abusing my students who have this experience and for those who don't how do I want to create that balance so it was other practices that have done some research to figure out their ways that you can involve your students without overwhelming them want to elevate their voices and not necessarily just use it as a project for them to be able to earn a grade. So moving forward I've considered I've applied for a grant to provide financial support services for those students who have done a very thorough job how could I support students who are parents who are in school who are working a job and in our community college system and then how do I balance that without overwhelming them once again it's not equitable. Initially when I started off it was just curated lessons it was part of their project so they can see the social justice lens now that I've moved forward in this work I'm looking at other ways to make sure that those that need to be compensated are because I've had students who have done a comprehensive job on taking on this work and they're going to then transfer those skills directly in the industry as students right now who are going through the background process for their law enforcement select the career and this is going to carry through their career trajectory as they move forward. So I am in a different space and I just want to share that aspect of my journey can go to the next slide for me please thank you. So I wanted to read this quote because this resonates with me this is something that I put in my classrooms that despite attempts to attend to racial problems United States higher education has not come very far in addressing systems of white dominance and this quote is a quote that was selected by one of my students in this iterative process because and this is coming from a student who comes from a dominant culture didn't come from a student of color they've included this quote in their curated lesson to say their eyes are open they understand that the work that needs to be done and they want to be a part of the process to make sure that when they are in the field that they change what's happening in our field in criminal justice. So I just wanted to share that quote that was selected by one of my students. Give me one more slide for me please thank you all right thank you. Laurie I really appreciate the time and I'm my family from the islands I just came back from the island so my my dialect comes back and forth to that fast dialect so I'd not probably zoom right through just coming back from from Boothie so thank you. Thank you so much Sharon I know we'll have time for questions at the end and I so much appreciate what you have to say and your honesty about your your process here thank you. I'd like to turn it over now to Jim and you have your own slides to share thank you. Okay well hello and thank you and especially thank you to the community college consortium of OERs and Open Education Global for sponsoring this event today and inviting Rain Park Technical College I'm an instructor of business management and small business entrepreneurship and 100% of my assignment really is dedicated to serving the incarcerated population so part of the journey that I've had which is only about two years now specifically with OERs and in serving this as population involves just we're all kind of taking through just some of the considerations I had in terms of I think a common theme that we're hearing is how well the OER options that might be out there align with our curriculum and so certainly that was you know a big factor but then once we decided to adopt specific OERs then we had to work out a number of different things you know like well students still kind of preferring print so I'll share a number of things there our learnings through this program. So part of the so we could kind of grow some legs if you will or develop some momentum in adopting OERs we really needed to at Marine Park Technical College begin with aligning first of all with our strategic plan so you kind of see on this slide that and we have some communication here to our employee base in terms of you know what our strategic plan is but then when it comes to you know the goal of increasing enrollments that is specifically where we looked at adopting OERs in part due to again a common theme that we're hearing is in reducing that cost of education through adoption of OERs so it's about a three-year journey we're right we're right in the in the in the middle of that two to three-year transition and I'll just share a few things in terms of how our journey went. First and foremost though with this population as an instructor as an educator look knowing about OERs but never really worked with working with them in the past what was really tempting and what tempted me to really give far more consideration to OERs was as I learned about if you can follow the cursor there as I learned about OERs and you know the different types of licensure and how we can use as is or reuse or mix you know just a lot of flexibility there that immediately just grabbed my attention and then specifically with this population that we are serving now we have in our district area we have five different state run department of correction facilities and so these facilities we work with each of them individually to make an arrangement for our students to participate through a modified canvas platform in in our associate degree programs. It was kind of counter-intuitive in terms of the modified canvas platform because I think we all learn that when we teach online we want to take advantage of all the bells and whistles and everything that online learning and the tools within our platform within our LMS platforms can offer but in serving this particular population the incarcerated population there's a big rule we had to comply with and that is that students cannot converse or dialogue communicate with other students and so the communication is just between myself and them and vice versa and and even in the in as far as multimedia and embedding you know that into our learning plans and into the you know the courses we were severely limited there so the first time in all honesty I looked at some OERs different ones had you know I should say that there was some some factors with the recency of the information there was also you know looking at graphics and images and how robust and engaging were some of the books that I first looked at so let's just say that you know my first view of OERs you know really didn't inspire me a lot until I really started looking more at this is a need and then what is prevailing is the need to serve this population and reduce their costs because as a state as an incarcerated individual in the state facilities there really is no income and there really unless the college we're hoping that in 2023 we'll we'll reach this milestone but unless there is the second chance Pell grant our students who are who are incarcerated in state prisons are paying for this themselves many have family members that are that are sponsors they help us that way but when we look at the overall impact of education whether it's OER adopted or not but just the impact of education it's so so extreme and profound you know we can look at on typically 2.1 million individuals incarcerated per year about 95 percent will be released 67 percent will re-offend within first within five years and then we can look at we skip on down here if there's any amount of education we can reduce that rate of recidivism studies out of the Bureau of Justice have indicated that based on their research and their follow-up studies that after five years and 10 years so time is definitely a major factor after release in terms of their recidivism rates but just the amount of education also we can see by the statistics that I'm sharing here 14 percent recidivism rate for those with an associate degree five point five point six percent for a bachelor's and then those that have the opportunity to pursue a master's degree while incarcerated and there are those opportunities the statistics have shown was the follow-up studies that zero recidivism rate can occur so that information alone you know also coupled again with you know we are in our the district or within our district and in the institutions that we serve being state funded these individuals have no source of income so they don't even have if you will you know this measly amount if I might add that value judgment there of income that they might earn through different jobs so they really this you know reducing the cost for students really is significant and that was a prevailing you know thought that took me through and kept me looking at OERs I don't know how standard this process is for everybody but it seems that with my colleagues here that are co-presenting this this graphic that we have on the side here is pretty standard and we have to take time aside once there's something that's kind of piqued our curiosity in our interest we have to set time aside to look and look at our current text look at those that are out there in the OER world if you will so you know learning about all the different repositories and I'm finding that it seems like almost monthly there's there's either an individual educator that might open up resources and share or there's more formalized entities that will share but I definitely went through steps one through five and got to this point in step five where I was looking at okay for marketing principles as an example that course in their business management and small business entrepreneur programs we had I had a decent set of textbooks that were OERs that I could use but then that step in looking at how well do they align with the curriculum really getting down into you know the competencies and the learning objectives and how we break that down you know was necessary so that I could determine is this a book that I might want to use from a supplemental standpoint or is this a full adoption so that then you know after we kind of got into you know examining different books and then sharing that as a team and making some decisions as to which book was you know probably the best option we also formulated a plan to plug the gap and there tended to be gaps in terms of you know maybe there wasn't an exact alignment in content with our learning outcomes or maybe there was some information that was a bit dated and we needed to you know update but we needed to kind of come up with the plan that was kind of just to stand by accepting that yep even if we go with the full adoption there still need there still is a need to kind of look at at plugging some gaps in whatever wherever that might be so very definitely then the the licensure was key I found that as I was modifying as the licensure allowed modifying some of the textbooks we adopted just simple things and I kind of laughed when we were doing some of our rehearsals with Jessica Whitney saying please sign me up for your first classes because I could certainly use some some skill sets in adobe and things like that just in repaginating you know the book or changing the table of contents adding appendices and other resources so that we could address plugging the gap there but once we adopted and again considering this this population a lot of the feedback that we were getting was they really appreciated our efforts to save cost however they really also appreciated the time to spend with their resources and the classrooms that our students had to go to only had certain hours and with the pandemic those hours were you know just profoundly cut even more so they they didn't even have the luxury of 10 hours in the classroom you know maybe it was two to three hours so time you know to spend with their materials you know reading really became you know a factor so we embedded PDF files of the textbooks into the learner management system but then looked at adopting clear books and clear books are a laptop that is literally clear so that if there was any attempt to hide contraband you know that would be seen but the adoption of the of the OERs with the clear books was that was just a catalyst for moving forward considerably and but then the next step was for those students that still preferred something to have in their hands and bring back to their you know to their housing unit with them they still preferred print so how was it that we would get printed versions and so at about this time last year we were we knew that we were going to be changing vendors for a bookstore and that wasn't going to be an option anymore so in this next slide you know I can kind of share I went through the you know the process of just identifying OS for open stacks or OER commons open stacks was a real good solution for us because they do include the service for providing printed copies when we adopted a resource from the OER commons and we didn't have that option but we were able to work with e-campus our newest bookstore vendor to to provide printed copies which is that's that's kind of a we'll just call it a mandate voice to us what our customers are our students so there was still was the distribution how were we going to get OERs thankfully e-campus as a bookstore vendor was very amenable to to adopting our OERs something that they really wouldn't make a profit margin off of and also providing print services so that really helped with the distribution process but then we had some other things such as okay so here's Jim teaching this class let's just say it's business law and where are we keeping the latest and greatest version of business law that we've adopted for this particular population so saving you know figuring out a game plan to get everyone on board you know all the all the players on board with where we're going to hold the master copies and taking care of print all that was a you know was a major we just kind of took it for granted to be honest so we we had to kind of work through that one as a oh there's an afterthought we never thought about that so we will continue as with this program we will continue to adopt OERs they are a solution for us and for this population you know we are looking at I'm going to try my hand even in doing a little bit of authoring in in taking a couple different resources that I've written in the past and those OERs that are out there and just see if we can't come up with the you know book that we can adopt and contribute to the open education community of course so but in the future you know we we will continue to expand looking at more courses as more become available small business entrepreneurship in general seems to be a an area where we could use more we could use more resources so that will certainly be an option as as more and more resource resources are added so I guess with that I just want to definitely give time to Tarik and I appreciate the opportunity here thank you thank you so much Jim so many interesting things we'll have a short time for questions and answers after that but let's turn now to Derek please welcome and thank you for being willing to share what you're going to share sorry about that zoom problems I'm muted so I am going to talk about well first off when I was preparing this presentation I kind of figured I might be short on the end so when I did a run through I recorded it and I just posted into the chat a recording of my presentation it's about 18 minutes so if you're interested in anything that's maybe goes into a little more depth than I'm what I'm going to go in today feel free to jump into that resource right there you can also follow this link once we send out the slides which have an outline of my presentation as well as that recording so my name is Derek Morris I'm a teacher at Lin Ben Community College and what I'm going to talk about today is an OER sprint that I did in the winter of 2020 OER sprint you get one week to redesign a course to use OER and I chose my material science text class material science is a really fun class we go over basic I'm sorry I'm a little nervous here just a second we go over the identification classifying structure of materials like most CTE programs we have a really wide range of students so we start out with some basic chemistry and when I took over the course four years ago my text my curriculum was a millifold or full of handouts and a really experienced teacher who was retiring so I've been looking for a textbook to ever since it's really hard to find a textbook for a material science class because anything titled material science is going to be engineering level college and any basic chemistry text say at the high school level is going to be way too broad and I can't make my students buy a chemistry textbook that we're only going to use the first three chapters of so I've been looking for some sort of text and in the sprint I looked at these resources OER commons and skills commons which have a ton of resources available Libre text and CK 12 are also databases of resources but they also allow you to remix and customize existing OERs to create your own custom textbook so right away I focused on Libre text and CK 12 to try and create a textbook for my class quick comparison of the two CK 12 is easier and quicker to use focuses on the high school level but that was really good for my class because I was really teaching some basic chemistry at the beginning of the course Libre text is a much more expansive database it has a lot more college level stuff it has a workforce section which would be really great and more applicable for most CTE programs downside of Libre text is the more powerful but complicated interface you create a remix map sort of browse all the materials and pick what you want to do pull it into a textbook and then you can edit it so both of these looked really good to me but I ended up going with CK 12 mostly with a one week OER sprint that I had the one week ahead of time I had available I liked the easier interface and really the high school level was more appropriate for the basic chemistry that I was teaching my students so I created this material science textbook there's a link on the previous slide I was pretty happy with it it was a huge improvement over the previous year my ability assigned students reading for classes they missed or if they had trouble following lectures was great it was good material for teaching myself on some of these topics that I was rusty on but soon after I completed it I will COVID hit and we went to be pivoted to remote teaching and time that I was really planning on spending continuing to customize the text went to other things converting all my courses to online etc so the textbook that I have now that I created it's not really ideal and I kept looking for something better so one of the topics in my class it's really hard to find material on is the crystal structure of metals most chemistry texts really focus on liquid chemistry and the like and we do a lot with metals and stuff in my class so I've always been searching for new material on that just basically on a random Google search I came on came up with found this site from the Iowa State University as their non-destructive testing department and I'm going to really quickly show you this site because it is really amazing I like the structure of it it's licensed creative commons so I can cut and paste out of here I can remix it I can put it in handouts I can assign reading this section is one of my favorite sections here but they have atomic theory here really great background information and I've used this extensively now in my curriculum to the point where it's replaced the textbook that I created through CK 12 I didn't find it in the OER commons or skills commons it may be there but the search interface on those can be problematic to find your resources so I wanted to talk about another type of material that I use in my class and use this to transfer into a quick little demo if I have time I used to be a in software development and we would talk about free software and we talk about free is in speech or free is in beer and free in speech is the OER stuff it's everything I've been covering so far that's the stuff that you can use it how you want remix it how you want find out how it's made all that free beer software it's free to use but you don't get any control of it it could disappear at any point you don't get to modify the recipe or anything like that free free speech software is best but free beer is pretty good too so I incorporate things like materials from sandwich cormorant some non-free e-learning stuff by companies I also include enthusiast videos that are really good all of this when I'm teaching it I I'd like to use it as a lesson in digital literacy obviously these people are advertising to you these people are entertaining to you you can't take it for that phase value but it's still really useful and it especially appeals to some of my younger students it kicks them off doing research on their own so in this whole process where I really had some trouble finding resources for my classes I came up with this thing called the ct online research project and I've received a fellowship from Lynn Benton this year to work on it it's definitely a work in progress it's not designed to replace oer commons or skills commons by any stretch but what it is it's an idea of crowdsourcing an online database of these resources and let me give you a quick demo of it so with this online database it's built on top of wordpress which is a open source blog engine used on almost 50% of the websites around so I could come here and look and if I want something on say micrometers if I could spell it right and I immediately can see all the resources I have on my crometers and I it's tagged and linked by creator so if I oh let's see what they have on inspection really quickly I can see everything on inspection and then I can click on the resource and look at the resource and realize oh that's part of the Wisconsin online collection so I can look at the Wisconsin online collection and I can see what they have if I see a creator that I like I can click on the creator see everything that that creator produces and once again click on the resource and go to the resource so it's a pretty quick and easy way to find resources that are available online each resource can have a common thread so instructors can discuss how they've used the resource or what is useful to them about it and then because and I'm not logged in at the moment because it's built on top of wordpress you get all the back end stuff where you can reclassify and manage your resources so that is the ct online resource project that I wanted to give a quick demo of it's a work in progress it's not quite there yet but if you're interested in checking it out it's up on the demo site and if you'd like to help if you have graphic design skills web design skills wordpress skills or you just want to learn and you're interested and you think it's a good project I would love help with it as they say with every project the last 20 percent takes 80 percent of the time and I'm about 50 percent of the way through so um that's what I have for you once again if you have any if any more interested in it you can contact me or anything I've talked or you could watch the slightly longer video that I posted to the chat such excellent excellent resources and I would like to thank all of our presenters today again for being willing to share your process your stuff your mistakes and yeah everything that you shared with us thank you I wanted to encourage you and I wanted to tell you too that Liz will be sending out recording and information on how to contact any of our presenters today for extra questions I only saw a few questions to the where are your resources and so I believe you've all included your email addresses and information so people can contact you any any I would like to get us out of here in time so let me share our upcoming 2022 spring webinars we have in during open education week a few webinars centered on leadership in April on sustainable OER course design and in May institutional policies and practices so that's a few of our websites of upcoming webinars now of course if you want to stay in the loop please do we have a pretty active CCC OER community email it's one of the most active emails I've ever seen and our please check out our EDI blog posts and student OER impact stories and I'm also watching the chat here questions if you have any if you wouldn't mind taking a few minutes to provide some feedback on our survey on the webinar we'd like to make these webinars meet your needs so the survey link Liz has put the survey link in the chat and again if you'd like to contact CCC OER staff or Una or Liz their emails are in there and we'll stay on for just a couple minutes if you'd like if you have any questions but I wanted to make sure we you had information before we finished I'm going to stop sharing and I hope our presenters can see what's happening here in the chat very well done thanks so much for all the information great information and then questions as we let's see Joanna says I'm a librarian I have faculty switching to OER who missed the question banks any tips on replacing or creating those well I'll jump in if nobody else wants to there's been some very interesting approaches to that some faculty have actually asked their students to help out with generating a test bank for them obviously under you know faculty encouragement and assessment but that that is one way of doing it and obviously you can also work with other faculty within your discipline to work together on that definitely I've moved away from tests in my OER move to journal responses instead and it's a little easier I have to come up with one question Tarek did you have a thought on question banks here um I don't think I did but I was actually just off looking at I think Libre, Text and CK12 have different types of resources that um you can create questions questions and quizzes and stuff like that and share them over that I don't know how much they've been used but that would be another resource certainly if you're creating your resource through either of those services I think you can include quizzes and texts tests along with it and I think both Sharon and Whitney and Jessica you you've moved into a little bit more of open pedagogy where students are creating projects right instead of the quiz testing quiz quiz banks we use both still so we test kind of baseline knowledge to make sure everyone understands it through quizzes and we're happy to share those quizzes if anyone needs them so if you were on our website and you were reading like how to use the text there is a little word that says we have additional resources that can be shared through like a canvas commons but most of our assessment is done through projects and hands-on activities and likewise I do have project based but for the quizzes I have my students create their own quiz questions which I think I find to be a little bit more challenging for some so I'm definitely going to continue that practice because it gives them that opportunity to really really reflect on the materials that they're learning versus me just doing a bank set of questions that they can google when they're creating their own it's kind of it's a little bit more reflective for them thanks thank you everybody and if you have had a few minutes to take the survey we appreciate your attendance and hopefully we'll see you again in March