 Thank you. All right. Once again, welcome, everyone, to our June webinar on user-friendly OER course design for remote and face-to-face. This is Una Daly from the Community College Consortium for OER, and we're very pleased to have you with us today. I wanted to start this webinar with just a few seconds of silence for the anguish and pain that's been going on in our nation over the last week. Reflecting back on the police brutality and some of the responses that have been made which have created such a dissension and discord. So thank you for your patience for just a few moments to focus. Thank you. All right. Well, we're excited to have a large group with us today. We had over 300 registrants. So we know that this is a topic near and dear to everyone's heart. And OER is something that is a natural fit with online learning, as well as, of course, supporting face-to-face. But we want to make sure when there's a decision to be made about what materials to use when you need a digital material that OER is looked at first. And we have some wonderful speakers here today, which I will introduce to you in just a moment, who are going to tell you how they do it at their campus and their institution. So we'll have a little discussion on backwards design with course mapping and how that lends itself to OER. And then universal design for learning and accessibility and how that is key for all of our digital materials, regardless of whether it's OER or not. And finally, we'll have a talk on implementing OER design and accessibility at Portland State University. Excuse me. Excuse me, Luna. We have someone has a chat question. Okay. That's great. Thank you, Val. I'll ask my community manager, Liz, to answer that. I suspect it's in the chat window. Yeah, the webinar does seem to be capped at 100. I was under the impression we had upgraded our account and I'm trying to figure out why it's not working. Thank you for that. We are recording this and we will share the slides and the recording with not only those of you who attended but those who were registered and couldn't attend. All right. So I wanted to introduce our speakers. First of all is Dr. Scott Robinson. He's the Associate Director of Digital Learning and Design in the Office of Academic Innovation at Portland State University. So welcome, Scott. Thank you very much. Thank you for joining us today, Scott. Next up we have Ben, and I hope I get this correct, Ben Kontop. He's the instructional designer at the Colorado Community Colleges Online. Hi there. Thank you. That was pretty close. It's a tough one. Yeah. I did have German, but I don't know about, maybe it's not German. All right. And last but certainly not least, I want to introduce Sophia Strickfaden, who is the e-learning technologist at the Colorado Community Colleges Online. Hi, thank you. Welcome to be here. Wonderful. Welcome to all of you. All right. Very quickly for those of you who might be new to CCCOER, our mission is expanding awareness and access to high quality OER. We've been around for over 10 years. We're going to be celebrating our 13th year here this summer. And OER looks very different, but expanding awareness and access in order to give faculty choices around what they use in their classroom and in order to improve student success and equity. One of our newer initiatives this last fall was around fostering regional OER leadership, and we continue to work on that project to provide those of you who are working at the state and system-wide level guidance around OER and policy, etc. And here is our current set of members, and we are in 35 states, and our most recent members are Los Angeles Southwest College, SUNY Geneseo up in New York in case there was any question, and then Southeast Arkansas College, which of course is in Arkansas. And we were very pleased to have all of them join us, but Southeast Arkansas is our first college in Arkansas. Just a quick call out to our extraordinary stories. This is a website where we've been encouraging you to share the responses that you and folks at your college or even in your community have how they've been addressing COVID-19 issues. And we know that everyone is working many more hours than they're being paid for, but they're doing this to make sure that the students are served and that our institutions continue. And I wanted to mention that OE Global, which is CCC OER's parent organization, our 2020 conference, which is scheduled for November 16th through 20th will be virtual. So we will have three hosts, one in Taiwan, who is our main host and where we were hoping to actually have a face-to-face conference in November, but unfortunately that's not possible now. So Taiwan will be Taiwan Medical University, Ecampus Ontario up in Canada, and TU Delft in the Netherlands will be our co-host. This is a wonderful opportunity for those of you who often can't travel internationally for many reasons, and sometimes it's because your college won't fund that kind of travel. This will be your opportunity to not only participate in the conference, but also to submit and present at the conference. All right. And at this point, I want to turn it over to Ben and Sophia to tell us about their work at the Colorado Community Colleges online. Awesome. Can everybody hear me okay? We can. And would you like me to stop sharing at this point, Ben? No, you're fine. I think I will probably just grab the screen here shortly. I'll just give a little introduction. So my name is Ben Kontop, as was said, and with me is Sophia Strickfaden. We work for the Colorado Community Colleges online and we're a branch of the community college system here in Colorado. So that's why that logo is there. And we're going to be talking today about UDL principles, accessibility tips, and just different things about course mapping and backwards design. Well, we'll go through our process and how that applies to OER. So if you wouldn't mind just going to the next slide. We're going to start with a quick survey. And if you would like to take part, just go to a new tab or window and to menti.com and I'm going to share my screen and you'll see a number that you can input. So I'm going to see if I can just grab the screen. All right. Can everybody see that okay? Yes, we can. Excellent. So the number there is 83, 74, 89. And you'll have three questions. The first is out of the following topics, which one would you like to learn more about course mapping and backwards design, specific accessibility tips, UDL skills or nothing specific. Good. Got a couple of responses in. Okay. Okay, now I'll come back to that. I'm going to go to the next question that'll let me. Here we go. And it's a word cloud. So what is one word that comes to mind when you think of backwards design? Could be anything. I'm subjective. Okay. I love word clouds. This is so interesting. Nothing. What? Pass a start with the end in mind. Good. These are great. That's a good one blueprint. We'll be going into mapping kind of similar. All right, we'll do the last one then don't spend too much time on these, but how much of a priority. Do you give accessibility when creating any online components of a course. High priority, medium, low, or you don't really know where to begin. Could be anything could be just a learning tool could be as simple as the fonts that you put into your course or the background color. And more of the yellow. So that's interesting. That's good to see that it's a high priority folks. Okay. And then, should I just show the slides on my screen or would you like to take back over. It's really up to you. I think I welcome you doing that. Okay. All right. So that was an interesting little exercise. Thank you for taking part in that. So as, as we said, me and Sophia are from CCC online that's Colorado Community Colleges online. Just a little bit of a background about us we were established in 1998, and we had 52 online students and 450 telecourse students at that time. Those telecourse students we would send them video tapes basically VHS tapes and they would take the course that way so we've come a long way since then. So the Colorado Community College system and what that essentially means is, if a student for example at Red Rocks Community Colleges needs to take a history course in the summer. They, and let's say their home college of Red Rocks doesn't offer it, they can take it with us and fill that credit requirement with a as it says here a fully remote course in desire to learn D2L. In terms of OER, we've been building OER courses since about 2014, but since 2017 a little point of pride here for us. We started collecting the data and we found that we say 54,353 students over $2.8 million. And for us that that means an OER course for us means that the students have no textbook to pay for. It could be course materials costs but the most important thing is that we've found different OER resources for them. And then I'm going to move on over to the next slide. So what is backwards design. I think a lot of folks I saw a lot of the responses on there some of them are saying blueprint some of them are saying design with the end of mind. So that's a perfect but essentially speaking from straight from the source from Wiggins and McTig. One starts with the end their desired results that is the goals or the standards and then derives a curriculum from the evidence of learning the performances called for by the standard and the teaching needed to equip students to perform. So for us at CCC online, we have a process whereby we, especially during most importantly during OER builds. Our subject matter experts utilize course maps. And our course map. Just bring it up real quick. Our course map looks a little bit like this you'll see we have various tabs at the bottom. And in terms of where we are the most important ones to keep in mind here are the external resources, and then the map itself. The most important thing for us, usually during the process is this map. So we first have the first page here where we have the course details these are pretty generic for any course textbook or we are. And then the course description which we get from the common course numbering system, which is universal for the system for each course. So if we have a history 121 course the course outcomes for that course are going to be the same throughout the system. So the fun part comes in when we get to the map and we have our subject matter expert design the course based upon those course outcomes. So you'll see here we have modules one through five generally speaking we have five modules and of course no matter what it is so we are otherwise. And each of those modules and a typical typically length course would be about three weeks long so at 16 week course we have about three weeks for module one three from module two etc. Could you make that screen just a little larger. Oh sure, of course yes. Is that a little better for everybody. Definitely yeah. Okay. And there is there is a request to get the template so we might. Oh good. Maybe you can share that later in the chat window. Good. Yeah, actually that was something I was going to point out we will be sharing this out with everybody. In case you wanted to take something away from from our talk today. This is a great resource to use. So we're talking about module one here and with an OER build. It's important to, well it's important to always focus in on your module outcomes of course. And for us, that's, I think the beauty of OER. With it with a normal textbook you do have that backbone of course you can base different modules or different weeks of learning on the, let's say the chapters of that textbook. Here I think you have the freedom to really target module outcomes more specifically. So let's say we have a course outcome that is listed in the CCNS and one of our module outcomes. We actually want to match it up with that one we put it right here in this box or the subject matter expert rather we'll put it here, and then they'll match up the letter as seen here to the course outcome. So, again, I think the beauty about it is they're able to target a little bit more specifically. And we've had courses that not only use an OER textbook which is a great resource of course. But we also have some, and it is a big ask but we do have somewhere the subject matter expert is actually building the course themselves, almost writing a textbook themselves and I know that's a lot to ask for a subject matter expert but I think we have the good version of having some really good ones and they are more than happy to write the content, be it having resources sprinkled in and then they have their own voice or something that they're just pulling their own knowledge and writing a textbook essentially speaking. So we have our module outcomes there are topics here. This is especially important for an OER course so that we, we don't stray. Of course, one of the things with OER is that you can have a tendency to find a million different wonderful things but if they're not fitting in with the outcomes that you have set. They're not really worthwhile so just putting something in just for the sake of putting it in is kind of what we wanted to avoid when we say. What are we going to be talking about here and then specifically what reading assignments tied to those topics are we going to be talking about. And beyond that we have our exploration concepts and generally for a long time we had explorations for textbook courses, not OER that were essentially a deeper dive for the subject matter expert to do so like I was saying if you have the baseline of a textbook. And then you wanted to go into something a little bit deeper let's say if it's a biology course and the subject matter expert doesn't feel very satisfied that they're not talking about. We'll say the diversity of life of some kind or, or maybe microbiology, you know there's a specific module that they want to talk about that. And the book just doesn't really cover it. This is where explorations would come in. The course is however, exploration concepts are essentially speaking, unless they're doing an OER text exploration concepts are going to be the content delivery. So what are the things the students are going to be learning in that module. I kind of like to think of this whole column as a bit of a just an upside down triangle in a way so you're starting very broadly right with course outcomes, and then you're kind of narrowing down as you go. So we have the course outcomes, how are they tied to the module outcomes topics, and then more specifically what are they going to be reading, and then assignments what are they going to be doing or discussing or being quizzed on. So it's a great tool. It's something that we try and emphasize for our subject matter experts to really design we have that design with the end in mind. Think about what you want your students to do before you start diving into content building. It's a roadmap that we utilize throughout the build throughout the entirety of the build and remember that these are purely online courses so it's easy to have a little bit of scope creep in terms of subject matter expert building an OER course. So this kind of keeps them keeps in mind a little bit and keeps them remembering what they have to cover. One of the other kind of fun tools about this is the estimated time. So, as I'm sure multiple. Many of you know the Carnegie credit hour, we have to have a certain amount of work for students to be doing depending on the amount of credit hours. And for a three credit course that's generally about 135, 135 in seat hours. It gets a little bit tricky because again we are fully online so it's hard to say what the quote unquote in seat would be but this is a kind of a nice tool to keep the subject matter experts. Again kind of in line and just making sure that they're not straying too far. So if they enter in the number of hours that a student will be doing or what they guesstimate a student will be doing. They're going to populate over here. And so if they see Yikes I have a 30 hour reading and just the first module. I may want to pump the brakes on that. So it's a great tool and it's very useful for them to kind of visualize where they're going in terms of the course the workload for students. And then lastly I just wanted to point out this external resources. It's a really great tool for when building away our courses you can keep all of the material in kind of the same place it's kind of like a one stop shop so if a subject matter experts building it out and they kind of forgot what they had put in module two or what they were going to put that great article from, you know, at the They can always come back to this and find it. Not only do they have the citation for, for us when we're building it out and when we need to cite the source. They have the resource link so the actual location of it. And actually I'd like to just show really quickly. A couple of examples. One is a concern. Go ahead. Continue to increase every time you switch screens it goes back to the lower. Thank you. So in the course map. That's a good point. So this is kind of what it looks like here. Just in the template gives you an example. And then I'll go to one that's actually filled out kind of give you a better visual. Everybody can see that okay but this is from and that's okay. Perfect. This is from an English to 21 course and you can see that the subject matter expert did a great job of not only citing the sources that she'd found, but she actually put the link in as well. So it's just again a one stop shop a great tool for our sneeze to use. And then to actually kind of finish it off a little bit. I'll show you a filled out map and here I'll zoom in a little bit so everybody can see this. Starting with the course details so pretty generic pretty straightforward this is going to be pretty similar, no matter what if you're doing or you are not. Because this will always be from the CCNS our, our main system office. Once again, increase the size. Did it again. I'll learn eventually. So this is just kind of a general idea of what the courses is going to be covering the course description and then the course outcomes that they need. And then here we have the map itself. So we have module one what course outcomes that she expects to cover in the module. And then the module outcomes themselves this is written straight from the SME. And she's, as you can see kind of matched the letters up to what course outcome she feels would, would align. So and then again we have here the topics. So we're not straying too far we have a basic idea of what module one what the students are going to be covering the reading assignments. And this one because the reading assignments and the explorations as I was saying are pretty much the same thing. That's kind of our content delivery system. So as she says, questions built with we are, and then she use, she used a lot of smart history. It's a really great website and a lot of Khan Academy as well. When using or when building her content. She had the out of benefit of just using her own knowledge to kind of supplement. So she was really able to target these outcomes so well. And I think Sophia may talk about this course just a little bit and show an example of it. So essentially speaking that is how we do our backwards design. We're building our own roadmap for the course. And like I said this is something that we go back to all the time during a build. And it's something that I think is is so useful and you don't really. It's become such an ingrained part of our build process that we almost take it for granted but without these I think we would, especially with you we are courses we would really stray off I think a little bit too far and it's so easy for that to happen with with we are builds because there's just so much out there and you're so excited about using it all and this keeps you grounded this keeps you at the thousand foot view. Yeah. So next I think I'm going to hand things off to my partner in crime Sophia. Well you're that over to Sophia. I want to ask you a question. So you as the instructional designer you manage that that sheet and then the the SME or the subject matter expert comes in and and edits it to put in materials or how does that work. So it's actually kind of an interesting process for especially for our builds. The order builds start at least a year in advance. We have our dean or academic dean of the particular course that needs to be built will designate this course is going to be OER and then we actually have our great librarian and give a shout out to Brittany Dudek who is amazing and kind of utilizing and helping out our subject matter experts find these great resources. So she'll come up with some resources for this me. Generally speaking though the subject matter experts will have some ideas in their head of what they want to do and where they want to go in terms of OER. But it is kind of a big ask and you know we are it's a big big process so you have to really give it enough time and put enough effort into it. But generally speaking when we first start to build an I first get contact with a SME that's called our vision meeting. And so we kind of go over the map and I explain all the things I'm basically doing right now. Well how it works you know what they're going to be inputting and then generally speaking after that vision meeting I'll ask them to maybe write just one module in the course map so just do one column and they'll come up with the content. Basically speaking they don't have to have it all at that point in time but they'll just come up with basically the module outcome that they expect to have how it ties to the course outcome and then some general idea you know the topics that they want to talk about. And those kinds of things. And then after the vision meeting and after I see that they've done pretty successfully a module then they can do the rest of the map. We'll have a second meeting called the kickoff and that's where we really go over the map together. We get a good idea of where this course is going to go. It sounds like it's a collaboration. Oh yes yeah 100%. I think that's really important. Yeah. And it's a constant process throughout the build you're you're checking up with your SME making sure things are going okay. And once the course map is kind of approved and we moved on past that and they start building their content. It's it's it's so helpful to have the map and say well you know this doesn't really quite match up with what you wanted to have. And so if it's something that yeah we can change the map we can add this to it. That's something that's just as easy to do just go into the map and change it so. It's a great tool to have so. Great. Thank you so much. Sure. Wonderful I'll jump in. Thank you Ben so I'll touch on a few things that I think Scott will be touching on later with his real real life experience as well. And that is to define accessibility versus universal design for learning because on top of the course mapping process we also have guidelines for accessibility and universal design for learning. So accessibility is really taking any space, whether it's physical or digital, and making it available to as many individuals as possible, often with assistive technology such as a screen reader, or a wheelchair ramp. So universal design for learning is more abstract it's it's a research based set of principles that impact the design and implementation and learning environments so this is regardless of disability or designated need. We don't have learners who have to disclose that they need a certain thing we're just building something from the beginning that meets as many needs and choices that we can. Where you usually see accessibility is where a barrier exists so for instance when you have someone who can't use a mouse. Being able to navigate an online course or learning environment with the tab key, or the arrow keys and the enter key on the keyboard is really important. And universal design for learning, again is a little more abstract but includes some of these choices and how the learners navigate their digital environment. And typically these are broken into three categories engagement representation and action and expression. The best way to sort of look at all of this and see whether or not you're doing something, something in UDL that is compatible with accessibility and ADA is to use the universal design for learning guidelines rubric so this is on the cast.org website. And this will be a link that we can put in the chat to but essentially you're looking at all these different levels based on what part of the brain is stimulated and thought of when you're designing different concepts so for engagement we're looking at the why of learning why are we learning about art history. The what of the learning what is happening at this point in art history, and then the how of learning. How are you as a learner, going to present your knowledge and skills, effectively to let me know that you've met the learning outcomes. So, a lot of this has has a nuance in providing variety in choice variety in visual representation variety in assignment submission styles so whether you have a student who's doing a PowerPoint or an infographic or a narrated video. Those are all choices within the universal design for learning environment. Now they're not always compatible. So that's just something you have to pay attention to some of it is having a quality assurance process which you can see in the bottom left of this image. The graphic gives the accessibility and new deal layers that we utilize in our community college system to give us guidance from the beginning it's really a proactive mapping process. Just as Ben explained, there are resources and files and spreadsheets that we use to collaborate, especially with our subject matter experts who are often instructors of the courses. So one of the things that we make sure happens is for OER courses in the OER resources tab in the course map spreadsheet. We have our quality matters check go through before we build anything in the learning management system to make sure that all of those open educational resources are actually compatible with our accessibility and universal design for learning guidelines that we follow. So that's some of the fun part. I'm going to show you some live examples of where the OER course mapping process has turned into concrete digital environments. So the first one actually is a biology course, and this was built with articulate storyline, which some of you are probably familiar with really it's just a content authoring tool that gives you a step by step or branching scenario or navigable specific is a good way to say it. The best way to show you how we built in accessibility here is to show you the question mark in the bottom right of this window. So when I hover over it, a little window which you might not be able to read pops up and says accessibility notice. If I click on it. For accessibility, you may press the tab key to access the content in this interactive with your screen reader. If you need to access the menu at any time, please press control plus M. All right, so I'll close that. And then I'm going to use my keyboard. So when I use my keyword a yellow box appears around what is selected. So this is, if I was using a screen reader. This is what would be read. So it would read the module on exploration and then the speech battle. If I click tab again, it highlights the next button, which is really hard to see on a webinar. I know but just imagine a little yellow box around the next button. I click enter. It'll take me to the next slide. And the yellow box has moved to the wider white frame. So that's where my screen reader would read next. So that's one example. The next next example is an art history course. This is actually the course that was built based on the course map that Ben shared earlier. So this is exploration number two in module one. And this was built using articulate rise and what has been built here is all of the open educational resources selected by the subject matter expert has been. They've been curated and combined into this one element within the course. So there is a table of contents. The student can click anywhere to get started. And there are accessible videos with closed captions images with alternative text or captions. So this is a readable text compatible with the screen reader articulate rise is automatically accessible. There are some things that you have to do like write the alternative text for the images for it to be compliant. But otherwise it's a really easy tool to to utilize and navigate within this digital accessible open educational environment. The next example is a hand built e-text. We had an instructor for this history course that adopted the American Yop by Stanford University Press Edition and just licensed it under their own Creative Commons license. This is also responsive, which is one of the things that UDL asks for so we can view it as an iPad the students would be able to click through and scroll. We understand that there aren't a lot of graphics in here that's this is still sort of work in process. But it's it's fairly easy to navigate and it's something that is easily embedded within the D2L learning management space. Okay, so that was sort of fast paced and I'm sure we'll have time for questions later. But otherwise, it is Scott Rock since turn to talk about how they've been doing this at his institution. Well, we're switching to Scott there, Sophia. I wanted to ask you the, what was the software that you were using that was identifying the the screen reader focus points the focus windows. What was the software. Yeah, was that something built into your browser. Um, it's it's something that was built into the, the storyline component that we built with articulate storyline. When you click tab, there's a way to make sure that the ordering of when you click tab, the ordering of the things that are selected are in the correct order. Correct software as much as a setting. Okay, in the articulate storyline, I got you and making sure it's yeah, navigating the right way. Yeah, thank you for that. Hello everyone, can you hear me okay. Yes, welcome Scott. Thanks for having me and really appreciate it. Thank you Sophia and Ben for that amazing work and just phenomenal explanation of some really important issues and accessibility and universal design for learning. Yeah, great work. And what I thought I would do is to try and build on that a little bit and perhaps zoom out a little bit in to explain how we try and do very similar things at Portland State University. The Portland State University is about 26,000 students, but just to compare with the more online schools, we have about 25% of our student credit hours are online but relatively few completely online students. And kind of thinking about like how does this work actually get done or how is it supported at an institution. I hope it's helpful just to share a quick slide on on my office, the Office of Academic Innovation, and then kind of go through just a couple bullet points. And talking about the work of doing this accessibility and UDL and OER, and how that how we are is kind of tied into that and some of the issues that we've come across and work through. And then it's hard to, lastly, it's hard to talk about some of this work, especially as we transition from emergency to remote to potentially online courses in the fall. We have to acknowledge the impact that that code is having on that. So real quickly, and there's probably more information on the slide than most of you need, but the point is is that we wouldn't be able to do the work that that Sophia and Ben are doing and in this very intensive course design process without a pretty well developed what we have is essentially a Center for Teaching and Learning or Office of Academic Innovation, which is made up of three kind of groups that collaborate. We're all housed in one place, but we have a traditional education development or teaching learning team. We have my team, the digital learning and design, the course creation or the course design group. And then we also have just the faculty support desk. So, you know, like a help desk and we're all in one place and it's the only place on campus that faculty come for for support. And so it's, it's about six years old and I've been at two other institutions where this model was tried and didn't really work. And so I understand that that pulling this off could be a challenge at some institutions, but I, I could not, we could not handle the scale of work that we do along the lines of accessibility thoughtful course design and OER without what kind of this robust team working together in multiple ways. I do want to say something about the very thoughtful design that Sophia and Ben are talking about and that that as they've alluded to takes a lot of time. And it's, it's difficult to do that work in a compressed amount of time and a lot of what we're being asked to do now as we prep for summer and potentially fall is to think about how we can improve the courses, especially in a fully remote situation. Typically, our, our online course design is about a 10 to 12 week development cycle. Which, you know, sometimes it goes longer than that. And so that gives you some idea of like how long it takes to do some of this work with involving a number of staff, including instructional designers, user experience designers, multimedia professionals and so on. And as Ben mentioned, it's an iterative process. So that that first 10 week development and the first time that course is offered is likely not going to be the way that course ends up right it's just going to keep evolving. So all that to say, when we think about incorporating OER into a course, which we always try, always try and bring up that topic when we're working with faculty, we found that it can be just doing that lift of utilizing OER can be a lift and we've been very fortunate for very fortunate that our library has been able to create a grant program in order to help faculty to do that work. As you can see, there's just a few different levels, depending on kind of the amount of work it would require. Starting with something that where they're just adopting a textbook and open stacks textbook, or whether they're taking that and adapting it and maybe it's going to influence the way they do their labs. And so that may take much more time. Kind of the longest time frame, which is well over a year is if they're actually creating a textbook. We have I put it in the resources that slide will be coming up later at the end but pdx open is our open repository for for textbooks and have about 25 textbooks that have been offered so far. And that's a rather substantial substantial commitment. But we understand that that it is real work. I'm speaking to we are and in access and accessibility. Ben and Sophia have made some good points. I think our goal right with all of this, especially when we think about OER and open resources, is that we're helping students increase access to resources. That's one of our driving driving goals, but at the same time it's it's not perfect right. Especially during this time we've seen how we it's been it's surfaced how students are. They do have real issues with accessing digital material and for the most part, our OER is access digitally they obviously have the option to pay for a print version which is much, much cheaper and that's great. But we've, as we move to remote this spring. It's just been very apparent that there's a chunk of students that have, you know, they're, they have no, no laptop or they're just accessing courses on their phone. How can we be at least mindful about making resources as accessible as possible in all these variety of ways that students have now to access them or only have the ability to access them in certain ways. Again, I think as we as we go into the summer. You know, as we think about these students that are facing additional challenges. The majority of those challenges are our forces from outside the classroom right we are surveys are showing that it's less about the actual academic work and more about how do I get access and time and resources to function in the classroom when all these other life events are happening. I just want to take a pause there and and put that front and center at least for us is that we feel like during COVID we really mean what ways can we really be attentive to students that are facing these particular challenges. And for us. You know the remote versus the online issue has been a sticky point for our campus. We just finished our faculty survey feedback from spring term. Like I said about 25% of our courses are taught online and of those 25% that were taught online in the spring over 84% of the faculty teaching those fully online courses made changes to their courses, or to the way they facilitate them and I think that's one of the most interesting things of the survey is that online courses aren't necessarily and I'm sure most of you know this but online courses aren't necessarily immune part of the plan to COVID right their students have a lot of other things pressing in on them that they wouldn't otherwise that they wouldn't have that they didn't plan for pre COVID. And, you know, again, that helps us be sensitive to the faculty effort as well as we think about how can they how can they improve that remote learning experience without adding more things to their plate because if this one thing that came out of the survey was loud and clear is that, as you know, faculty are at their end of the rope as far as the amount of time or energy they have to make to learn things or make additional changes and as as as we're doing again the summer and I think it's a great idea we're putting on a call to ask for faculty if they'd be interested in changing out their textbook for an we are for open textbook, because we know it's going to help admit in most cases it's going to help students access that material. At the same time, we, you know, that's a that's a significant amount of work for most faculty to do as well. So, you know, we have to be careful the way we we present those options to faculty and be very mindful of their time. On top of that, there is also, you know, the, the, the limitations that I our office is faced with. We just received a notification last week that our entire office of 25 faculty and staff are are at 32, you know, 20% furlough. So we'll be off every Friday technical. And so how do we moving forward, how do we think about how can we best support faculty and ultimately students with greater reduction in institutional support. So, you know, we could not be more excited about we are and in increasing student access. And especially in this time, it's just that we do want to acknowledge that, you know, there are challenges people, people are working harder than ever, and we want to be sensitive to that. And to kind of have that balance, I think is where we're still trying to figure out what what is working best and how to move forward. But I think we're, we're, we're making some strides in that, in that way, and, you know, much of the future is unknown, but we're sticking together and, and hopefully we can get through the state. I don't have much else and I'll let someone else transition into the question and answer, but I wanted to make sure we left time for at least a few questions and questions. Thank you, Scott. We did have a couple of questions in the chat window. One of you, one was a little bit theoretical I guess or it was from Sophia she asked, what's the benefit of having emerging technology under faculty support and not digital learning and design. What was the, sorry, what was the distinction faculty. Technology is under the, under the faculty support hierarchy rather than the digital learning and design. Right in your Venn diagram. There is a lot of crossover and collaboration. I think the the original, the way those bubbles were drawn was because of the way those offices originally started, they were three different offices. And so it was the six years ago, it was the coming together of those three different units support teaching learning and assessment and the instructional design kind of kind of team. Yeah, that's helpful. Great. Thank you, Scott. You mentioned that 84% of what would be current online instructors. So those who normally teach online, change their courses this spring to address COVID. And I wondered if you might talk a little bit about that and then you didn't mention in detail anyway how you got everybody else online. Did you did you want to address that a little bit. Sure, real quick. So yes, 84% of those instructors that taught at least one fully online course spring term made made significant changes to their online course I think there was a perception that well if you're teaching online you're going to be fine like there's nothing you need to do. One fact that was not true at all right instructors made dramatic changes, primarily spending more time interacting with students right. And and being more flexible with assignment dates due to you know the number of assignments the scope of things and that was our shift. That was probably a shift that people didn't acknowledge was real and took took work and was very much needed. The other courses were shifted from you know face to face or hybrid to what we called remote which was essentially utilizing zoom or something similar to kind of replicate the lecture or contents. And we acknowledge that you know that was kind of an emergency shift and now we're trying to move to what's next what's beyond zoom right. Right. Right. Yeah, thank you for that. Let's see I'm looking for other questions in the in the chat window. See. So there's a there's a question from Amy Lansing that says our other colleges increasing training instructors for instructors online over the summer. Any changes to that training due to the current situation and I can answer on our behalf. We just finished our first round of a very rapidly built course called the essentials of online teaching that gets into this backwards design but not quite into as much detail as our course mapping process. And the idea is that anyone in the community college system, not necessarily specific to the colleges online, but anyone in the community college system. I can sign up for this course so we're starting another session on Monday and there's a very small stipend for instructor benefit excuse me incentive to complete the course. But it yeah so that's what we're doing from our end. And we do have a Center for Academic Excellence that always offers training and support and webinars and things. Yeah, thank you so much, Sophia for sharing that and I know quite a few colleges have been getting online course for faculty and trimmed it a little bit for summer because they want everyone to go through it. What might normally be you know a 10 week course they've cut it down a bit. Oh and here yeah Megan is sharing from Raritan Valley that the train schedule has not been rolled out but there, there will be. And Rebecca at AC I don't know what AC is Rebecca if you want to share with us what that AC stands for. We're glad to see that you have online training schedule before the COVID-19 started and then it was enhanced she said after spring break. CCC OER is going to be offering some short 30 minute tutorials throughout the summer to our members so we'll we'll keep you posted on that. What is beyond zoom. A very good question Joseph, and Nora Zepeda from East LA says they're holding a summer Academy that addresses building community and best practice for online teaching at East Los Angeles thank you for sharing that Nora. And I think that was a joke, Amy right that after zoom is WebEx. I think that the order might be different. While we're waiting for more questions to come in I just wanted to mention that this is the last webinar in our spring series will be starting back up in. If you missed any of our spring webinars of the archive is there on our website. There is you can go directly to that bit.ly CCC OER spring 2020 the archives for all our webinars are available. And we do thank the wonderful speakers who come in from our community to share their expertise with everyone. If you're not on our community email, and you would like to attend these events on a regular basis and hear about other things that are happening in the open community please join our community email we have many. Other networks that post on our community email list as well to share information and we're always looking for equity diversity and inclusion blogs. blog posts and student OER impact stories that you would like to share on our site so contact us. And Liz and I will put our email addresses in the chat window so that you can. You can contact us if you would like to participate and have an guest blog posting on our site. I love to go back to really quick since we have a few more minutes the beyond zoom question. Yeah, so so there are sort of these different levels to remote instruction and one of those is you literally take what you were going to do in class and you deliver it through a web conferencing tool. So going beyond that so going beyond zoom, you would do something like build explorations into your course or you could simply record salt small segments of your lecture, or your material or whatever. And would have happened in the live environment and put it into a short video segment. And I say short because attention spans and navigation and bandwidth they're all these things to consider when you're turning something into a digital format and Scott's giving me a thumbs up. So for instance, an hour and a half lecture in person is much a much different experience. I'm in the online environment, partially because you're introducing Internet speed computers, hardware quality, the number of people that are connected to the Internet in a given space or zip code or service whatever. And that's something we're seeing actually with everyone being remote right now is that our Internet providers and bandwidth has significantly decreased. So that's sort of what going beyond zoom is is hinting at is creating these asynchronous experiences that give the students the opportunity to learn at the time that they need to at the pace that they prefer. Thank you Sophia for that really thoughtful explanation about moving from that synchronous zoom model to an asynchronous model where students can access things at the time that they need them. And there was a question in here about the course map and Ben is going to email that over to Liz and I and we will we will make sure that we include that with the slides and the recording message that will go out to everyone who registered. At this point, I want to thank once again our speakers, Scott from Portland State and Ben and Sophia from the Colorado colleges online. This was extremely helpful, informative and topical, you know, fresh off the fresh off the, I don't know what the word is, but recent recent data which is can be really useful for everyone. So thank you all so much for joining us and thank you to all of you who came today I think we had something close to about 120 folks who attended. And we'll stay online for a little bit longer but we can stop the recording Liz and if you want to continue to ask questions in the chat window please please do so.