 get going. All right welcome everybody to the Community College Consortium for Open Educational Resources first spring 2019 webinar. Today we are going to be talking about faculty OER adoption stories in art history and US history and we have a couple different faculty members here prepared to share that with us. We do look forward to some questions. If you have any questions throughout this feel free to write them in the chat window and we'll try to keep track of those and bring those questions to the faculty. So the first thing we'll do is start off with a few introductions. If we've already been doing that in the chat here if you want to say you know where you're from and let us know let all the rest of the participants know who you are please do so in the chat window there. Before we move on to our speakers today our guest speakers Dr. Rudy Navarro, art history instructor at Phoenix Community College in Maricopa County Arizona. It's one of the Maricopa County Community Colleges and Laura Balz who is a US history instructor at Pierce College District in Washington and the moderators for today's webinar are myself Matthew Bloom. I am the open educational resources coordinator for the Maricopa County Community College District and with me here is the director of the Community College Consortium for Open Educational Resources UNA Daily and UNA did you want to say a little bit about the mission of CCC OER? Sure so welcome everybody I'm glad you could join us today and the CCC OER has been around for about 11 and a half years now and we're just thrilled to keep on growing helping to grow open education at community colleges and our mission is not really changed since we were founded although so many things have changed within the environment there is so much more OER out there there's so many more people developing it and this webinar series is part of the work that we do to support faculty in finding high quality OER and developing it and at the heart of our work is improving student success and Matthew if you just want to click to the next slide I'll just say one last thing we celebrated our 80th member joining us I think just last week and I do want to welcome our new members that just came in within the last month and I'll start with the in reverse order the Colorado community colleges just joined us last month so welcome to them we also had Johnson County Community Colleges in Kansas which is our first community college in Kansas to join us so welcome to them and last but not least the amazing Santa Anna College in Southern California who has been a long time collaborator with us and just joined us as a member so thank you Matthew. Yes thank you very much Una and so what we did was we thought up a few questions we wanted to try to get the perspectives and experiences from some people who were kind of new to adopting open educational resources so we reached out we found our speakers today who I've already introduced and we thought about a number of questions that these are a lot of questions here and they're not necessarily going to answer every single one of them directly but some of the types of things we were hoping that they would share with us were their motivation for adopting OER for a course in the first place the process for doing the work how did the college make it easier what did the college what did they wish that the college could have done for them how did it change your teaching what was the student response and did you measure it and what do you think you might change in the future so we're looking for a number of different things here and I think that you'll be pretty pleased with the experiences that we're sharing here so I'm going to go ahead and start here by introducing once again Laura Baltz U.S. history instructor at Pierce College and she's going to tell you about her experience with OER adoption in U.S. history hi hopefully everybody can hear me um and let me share my slides with all of you great okay so um my motivation originally for uh using OER was our community college went to a newer system and we had uh basically it kind of messed up financial aid and so I had a bunch of students that couldn't afford their textbook and so I started looking for other resources and started really talking about producing or using more OER so part of it was just to help students in their financial need so that you know they were being able to keep up with the course content so originally some of my initial concerns right out of the gate were do I have to write all of my material myself and I thought I don't know if I can do all of that I wasn't sure if that was a part of it but and I didn't realize at the time that you know there's tons of cortex you can find so if you're worried about that you know don't worry there's plenty out there I didn't know how to do attributions which I kind of know how to do them I'm brand new to this whole thing so this is my first quarter using OER so I we're working on I'm still working on developing stuff so I'm you know learning how to do attributions and of course it's a lot of work it is a lot of work but planning in and of itself is a lot of work right so those were my initial concerns right out of the gate how when and how am I going to get it done and teach at the same time and so luckily I had a wonderful wonderful instructional design team that that I had here at Pierce who I more were more than willing to give me any resources I wanted help me in any way shape or form I could so if you're thinking like why should I adopt OER some of the obstacles are how do I find good resources I would suggest starting with a cortex if you're if you're teaching a history psychology sociology you there are there really are a lot of cortex that you can start with you don't have to write everything yourself and think oh my gosh am I all basically writing an online text no there's I use the US history course from open stacks the book from open stacks which is actually really good and hits all the learning targets and things that I would have wanted to look for in a book so make sure if you think well how how would I even begin ask your instructional design team and I'm sure they can help you find them and you know how do I find good resources you out there once again you know if you have a good instructional design team you know you want to look for things that are going to have longevity so I'm sure anybody who's worked with OER knows that stuff disappears if you don't find stuff that we've looked at stuff and there's certain resources that you know a organizational decide we'd like to get paid for this and so it disappears or they want some kind of you know money to go with that so finding good resources that are also that will last okay and then writing great assessments and obviously the time but the solutions for all that is a really good instructional design team don't be afraid to ask as many questions as you you want I if even if you think it's a dumb question it usually isn't they'll answer it for you I also have two a couple of really incredible recent resource librarians if I get stuck and I'm like I need this document and I can't find it open help within less than a day I usually have somebody goes that will email me back and go here you go I've got one we've also used students we had a student employee and he was wonderful and I could send him anything and he would transcribe it for me because when you're looking at early primary source documents it's not always easy to find that stuff and so I had documents but they weren't open and he transcribed them pretty quick got them back to me and I also we've I've designed a couple of assignments within my classes and I'll have to get back to everybody on how it goes and then with the incentive of if it's really really good they get extra credit and I get to use it we can use it to you know use it in for other classes so don't think that you have to do it all yourself and write it all yourself don't be afraid to reach out to any of your instructional design team resource librarians they're usually more than willing to help I'll give yourself a timetable I tried to do I tried to take it one module at a time one subject at a time and really think okay what are my learning targets what do I want them to get out of this what's realistic because with history you can overload people with primary source documents and I thought well I don't want to do that I want them to read the main text and so I had to be cautious of you know which texts I was picking and which primary primary source documents I was using but give yourself some a timetable or chunk it out like do one subject at a time if you try in my experience if I try to look at the whole the class as a whole and start working it gets a little overwhelming really really quick so I settle on one topic at one specific time and say I'm going to do the New England colonies and then go go for broke until we felt that it was good this is just an example of one of the chapters out of open stacks so it's I mean I really enjoy the more I get into the the the textbook I am loving everything about it it because it in each of these little links you'll find it has a glossary and it has a little review question section at the bottom so if you have students with that struggle with reading sometimes it's helps to give them vocab and it's built into this and then obviously we I came up with the the discussion board about Native Americans and settlers and things like that but this is just an example of what it looks like this is just one chapter and you can add to this the foundations for English success I added the game and the and the discussion board was mine too and the good thing about this too is that you can build in rubrics and so it's definitely streamlines a lot of my grading I found that this quarter my grading has become a lot easier okay how to support the adoption of OER um obviously grants and monetary compensation um if you're I mean it's I I personally did a lot of my work over the summer I kind of I right now I'm teaching 21 credits and so I'm not having the opportunity to work at work on it as much so a lot of my work went on this summer and now this quarterwood is the first quarter that I am using the actual class uh you and how else to support OER if then if you if you're wondering um your instructional design team I had a really supportive administration that said run with it in it and we will do anything we can to support you and grants do help that way you know you can possibly uh teach a little less if you need um but yeah that's I mean if I had to give one thing my grants and definitely my instructional design team thank you thank you so much I have uh Quill West and Zoe here at Pierce have been some people know Quill she's absolutely been amazing um and completely supportive uh they actually if I have an idea for a a test or an assessment they're the I I'll let them know and I'll say can you can you look at this and tell me if this is realistic um did you know do you understand it because one of the big things for me in um how it's kind of totally revamped how I teach is I had to kind of take a step back and go okay a it's a survey course so they don't need every intricate detail about you know the puritans and things and then I had to go back and look at stuff that I thought was amazing and I've done for years and go this is a little unrealistic um to expect students to do and I had to revamp it so that it made a it was presented better and the students understood it better and it made sense so I used to have them do this huge essay and read huge chunks of like John Locke's Hobbs Montesquieu um in a survey course and then I have him write an essay well that I totally shelved I do we still do that but one of the things we spent I spent time over the summer doing is putting together just chunks of Locke Hobbs Montesquieu or so so that it reduced the reading that was number one and then we instead of having an essay we do a graphic organizer with a reflection um that way it was you know I've already had a way better response with that assignment um than I've had in previous classes that worked out so much better the students were and I and I gave them some context and said this is what you're looking for um and they I've had the assignments came back I just finished grading them and they were far better than any of the essays that I used to have them write so that's a big piece of it too um the one thing I wish I gotta be honest I wish I had I wish I had more of my own faculty history faculty looking at it and weighing in on it maybe adding saying this is what you know we would add to it just because it's you know just more minds on something sometimes can produce something even better than worth that I'm thinking of so that's one thing I really wish uh that more of the history faculty and maybe even English faculty would weigh in on some of what I'm doing um with the writing component of my class so uh here are just a couple of resources I do have links in here too so if you have any questions um let me know I have open stacks is the main text for my class that's the the base book um you can find I hopefully there's some I'm sure people have seen this stuff before project Gutenberg is a place I get some of the primary source documents from and they give very lengthy chunks of it so you may have to like go in and try to figure out what pieces you want and you put them in a word doc or pages you can use pages the pages feature in canvas too um and then digital history that one is we found out that one's that one does have a license but it has tons of primary source documents to it and I can link to it and it's a it's pretty it's going to be there for a while so um that actually has been uh a huge help and it also takes chunks of primary source documents so that my students aren't reading like you know 10 15 million pages for uh what I what I need to just give them a tiny snippet of something so they understand it and my favorite thing my favorite favorite thing that we have found that we found this year quill sent this to me and it's the interactive constitution and it is just an absolutely uh fun way to look at it and you you know when you go into it instead of just having a document it outlines all the constitution the entire thing and then it has for each amendment um it has the amendment and then several articles also along with it so if you're I am asking my students to do research it already has some of their research sitting in it so that that right there is one of my probably um favorite things that we found so far so if you need if you want to ask any questions about any of those I'd be willing to answer what I can on those so benefits of it and things that I love about OER and why I'm hoping hoping hoping that I can have more time during maybe the summer um it reduces prep time and for me that's huge I've I don't know about anybody else but I'm kind of busy so reducing prep time is absolutely amazing once it's once you get it done once you get a whole class done um I have to go back and check links um and I have to go back in obviously add due dates to assessments and things like that but I'm not sitting there gambling around trying to find you know documents and books and you know quizzes and things that I used to use it's all sitting there and the students are able to see it early in the quarter that way there's no there you know they have more time to look at it and process it and ask questions um easy access to like I said I I have a filing cabinet full of stuff and you know every quarter it was like okay what did I do with that assignment now I don't have to do that the assessments are there the projects are there the rubrics align with the learning targets and objectives and they're all sitting there so that students know exactly what's expected to them so it's really streamlined all of my grading um and it's also better for the students that way they're not sitting there worried about you know what if I lost my paper what if I you know what if my computers crashes I ran out of ink I ran out of printer none of that's an issue it you know it's always do prior to the class period um also I've noticed already that their students are much more prepared for class if they have some sort of prep work and there's even a you know a small assessment with it an evidence and interpretation law they come in it's it's been done prior to the class and they're ready to go and I get much richer conversations about all of it and the students are enjoying it and they greatly greatly appreciate not having to spend 150 books on a history book and they don't have to lug it around so yeah and the one of the you know obviously one of the one of the things that some students say is I still like my printed text and I remind them that they can they can print it very easily because we have the chapters are chunked out in my in my class so that all they have to do is go down and print it and I just found out today we have 15 bucks I guess with the $15 each then gets $15 to print per quarter so I mean that's if that's if that's an objection you hear from your students and I get that sometimes people would go but I want my students to have paper I get that I love books too but they can there is a printed option available usually at a much much much reduced cost okay well that's that's all I have but yeah if you if you're just not even on the edge of you know thinking about using OER or a little nervous about what do I do if I have everything online are they going to adjust it is a little bit of an adjustment and yeah takes a little bit of training in in your class to say things are due online before you come to class but it's well I would say it's well worth the time and energy and I can't going forward I'm definitely one of the things I need to do I'll be honest I need to link more to some of my library resources they're free they're available and they're usually really good like the PBS documentaries those aren't going anywhere and we have a license for them and so that's definitely on the top of the list for for next quarter as I start the you know second round I don't have any data necessarily because this is my first quarter but using the complete OER class but yeah we'll have to all definitely check back in and let you know how things develop and things I'm doing in the future so thank you so much for allowing me to take the time and share I if you guys have any questions I'll take those at the end I think we're taking them at the end well actually I think what we should thank you so much because that was that was amazing I think we do have at least one question that came to me Una did you want to ask the question you had about shells yeah thank you sorry sorry to jump in this is also we want the audience to ask some questions we're running just a little bit ahead of schedule so we're just going to take a couple of questions here if you're okay with that Laura oh yeah and and and of course we'll have much more time at the end you know one thing that had been mentioned to me is that you use the campus commons open stacks shells yeah to get started and that's actually a really wonderful resource to share with other folks and I don't know if you wanted to speak about how you found those we also happen to have the person from California who was leading that effort online so she can also hear but um did was that helpful in terms of getting started oh yeah I mean because I like I said at first I was like am I writing a whole book here I was like I'm a little nervous about this and so when I found that I was like oh this is fantastic and I did go I mean you've got to take the time and review the book and make sure you know you know what's in it and all of that but then I was just able to add my kind of own spin to it with my primary source documents our learning targets from fierce and then our the assessments for each kind of each chapter and it comes built in with test banks if you're like but I need to make sure they do their reading there's we had there are multiple choice quick like reading checks for each chapter so yeah it was a big load off my shoulders when I found that great wonderful and and Barbara allows he has mentioned just to take for folks in other disciplines that there's actually 31 shells out there for the different areas and it's in the canvas commons and I think Barbara's going to share how to search for it and she did that and they're doing the business shells now which are the newest open textbooks out of open stacks so a really wonderful resource for faculty who want to build a course around an open stacks book there's also I think a shell that will allow you to substitute the open stacks textbook if you choose something that isn't is from a different organization wonderful okay so and it looks like we have one question in the chat here the question is and feel free to answer if you would like Laura it says if you were doing this OER adoption for all your departments including part-time faculty how long of a lead time would you recommend from first decision to actually rolling out the OER in class oh my gosh I mean I it took me most of the summer and then even when I thought I was done I sent it to quill and she you know wanted to make sure which is amazing gave me tons of feedback and so I had to go back and make sure you know what what are the learning targets look like is you know is how is it labeled so that it was easy to flow through so there was a kind of uniformity to it so I mean it took me a couple several months before it was done and then we could all kind of look back look at it and go yep this is good to go all right well thank you very much if there are any other questions please feel free to type them into the chat window there I think we will probably have some additional time at the end to address some questions I had at least one more that I wanted to ask but I'd like to get to Rudy here and Dr. Rudy Navarro is I'm sorry I better share my screen sorry Dr. Rudy Navarro is art history instructor at Phoenix College here in the Maricopa Community College District and he's going to pass it over to him and he will share with you his experience thank you Matthew and thank you to everyone for having me today I'm looking forward to talking a little bit about what's going on here in Maricopa so I'm going to follow the same format that Laura was using I'll talk a little bit about the challenges the process of building the course I have a little bit of data about how students think about the course and how it's affecting learning outcomes and if I have time I'll talk about how it's transforming my teaching practices so in terms of the challenges I'll reiterate what Laura was saying time is one of the biggest things I usually but when I design a course like this usually budgets about one and a half to two teaching courses about the same amount of time would take me to teach one and a half to two courses for a design of the course and it's going to change the course I'm going to be showing you isn't actually on the ground course which I use Canvas as the supplemental materials or for all my resources but if you're doing it online completely it's going to be even a little bit more time because you're going to have to add a quite a bit more material so in terms of you know budgeting your time or thinking about how much time might take you to do this you know I use that one and a half to two courses teaching load for that the other big challenge for me and Laura kind of alluded to this was just understanding copyright I've been doing this for a long time and I've kind of always think well it's educational I don't really have to you know to worry about this kind of stuff and with art history it's all about images so you know finding images that are free open use you know that's can be kind of tough so the textbooks are great for that because all those images are already licensed for you to use so it's a little bit complicated when you're doing an image-based course like art history would be. I, Maricopa College, I'm sorry, Maricopa Community Colleges has a great program called Maricopa Millions Matthew Bloom works with them they do a wonderful educational course for that and I learned a lot about copyright and how to use copyright how to assess for copyright and open licensing in my courses but even then you know I take the course I think I know everything about it and the first week of trying to identify materials I realize you know I don't really know how to apply this and I came to a really quick rule if the website or the source doesn't clearly list their licensing uh it isn't clearly listed as open source but I consider it off-limits I consider it as like complete license and I have to use it very sparingly so I developed a kind of uh hierarchy of sources the first one the golden sources are sort of the open materials things that are clearly labeled as creative commons licenses for open use um I know just a couple art historians are online right now they might be familiar with things like smart history or Khan Academy those are really excellent sources and they're all openly licensed meaning I can download them I can copy them I can distribute them whoever I want to um they're not going to go away because they reside in my hard drive now those are great because as much of the course as possible that you can do with openly licensed material the better the second level were things that are clearly licensed you know they might not be open licensed but they are licensed and here I use my library a ton the library has a lot of e-resources which are already licensed for student use so you don't have to you know research you have to like you have to send emails to people you already know it's available and you can just link directly to that I'll show some examples of that coming up and the last uh hierarchy the last sort of level of sources would be the unlicensed I'm sorry the unlicensed materials or things that I really don't know what they are um you can always link to that stuff a youtube video or someone's video on a website or something you can always link to that but as Laura mentioned you don't know if it's going to stick around there's a permanency issue I even have a link right now on my course it's just been going on for a semester it's already dead because the link you know video has gone down so I try to make those less than 10 percent of the course sometimes there's a really great thing you want to include but you really want to make sure that you're not using a whole lot of those things so once you figure out the copyright how to use that copy of those licenses the course goes really fast like I said it took about the first week to figure that kind of stuff out and then the last thing the last challenge and this is actually the fun challenge for me is curating again those art historians out there might know what I'm talking about but there are actually quite a few openly licensed or appropriately licensed sources for art history. Smart history is one of them the Metropolitan Museum of Art also has a great series of essays which are licensed but you can still link to them pretty quickly there's a source called art story which again is licensed so you can link to it but again there's quite a few sources and the problem for me became you know what I want to use of all these things available to me just how do I want to use it and what do I want to tell the students to use. Some of the things to overcome the challenges as Elora mentioned already money. Maricopa Millions like I said is a program here in the community college district of Maricopa and they essentially gave me money to teach a class and I was able to use that money to develop the course. I wasn't able to teach any less but knowing that I was getting paid for this you know you have a little bit of responsibility I'm getting a check I probably should make sure I'm doing this that really kind of helps motivate you to make this happen. The other ways to approach some of these challenges, let's get into a little bit of my process now, is your team and Elora mentioned her design team. We also have a great department here Center for Teaching and Learning you've seen Julie Magadan our instructional designer over there on the left and I saw an instructional designer online as well with us. Julie is great. I thought since you know I'm starting this process I might want to take a look at my course all together. You know how are we learning objectives? How is it laid out? What are my assignments like do they all conform to the learning objectives? Do the assignments or the activities conform to the learning objectives? So Julie sat down with me she kind of reviewed my course we talked about it and I was able to get a framework for how I wanted to proceed with the open resources. Julie also is a great resource for all the different web 2.0 applications out there things I might want to include for activities with things like Padlet or PlayPosit. Some of you might know these things if not head to your CTL or your instructional designer for some of those resources. So she's also one of the ways that I was able to meet some of those challenges. She knows all the stuff she worked very closely with me and the other person who really deserves a lot of credit is Christine Moore our library one of our librarians here our department chair in our library. Like I said a lot of my resources come from the library the resources they have and that includes ebooks includes journal articles it includes a great collection of streaming videos. I use a lot of videos and you'll see some of the student feedback on those videos later on. I use a lot of videos in my course to engage the students as well presents a pretty cool information. So that was the design aspect of it. I mean sort of the resources aspect of it. The next thing I did was to actually start building the course and like this is part of the curation based on my learning objectives based on the course format I sat down with Julie and decided on I began to kind of fit things into the modules into the courses. I kind of went a different route than Laura. I didn't go with a textbook. I just started pulling different materials different formats and then building my modules that way. I shot for about an hour to an hour and a half of reading video you know some of engagement with the students in addition to some sort of activity at the end of each module. I'll show you an example what the course looks like in just a second here. I was able to build the pages build the assignments build the activities and against this kind of the fun part although it is very I'm time consuming to do. The next thing was testing. I wanted to see what the students thought of it and also what how the course was affecting learning outcomes. So let me show you now how the course looks so I can show you what I was actually testing students for here. So this we use Canvas as well. This is what one of our modules looks like. This is the week eight module on Romanticism and Realism. It's all laid out here and just to give you an example of what one of the activities would look like. Hey sorry Rudy. I'm not seeing the the canvas screen. Okay let me do this real fast. Sorry. There we go. All right thank you. Thank you for that. Okay so here's one of the modules on Romanticism. Here is a link to the Metropolitan Museum of Arts, Hybrid and Timeline of Art History and this is one of those smart history modules I was talking about. I just copied and pasted this directly from the website. It's open source. I can do whatever I want with it there. Modules look like this. Another example. Hopefully the video here. Let's see. Oops sorry. Yeah so here's a series of videos again from Smart History. This is a video that I would produce myself. So I did do a little bit of my own I'll work on this and my own video lectures to supplement or to talk about certain points I really wanted you guys to think about. So one of the ways I tested the course let me go back to the module here is in this week eight I split up into two parts. Sorry. Here we go. So the first part was Romanticism and here I use all the open resource material I've been talking about. The second part was a section on realism and for that case I just photocopied the textbook chapters or section and hopefully this is fair use. Hopefully a judge would think so. A very very small portion of the textbook but I let the students then kind of read the textbook as I would usually have done before I did the open resource materials. The other thing I did I just to give you a sense of the assignments that I used at the end of each week is a different activity to help students you know engage with the material to kind of process some of the stuff. So for example in week eight in the open resource course I have students do photographs in the style of Romanticism and realism and I used a web 2.0 an application called Padlet some of you might be familiar with it and I just have the students then post their photograph in the Romantic or Realist style to the Padlet so people can see what they're doing and then they'll of course I'll describe a little bit about how exactly it complies with Romanticism or realism. So this is the OER assignment. The previous textbook course I would have the student read the chapter and then reflect. They would give me a 250 word sort of essay on what they thought about the chapter. I would usually give a prompt no or so you respond to this and then they would just kind of write a reflection and that's how it was happening in the textbook course. So now just to kind of show you and I might have a problem with the sharing again here but maybe not. I did a little formative assessment and I asked students which version of the materials they like best. Do they like the open resource version or do they like that textbook version that copy of the textbook version and you can see here I had about 23 students responding overwhelmingly. They liked the OER format better the mix of the videos and the readings. They thought that the OER format kept their attention more and that they learned more from the OER format. It's pretty overwhelming response there. They definitely liked the OER better. One of the things I like about this little bit of brief research here is I mean the literature right now on open resource effects on learning outcomes is just beginning and a lot of us focusing on learning outcomes but it's not really telling us how students are learning or why they're learning better from OER materials. So this kind of information begins to get a little bit more of that kind of black box question. What's going inside going on inside the black box? I'm getting a little bit of sense here of what's making OER more effective from these students. I did a little thematic analysis of the comments. I did ask them to comment on you know the responses and I broke some themes out here. One of the big themes was that videos helped the students better. They seemed to learn more for a variety of reasons from the videos. A student said that. The mix of reading and video seemed to hold their attention more. Three students said that. Some people liked the fact that it was online. There was no textbook. They could just go on whenever they wanted to and you know start doing their assignments and others liked the shorter readings. Again textbooks as you're aware you sign a chapter it's just you know 20 pages of something. Here the readings are much briefer but there are more of them. So those shorter readings seem to help them focus a little bit better. The next assessment I did was I took a look at the on-time completion rates and the completion rates for those little end of module activities. For the textbook it was that written reflection and for the OER version of the course it was it was those other activities like that padlet activity. Some of the other activities I have them do might might be a written reflection. It might be quiz. It might be a discussion forum. It might be other artwork but I kind of varied up a little bit. As you can see here there's quite a quite a big difference. There was a 73 improvement in the number of assignments that were completed in the OER course versus the textbook course. That's pretty big significant change and there was a 267 percent improvement on how many people submitted their stuff on time. So clearly they seem to be engaging more. They seem to be more interested in actually doing activities as opposed to just doing the readings. And again this is kind of getting at that what's going on in the black box. Why is OER affecting our learning outcomes things like passing grades or withdrawal rates and things like that. Well this kind of tells that students are more engaged they're actually doing the work and they're doing it on time. It's like a little bit better sense of that. And I think finally in terms of how this is sort of transformed my teaching one of the things I learned from the OER and this is something I've been working on ever since I've been teaching is varying my formats, varying my presentations, varying my classroom instruction. Trying to incorporate a lot of different activities. I like the idea that students when they click on something in my OER course they don't know what they're going to get. Is it going to be a reading? Is it going to be a quiz? Is it going to be an activity? Is it going to be a video? That kind of anticipation that you know they're not bored by having to click on different things. Same thing in my classroom. I use that in OER but I also use it in the room. You know I vary my lectures with student guided reading, with video watching, with art projects. Students design their own activities sometimes. They work in their groups. They might be writing activities. There's all kinds of things that actually would do in the classroom as well. So the stuff I learned in developing the OER course also helps me just in the classroom in general kind of transforming the way I teach and present material. So that'll end. Any questions? Well all right thank you very much Rudy. There is one question in there. Apoorva Ashok is asking if you sent a survey out to your students. Did they fill out a survey and if so would you be comfortable sharing it? Because it may be valuable for others to see if not adapt for their own purposes. Yeah you mean the actual the survey form itself or the results of the survey? I think well I think it's on itself. Yeah the yeah the survey form. Yeah I have no problem doing that. It was just a quick I'm not sure you want to take the screen back. Oh yeah I'll take it. I'm not sure if um yeah I wasn't happy to share it. It was just a little little survey in Canvas at the end of the module. I just had them fill it out. But sure I'd be more than happy to share that with you all. Okay so Rudy if you can unshare your screen I'll go ahead and take over. It's okay. There were I first of all I want to open this up. We've got about 15 minutes left for questions and we can certainly use it up if we need. If anyone has any questions please feel free to chime in or to just simply or just to simply put them in the chat window there. I did have a couple of follow-up questions. One of them I think both Rudy and Laura I think you both touched on this idea that the the process of adapting or adopting open educational resources or developing the content even to some extent from scratch. You both kind of touched on that as as a process that's a really great opportunity for self-assessment. You know looking at your teaching and and identifying maybe you know some components that you'd been including that you didn't actually really need in the end or maybe kind of focusing things in. I mean I certainly I've read other experiences about that and I've had that same experience myself. I was wondering if one or both of you would be willing just to elaborate a little bit more on what specifically you felt adopting the OER helped you to change and improve about your teaching. Go ahead Laura if you have something. Um gosh well some of it I was attached to. I had to read in you know I had to read some of it and so I thought well so should they and so I I thought I have I mean I was having them read huge chunks of stuff and it and I and if you know anything about like reading apprenticeship and how language acquisition I started looking at that stuff and going I you know I'm overloading my students a bit here and also are they just googling it are they I mean let's get real are they just googling it or are they really reading it and so that was my big thing. I had to scrap a couple of things and go I can give them a smaller chunk and ask for a like Rudy talked about a quick reflection and that I mean they that hits the learning objective and so just keeping students keeping their well-being and what's best for them in mind constantly and and asking yourself that's part of doing the whole OER you know adoption thing is are they you know are they really doing it some of the research that came out of Tacoma community college indicated that students went by the text and then they would just google anything they needed to know and so we want them to engage in our content and not you know not google or any of those things so that I mean I really it changed a lot of of how I go about you know looking at assignments and assessments so I don't know about Rudy. Yeah I would echo that there's a lot of stuff in the textbook and it's been bugging me for and the textbooks are great but there's so much in those textbooks especially our history which I don't talk about in class I probably cover maybe 20% of what goes on in a chapter in my class and the students are like they're making them read this stuff and they're thinking why am I reading this if he's not going to be talking about it and of course there's a lot of learning that goes on on their own I'm not saying that's what happened but with the OER I was able to really focus you know this is what I want this is what I think this is the skill I think students need to know these are the concepts I think they need to know to understand our history the discipline of our history and I can put away some of that other nice to know stuff and really focus on the skills and the concepts I really want them to be able to grasp and to master well thank you very much that's really great response I see we've got a number of different comments and questions in the chat over here and I just wanted to shout out a couple of them so first one that I saw in here I said Rudy or anyone this is from Bonnie Ashmore do you have any recommendations for good low-cost no-cost textbooks for art survey classes or art appreciation if you have a quick answer that Rudy feel free to respond if not I'm sure we can probably call out to the community for that but do you know of any Rudy I did a ton of scanning when I was beginning this I'll be more than happy to share my bookmarks with you because they're all in the bookmarks and stuff like I said I saw a lot of those sources and I decided to go a little bit different kind of like do the little module bits and puzzle approach versus the textbook I'm more than happy to share my bookmarks and the sources that I found great there's also another question that's directed at both for both Rudy and Laura this is from Tina Ulrich and she says what are faculty who are teaching the same course at your college using so like what are the what's the comparable material textbooks that's what they're using at my clap yeah that's they yeah most of the history faculty use the textbook so there's no you know they might have some primary source documents but most of them have a textbook and is it an expensive textbook just get curious um let's see I want to say it's like a hundred and like thirty dollars yeah yeah Rudy do you have any idea anyone uh is who what what are the other materials that the other instructors that teach the course use do you know textbooks yeah exactly I'm not saying the only you have not sure what how else they supplement you know the text I'm sure they do other things but yes mostly textbooks well I think both of you also touched on this idea that when you when you when you go to the open resources you know you are um you're bringing in like new kinds of activities new kinds of you know a variety of media and one of the questions that I had um and this I guess this is for both of you but I know Laura specifically I think Rudy you also mentioned this you know you you're using new assignments and Rudy you mentioned using padlet right instead of doing a reflection so you kind of have students doing something that's slightly different in terms of the creation Laura I was wondering what new assignments were you employing instead of essays I'm I have a couple of discussion boards where actually it would be great to have an art history person weigh in I have a picture from colonial America that depicts you know the colonists beating up some red coats and then the students are taking their readings and that picture and saying you know is this was it a valid rebellion was it rebellion or was it patriotism and they have to kind of discuss back and forward so it's fun stuff like that so it's not always write me a paper you know take a multiple choice exam it's it kind of adds a little more I think fun content material so it's not your typical five page essay excellent um so and another thing that you had mentioned was involving the students in creating content as well yeah and I thought that that was really interesting I believe you said that you know if they the agreement was if they did a really good job then you're going to be able to use it right so my question is and I love it it's it you know brings to mind this idea of open pedagogy really getting students involved in that creation of knowledge um how did you or or or did you consciously go about discussing licensing with your students um not yet did that okay if we if we find like if me and obviously I'll let quill look at it too it's we find something that's really extraordinary and we're like we have to have this we need to share it um then we'll definitely make sure we talk about that with the student and how that works but yeah okay like that's a that's yeah that's something that we're trying this quarter to see uh if you know we may see if we can produce a couple of good things that other teachers might use and may want to use I don't know cool well I have one final question I if um we're we've got about five minutes left um I guess maybe I won't ask my question but I I don't know I kind of want to it's a provocative one the question is was the money enough I don't think anybody wants to answer that okay so we're going to move on to the next thing so um no so thank you very much uh Rudy and and Laura for all that so um please this is thank you for joining us today there's just a couple of um you know notes here that we want to say we have some um upcoming conferences if you want to go to our website go to the get involved section and go take a look at it we have our community email um absolutely a wonderful resource um a lot of stuff comes through there and it's it's actually pretty amazing the the contributions that we get from the community in terms of sharing resources and asking questions um also just a reminder about open education week this is that annual opportunities sponsored by the open education consortium or organized I guess by them and it's the annual opportunity to really celebrate the work that your faculty are doing for students in terms of open educational resources and open pedagogy and so of course we don't want to just relegate that to just one so one week a year but it is a really really good opportunity to kind of synergize all this things happening across the world and just as a reminder we have our spring webinar series this is the first of just a few things we have here um first of all we've got the open ed week faculty dialogues it's like a mini webinar series we're going to have you know each day there's going to be a couple of faculty in a certain discipline discussing the kind of intricacies of using oer relevant to that discipline we thought that that would be interesting not only for faculty in those individual disciplines but also for others who may be teaching a different discipline but you know still could maybe think like oh that's interesting that that's something that that you're experiencing there that I don't know whatever you know so we thought it would be interesting dialogues to have and we are encouraging people if you are interested in participating in that as somebody or if you have some ideas about that you can see the link right there there's a there's a sign up it goes to a google form I believe and we are looking for people to participate in that right now we haven't chosen the disciplines at this point because we wanted to leave that up to the community there's also uh April 3rd the oer connection with dual enrollment following in may we've got oer and zero textbook cost degree pathways as the topic for our webinar and then finally in June it's going to be regional models for oer implementation um and you can see everything you need down here at the registration page and if you have additional questions about everything apparently don't contact me because I'm not on here now contact these are your uh these are your folks here uh at the community college consortium for open educational resources and once again I'm Matthew Bloom and I am just thanking you again for participating if you have any questions feel free to put them in the chat window um and have a wonderful afternoon