 Thanks. I always forget that piece. Thank you. So this is the first webinar of spring 2021 for the CCCOER webinar series and we're really excited to start in the classroom looking at some examples of the amazing work faculty are doing to make their course materials and design more inclusive. The plan for today is, well, oh, I should introduce myself. Sorry about that. So my name is Suzanne Joaquin. I am part of the CCCOER webinar subcommittee and I'm thrilled to be able to moderate a panel today of three instructors that are doing some amazing work. We'll be looking at an example of digital storytelling, an example of how OER was made more inclusive, and an example from the humanities in decolonizing the curriculum. As we go through, each presenter will share their section and at the end of each section we'll have time for Q&A. So if you want to put your questions in the chat, I'll collect those and we'll have some time to answer those at the end of each section and then potentially at the very end of the session as well. Our panelists for today, we have Amy Caratini, who is an anthropology faculty from Montgomery College in the U.S.A., Mandip Gruo, who is a biology instructor from Butte College in California, and Laurie Beth Larson, who's English and reading faculty and the OER lead at Central Lakes College. Before we get started, a quick introduction to CCC OER, if you're new to our work. So the mission of CCC OER is here, as you see it on the slide, to expand awareness and access to high quality OER, to support faculty choice and development, to foster regional OER leadership, and to improve student equity and success. CCC OER has 90 members across 34 states and 16 system-wide memberships. So when the slides are shared, you can click here and find out who all of those members are. Okay, and with that, I am going to turn the slides over to Amy. I'll need to stop sharing and Amy will start her section. Hi, everyone. Thank you for that introduction, Suzanne. I'm really happy to be here. Thank you again for the invitation. As was already mentioned, my name is Amy Caratini, and I teach anthropology at Montgomery College in Rockville, Maryland. And today, I'm going to talk to you about digital storytelling and specifically how I've implemented it in my anthropology 201 introduction to sociocultural anthropology class. And for me, the value of digital storytelling is that it really fosters or nurtures multiple viewpoints or multiple perspectives on the anthropological concepts that we're learning. And I find that students really enjoy applying their lived experiences to their field work and their research, and it comes out in the digital stories. So I've enjoyed using this as a platform for student engagement. So there's six different points I want to share with you about digital storytelling and how some of the strengths I believe of this open pedagogical practice for engaging students. The first is that it's based on experiential learning. And in anthropology at Montgomery College, one of the signature assignments that we have is a participant observation-based project where students are encouraged to investigate a cultural phenomenon. Pre-pandemic, this meant an in-person experience. I had students looking at Starbucks as a third space to gather or the Genius Bar at Apple or a farmer's market. In the pandemic, they've been doing more virtual ethnography where they've been looking at online communities, webinars, events online to do this assignment. And to begin with, the assignment is a paper where they do some field work exploration, they take notes, they interview people, and then they write a paper about that connecting it to some of the anthropological concepts that we've been learning. Near the end of the semester, they then take that paper and they have the opportunity to turn that into a digital story. And what I really love about that transformation from the paper to the story is that they have to think about communicating what they learn to a more general audience. And so they get to process the information in a new way. And you'll see up here, I took some screenshots from digital stories. My student, Yasmin, she was looking at ethnic groceries in Walmart to look at how people were accessing foods that were familiar to them or foods that could be close to that from their countries of origin. And she looked at what they were drawn to. And then I have another example here of Drag Queen Story Hour, one of my students looked at several of these events that happened online to understand themes and topics that kept coming up. And then a third example that I have down here is the Vietnamese Association at the University of Maryland, one of my students went there to see their family night. And she looked at all the different vignettes and representations of what it meant to be Vietnamese American. So really interesting. So this leads to my second point, which is that there's a lot of flexibility and students really appreciate the choices that they have. When it comes to the digital story, the first thing they do is they create a script and usually two to three pages. And they have to really think about not only what they learned through their research, but how it connects to their own life. And what I like is they have so many choices between the script. They also have to think about what they're going to overlay with that in terms of images, sounds, if they're going to include other voices. You can see from the example that I have here, she wrote like a paragraph for her introduction. And then underneath an italics, she started to sort of put what she might use as overlay or as images that go with her writing here. So this really gets the students thinking about repackaging the information. And there's many platforms that you can do this through. Montgomery College has the WeVideo platform, but students can also do this in Adobe. They can do it with their phones. They can turn it into a YouTube video. So there's lots of different directions, but the idea is that they are the director. A third point is that it really encourages this collaborative knowledge production. And what I mean by that is, you know, we're discussing different aspects of socio-cultural systems. We're looking at marriage and family, how they organize society, religion, how we feed ourselves, economics, a whole host of subsystems that organize our society culturally. And they take that knowledge and they apply it to what they're learning in the field and they create their own representations to understand the anthropological concepts. And in doing that, they're really, you know, teaching me to see it in a new way as well. The first pair of images that I have up here come from a digital story on law and order. I had a student who was really interested to look at how we represent law and order through entertainment and how that's a product, a cultural product, of how we see it in general as a society. And what she did is she overlaid these dioramas that she did with Legos to kind of mimic scenes from the show, which I thought was really creative. But the main point she was trying to make is that there's these really monolithic understandings of like the prosecutors being the good guys and the defense attorneys being on the negative or bad side and how the police perceive them. And so she created these dioramas to sort of speak to that. And in the second set of images below here, I had a student go to the National Museum of Natural History at the Smithsonian. And she looked at this exhibit on women in the stem fields and these depictions of them with facial hair to sort of subvert spaces where maybe they hadn't felt welcomed. And she used these images to overlay with her experience in communities that were near and dear to her like equestrianism and being a student herself interested in the stem fields and as a woman. And so they both like really made me rethink or understand these concepts in new ways as they connected it to their own experiences. A fourth point I have here is about student reflexivity. And when they had to reframe their narratives from the paper to the digital story, I also wanted them to include themselves and how they intersected with the research. And this is my student up here in the corner, Agan, who looked at culture and sustainability in the Washington DC metro area. And one of the things about where we're located as a campus were about 18 or 19 miles from the White House. But within those miles and surrounding area, there's some really vastly different landscapes. And so she was capturing like what it was like to be in the urban center versus the rural part that's not so far away versus the suburban parts. And trying to understand from a stakeholder lens what those different communities were like. And she looked further at grassroots organizing and this one community that had a Cedar Creek strong, which was a community that was organizing for social change and how it was engaging immigrants. So, you know, I really enjoyed how she was able to put those multiple perspectives together. And circulation of knowledge is my fifth point and it kind of builds on the last and that people are anticipating their audiences with the digital story. They're thinking about how the public is going to respond. And in so doing, they're trying to understand different stakeholder responses. And they're anticipating what those responses are going to be and integrating them into their narrative. And Nairine was a student of mine that was looking at the effects of the pandemic on higher ed when we went online. And what she did is she reached out to students that were all over. So she was trying to look at what the international student experience was. So she interviewed someone that had been in the U.S. but went home but still remained in the class. I can't remember what country at the moment, but how she was getting up at different times of day to enter class because of the big time difference and what her experience was. And then she looked at another student at Montgomery College and then she looked at students that were at other institutions in the U.S. to try to look at the similarities that were connecting their experiences and the differences. And the last point that I have here is about developing purpose. One of the biggest things I noticed about the transformation from the paper to the digital story was how committed they were to answering that so what question of why the research mattered and why people should pay attention or why it would be important knowledge. And this is my student Ava who was looking at theater culture both from the inside, how actors were experiencing it and then what the benefit is to those who go to the theater. And she had, you can see here, one slide within her digital story. That's why. Why is this important? Which is, of course, one of my most important aspects of anthropology is how can you take this skill set and this perspective and apply it to everyday issues or problems. And this is how she closed her story which I really enjoyed. It's poetic but it also speaks to what it means to be part of the shared human experience. She says, performance takes our realities and turns them into visual musical and poetic creations that reveal to us elements of our world of which we had been unaware while performers meet a variety of people and live a myriad of different lives with each new role they conquer. This in turn allows them to become empathetic and more conscious individuals in society. Theater isn't merely an outlet for me to express and discover myself, but I now see it as a documentation of and a reflection on how far we may have come as a society and how much farther we should strive to go. So, you know, they wrote me some great papers, but the stories themselves showed me another aspect of how they had understood the knowledge and they invited me to be a participant in that when I watched their stories. The last slides that I have here are examples. I know when you get to go through the slide deck you might want to see some of these which range from between five to eight minutes. So I put a number of examples here if you'd like to explore them. But that's all I have for now. I enjoyed sharing that with you and if you have any questions I'd be happy to answer. Thanks Amy. That was just an amazing example of open pedagogy. I much appreciate your sharing those stories. We have time for a question so if someone wants to post a question in the chat or raise their hand. Now is a good time or we can do that at the end as well. So question in the chat about what tools your students used. So I mentioned the WeVideo platform which is tremendous. I really love it. At Montgomery College we have a digital storytelling community of practice and you know it's a really rich vibrant community that's actually connected to the Smithsonian and the Paul Peck Humanities Institute. So in that sense it's really nice. It's free access for the students and it's a software that allows them to drop their narratives their sound files their video and kind of create just create the digital story based on those tools. But certainly I've had students who wanted to interact with other modalities and Adobe Acrobat is another one. Some people like to make them on their phone and transfer them to YouTube videos and I know there's other platforms that I'm not as well versed in. I think Apple has a platform too so you just have to kind of look around but I would recommend the WeVideo if your school is able to access that. Wonderful. Thank you and if folks have other questions post them in the chat and we'll come back to them at the end. If you don't have your chat open there's a great link that Luna dropped in there for the podcast with Amy and one of her students sharing the student experience. It's a wonderful podcast if you have a few minutes to listen to that. And at this point we're going to turn it over to Mandeep who's going to share her how she changed the textbook to be more inclusive. Mandeep all you. Oh Mandeep I think you're muted still. Sorry guys. Okay my name is Mandeep Grewell. I teach biology at Butte College and that is located in Oroville, California. And in this presentation I'll go over how we made our OER textbook more inclusive so I'm going to be talking about human biology textbook. So I did not know you know how to start and where to start and then I didn't even know that my book was not inclusive. So in our college we have training for faculty where we go and we listen to different perspectives. So I took this training where you know presenters they said that you know it's very important for students to see themselves represented in the textbooks. So I did not know where to start so I joined a task force so we have a task force at Butte College. Sorry guys I'm a little nervous I'm doing it the first times. So the first thing I did not know where to start so I had to come up with a survey so with the help of the task force so I came up with nine questions. So here I'm only displaying three questions and the feedback that I got from faculty and my friends. So if when you get access to these PowerPoint slides if you click on the survey questions you can get the get access to all nine questions that we created with the help of the task force. Okay the first question was so I asked people I asked the people if when they go through my textbook if they could tell me how inclusive my textbook is from one to four one to five and I was actually amazed that a lot of people gave you know four but there was also one so the range was one to four and I got a little worried and I was like okay so this book needs some work. So the second question was how well do the images reflect our student body what recommendations do you have for making the images more inclusive? So I got very good feedback I did not get a lot of surveys back I only got five back so some of the examples that I have up here so most of the survey takers they said that I should add more diversity and they told me that a lot of images in the textbook was even like if I had a person of color but that person was you know represented as white passing and they they recommended that I use they pronounce like not everywhere but somewhere in the book and they also told me that some of the illustrations that I used for example of the reproductive organs the outline was represented as white and the skin tone was white and I should add more woman scientists I should add more videos where they're not all white people there's some people of color and one of the question where in the book should LGBTQ identities and perspectives be added or more clearly articulated so they you know my friends and my colleagues they told me that I should include reproductive strategies of other species that we should not think that there's only male and female and they only they can have they can reproduce together and they can have and they also asked me to add more intersex representation there are some individuals who do not have typical genitalia or chromosomes they also asked me to not include like not called the sex chromosomes sex chromosomes they also told that females also have testes the females can also menstruate they asked me to delete breastfeeding so some terminology like that and they also told me that assisted reproductive technology can only be cannot only be used for heterosexual people they can be can also be used by same sex couple to expand their family and they they told that I should not use opposite sex so they did not know what that meant so some people you know what do you mean by opposite sex so if you want to get the full list of all the questions they will be found so there will be a link in the chat so this is the book if you click it when you get the access to these PowerPoint slides if you click on the title of the book you'll get linked to the book so this book is hosted on Libre Texts it's OER book it's free of charge and this is the most used book on Libre Texts um okay Suzanne can you open your can you still see the PowerPoint slides I think I clicked on the link I yeah we can see the slide but not the textbook were you trying to show us the textbook no no no I just by mistake I clicked on it sorry we can still see the slides that's great thank you okay okay so after looked at after I looked at the survey questions and the feedback I read my book one more time and the book you know you guys don't read everything just pay attention to the first sentence and this is one of the case studies in one of the chapters of the book so I read the the case study with the you know from a different perspective and I read okay Melissa is a common name common American name and wearing high heels okay so we think we always think that only females wear high heels and this is the person this is the picture of a person who has white skin so most of the examples in the textbook was looking like this I was like okay so I don't have all the white students I also have students of color and I myself is a person of color so I had some experience you know from personal life that I could add but I just needed more information on LGBTQ so that was the reason I joined our task force so this is what the book looked like before and then I I changed it to this like some aspects or some case studies in the textbook have been transformed after looking at the the survey so if you read the first sentence again and also look at the picture you can see that I've used a non-American name Amari so I was hoping that people would go online they would look up the name and they would try to figure out where this person came from what their person's culture is and I also used they them pronouns and I had my colleagues read it they had a little hard time reading through and they could not relate a single person with the they them pronoun so they so I had to add a little disclaimer that this person uses they them pronouns so that would be easy for them to read through the textbook and if you guys interested in like where I found these images if you click on these this is how you attribute open sources images and I have a full slide of different sources where you can find images and then last year what happened my house and you know got fire caught on fire and I had to find a rental house there was like no house because of the fires around our like our around our area so it was hard to find a rental house so it was we were renting house through insurance company so insurance company was paying a lot of money to renters so we found a house the guy signed all the paperwork and then we went to see the house and he said oh okay so I forgot one thing I was like what and he said I could you cook Indian food outside so when you cook Indian food inside it can it can you know the smell can get into the the house and it's hard to get the smell out and I was like so disheartened but that was the only house we could get and I thought like you know many people have that kind of experience so I needed to add that in the book so here so I so I added my own perspective in the book and you guys can click on these links if you want to find the image where I got this image from the other things I've added you know when you have a person with the disabilities like we always have an image of a person on a wheelchair when we're talking about a wheelchair or we're talking about disability and here you know you can put a picture of a person with a disability or a person of a color where we're not actually talking about the appearance of the person so here's one example so here I'm talking about carbohydrates what cotton candy is composed of and here's a person eating cotton candy and you guys you can get the access to the link the sources of the image over here and when I got to reproductive system so that was the hardest chapter to make you know to fix all the things that I had in there before so this is this is what a chapter you know page looks like and as I was making the chapter inclusive I was having very hard time finding information on LGBTQ community so I had to add a little disclaimer that most of the information that I added is heterosexual of like females and males like and there was not enough information about LGBTQ so I defined that acronym and then I tried to include as much information as I could find in the in the book and also in the other chapters and then here actually I'm going to take a little I'm going to take questions I'm sorry about all the little nervousness because this is the first time I'm doing a big presentation but if you have any questions so I can add and Suzanne is do we have time for a question right over here we do we have a couple of minutes and and this was just wonderful thank you for for sharing just the the transition of this book from kind of the typical textbook that we've all seen to something that's much more inclusive and also more more accurate from a biological standpoint right so just amazing work getting lots of accolades in the chat Amy shared a great link to sources for finding more diverse images so if folks have the chat open definitely worth clicking I know I have that page bookmarked it's it's hard to find some of these images so thank you for for sharing that and I'm in deep I believe your next slide has some places to find images as well yes and the the main question that came up was about who took the survey so was the students or faculty that that took the survey it was the faculty and the and the task force staff and librarian so I gave it to the variety of different so it was English instructor biology instructor librarian and then task force members so it was not students so I'm hoping to get more information like more feedback from students so I haven't taught students with this book yet myself but other people have so hopefully I'll get more information from students on this wonderful thank you so thank you for for sharing and if folks have other questions you're welcome to put them in the chat and we'll come back to more questions at the very end at this point we're going to turn it over to Laurie Beth Mandeep that was absolutely fabulous I'm going to be sharing that resource as well so I am Laurie Beth and I teach at a small college in Brainerd Minnesota I teach English and reading and a variety of things so I took my humanities class I teach humanities and attempted to decolonize it so this was my original the original textbook I had was the humanities through the arts I believe the newest version of it I think they come out with one every year is about $170 or you can rent it I think an online version for $70 I like the textbook but as as we all know the humanities in many American colleges are about Homer and Shakespeare and Jane Austen and primarily my search for OER materials came up with this kind of thing I'm just kind of making fun here this was the humanities one-on-one OER that I found and he even makes fun all dead Greek dudes and medieval philosophy the Renaissance pretty Western and this was another one that I found it did include humanities from Africa South Asia China Japan but as I was looking at this and primarily a chunk of my time in reworking this humanities OER was looking at I didn't want even a comparison right between Western humanities and then everything else right I didn't want to start from that point I grew up in Papua New Guinea just to give you a little background of myself I grew up in Papua New Guinea these are my this is my neighborhood and then I have a degree in ethnomusicology from the University of Hawaii so my background is is not in like English literature or Western humanities so here are some of the questions I started trying to figure out so how do I incorporate the Renaissance if students need to know about this which philosophy do I include because I am not a philosophy major I don't really have a background in philosophy what about art appreciation and music appreciation since I do have a background in music appreciation but it's certainly not Western music how do I present religion and should I follow like a history of the world should that how I should put this together I just was not sure so I went back to the basics and I didn't you know your backwards design and I said okay so this course meets a goal area six which is humanities and fine arts and it meets a goal area eight which is global perspective so if I'm gonna do that and if this is the course that I'm going to teach along with the number of other instructors can I actually meet the course specific outcomes the only one I was the all of the outcomes were I could meet them except I wasn't sure how to summarize the major characteristics of various eras and arts and humanities which era and which area of the world because they were they going to learn about the Renaissance and Baroque I wasn't sure so I decided to totally delete Western humanities from this course and that was a little scary so as I introduced students to this OER and to the course I said I taught it as a typical humanities course but I've expanded it and we're gonna start look by looking at what makes us human and we can't really do that if we only look at one tradition one history and one culture I do have the link to the first book I put together I'm in the process of converting it to press books and I'll get that up there soon but it is published in Open Dora our Minnesota State repository so I found this fabulous resource it is not it is open surprisingly amazingly open and it is a four and a half hour YouTube video called Human and I'm not our Yann Arthas Bertrand collected stories from more than 2,000 people around 60 countries and I asked students to watch this this is the first thing they do and it's little interviews with a black background and he asked some a variety of questions and then I asked students to to respond by making their own video that was a little complicated I need to take some advice from Amy's digital storytelling in order to make this go better but that's where I started and then each section has essential questions and students respond to those so that's the assessment part what is changeable how to what is how we know about the world shape the way we view ourselves what does it mean to grow up these questions they ask throughout the book so here's an example I know this slide's a little hard to see but this is philosophy and each of these sections I really need to expand a little bit but I think I have a start on the basics so this is Julian Bagini and he's actually not a philosopher but he is a journalist and he looked at looks at philosophy from around the world from um different points of view and then again religion we just take a very general overview of religion take a look at the five major world religions and then we grapple with some questions like where do I come from and how do I live a life of meaning uh language this this needs definitely some more as as I said but here's some of the essential questions that we ask how is language used to manipulate us or empower us and I ask students to respond to these and literature was really fun I actually found a translated Korean novel um instead of taking a look at heroes from um a a simply a western perspective this Korean novel takes a look at a hero from a Korean perspective and it is an open resource those it was pretty fun to find that and I copied the whole thing into the OER uh visual art again um Ted Ed has a ton of lessons and so I've taken like um Frida Frida Kahlo and a variety of lessons from um Ted Ed uh talks and I included culinary arts which um came about uh from um a taste taste the nation I believe we I watched taste the nation during my our summer pandemic time at home and started thinking about how culinary arts are really important to what makes us human and so I found um was absolutely wonderful that the Smithsonian went open and um found a bunch of um uh ideas on culinary arts in this section I also ask students to uh cook something and share it with everybody um we don't we can't actually share in person because we're all remote still but they um shared a picture of their food and their family trying it and they could have been comfort food from their own historical or their own traditions or it could be something completely different um and music of course since that's my background again uh typically I ask students to um take a look at the resources I have but then um uh expand and their knowledge of music and traditions and uh respond to the essential questions so what's next in my process here some parts of this OER are pretty slim it needs a lot more I need a better rubric and I loved hearing about Amy's um digital storytelling because I think that would be a nice way to incorporate students um internalizing their lessons and um and then I would like to know how to incorporate their work into the OER and so um and I also um now that I've completely deleted western humanities I would like to pull some back in um but I'm not quite sure how to do that so that's uh that's that's where I'm at here and I will stop sharing now and I think we have time back some questions. Great Lori Beth thank you so much for for sharing that um and what a what a bold move to just completely redesign how a course is put together that's just amazing and brave and wonderful um and finding so many I know you said that you're looking for some more resources but uh Liz was sharing some of the ones that you shared and there's just such a wealth of great content so thank you for for sharing that and hopefully everyone knows how to save chat um definitely worth doing this time around um because there's a lots of great links so if you if you don't know how to do that but where you type in the chat there's three little dots you can save it that way and make sure you have all of these um these resources that were shared. We did have a question um for for you Lori Beth and then we'll take broader questions for the whole uh group the whole panel and we have time so um we have a chance to get some good discussion going. The question was about how did you get open licensing for the TedEd content? I linked to it so my OER um a just links to that TedEd lesson yeah I embed some of the TedTalks um because they have open licenses but I linked to the TedEd lessons yeah. Yeah um and that that is a good way to to use resources that aren't fully open so you can't remix link out and there was a good question I think can go to any of our panelists about how this can apply to other disciplines so in the chat specifically was a question about how would you apply this to an Italian class but in in general how could you add inclusivity to different types of classes maybe focusing on language classes or others miss for anyone. I I can offer um well first just listening to Lori Beth you know it's amazing what you're doing um creating these spaces for students to understand our shared humanity uh and definitely with the digital storytelling like there's so many ways that you can apply it uh I put in the chat the link to the digital storytelling community of practice at Montgomery College so you might see some different examples but I know that in the humanities like a lot of the writing professors or English professors are using it for students to tell more personal narratives and I feel like in the social sciences they're sort of using the digital storytelling as a way for students to communicate their research to a more general audience and to be reflexive about it almost like many documentaries so I think that there's many ways you can take that form and use it for a specific purpose but maybe the um the thread that connects them all at least in my mind is that the students are putting something of themselves and their lived experiences in each of those narratives. Lori Beth I'm I'm good do you have anything to add to kind of strategies to apply this to different disciplines? I um I was looking at the chat too and I think applying to different disciplines we're doing a music and world culture and um a philosophy class converting those to OER now as well um and I think yeah I was I was I uh sent this OER to my my colleagues who also teach the humanities in in CLC and and I haven't had any responses yet to uh you know how come you deleted how did you how come you deleted western western humanities from your course so I'm not exactly sure what how I would respond to that criticism yet but that's that's how we're going to go about taking a look at philosophy and music and world cultures is by let's take a look at the whole whole piece now I don't I don't I don't have a very good answer for that. It can yeah it's interesting when you start presenting things in a way that's different from what what we've always presented um I know with the the biology book we had to say that too a little bit is oh you're doing it differently than than the usual and at some point just have to go yes yes we are um so the go ahead. Yeah um I think you know sometimes when we are just asking people like we're in our own discipline like we don't know what to change so it's it's good like to change other disciplines it's it's it's good to ask other people ask students because I just did not know how to change some of the sentences like okay sex chromosomes those are just sex chromosomes so I did not know where to find information so those people like other people can tell um so this is how you know because I um I asked people from English right so from task force yes yeah that's that's a great strategy reaching out to colleagues and other disciplines to get that that other viewpoint because yeah we do get kind of focused um blinders in our own way of seeing things in our discipline great idea thank you so a couple of questions I think touch on the idea of how do we start right so how did you begin this these are all big projects what's a good first step um I know one one person was asking about was there grant funding was there other or just kind of how do you take that first step I know uh that with us at our college that there was a grant I don't think that was enough to cover everything but that has enabled the work for digital storytelling because first they hosted a series of workshops on what it was and actually I'll look it up and put it in the chat they invited someone who that's like one of their main areas of research is applied storytelling to come to the college he's Italian um Antonio Licori I think her name is and she gave several workshops on what digital storytelling is and how you could use it and then they purchased the software which all I have to do is send my students to the center and they get an account a free account and then um they also have an internship program so they're training students to be interns and I can invite them to come to my class to work with the students and show them how to use the software so I would say all of that is an amazing support to help the project it helps me not to have to be the sole arbiter of everything from the tech aspect to how you design a script to how you think about the connections to anthropology we have a um we have a we are community of practice here at CLC which um um so we offer faculty stipends to convert their their coursework to open educational resources and we have about nine people doing it this year and matter of fact this year we're using student OAR specialists to help out um so that's that comes from the state we're working towards making that sustainable and getting um our our college to uh fund some of it but uh that's kind of how we we work with developing OAR but I think money incentive is the big thing I think college has to give incentive and once you're in it you know now I was I started working on this book when I was a part-time instructor so my goal was to get a full-time job so I just start working on it without um you know with a little bit of stipend but once you work on something you just just kind of like own it then you just want to work on it um I think money is the first step um so now it's just like I've been working on it for you know Cezanne and I've been working on this book for about five almost five years so then it just becomes your thing and then you then other people start asking uh and then as you um then you just you know you just become part of it yeah I um and I think Amy Hilfer was in the chat said time and money right how do you how what's the hardest thing and and yeah this um does require support from from either the colleges or larger entities um to to help get it started so thank you all for um for those wonderful questions um just a a few rapid slides about what's coming next um these are the webinars coming up for this semester you can see the the march is open ed week and we'll have a slide for that specifically april is a community community college k-12 connection webinar about how those two connect may 12th is finding professional development resources for oer adoption and creation and that may provide some of the the answers that you know folks were asking about how do you get started right so how do we advocate so that our larger entities can support faculty doing this kind of work um and then in june we're still working on the topic for that so open ed week list do you want to share a little bit about that for sure um you can yeah okay so the the open ed education week this year which is organized by open education global the parent organization for cccoer you can now submit your events um you can also go to the site and see archives of different events that people have done in the past and you can find resources that people have shared um so if you're not familiar with it you should go ahead and check that out and next slide so cccoer in the past we've done a lot of webinars and we figured you know zoom fatigue is a real thing so we're going to have one kick off meeting that's live on monday and you can register for that on the spring webinar page and then we're going to have themes um each day so it'll be you know asynchronous um on different social media platforms monday is talking about oer basics Tuesday we'll be talking about an ongoing program that cccoer is doing about regional leaders of open education wednesday is student oer awareness we'll have open pedagogy and equity and then friday we'll be talking about global open leadership and the cccoer leadership specifically our executive council and if you remember you can find out more about that participate uh next slide um and just to stay in the loop we keep a list of um upcoming conferences on our website um and if in our community email if you're not on that it will announce our webinars and we have it's a great community of practice for educators and we also have um edi blog posts and student oer impact stories um next slide and um and that's yeah i just put the image credits in there but um yeah if you want to get in touch there's unidale's email she's the director of cccoer and um i'm the manager of community practice and i run the the cccoer twitter um so i think that's all all for me so if anybody has any more questions we've got a few more minutes so turn it back over to you susane thanks list yeah so if um if folks have questions we do have some time for additional uh discussions with our panelists i'm also going to copy some of these uh links from the slides that that lis shared so that if you want to get to the webinar series that's in the chat um joining the email list and then the edi blog posts are really great read and there is information there about places to find uh more diverse imagery as well there was a great blog post that that started um actually a good chunk of this work for for some of us so i have stopped searching the chat i'm so sorry if there's any questions and you want to raise your hand or repost them um oh Sophia yeah so the the link will take you to where the slides are being shared welcome if there aren't any questions thank you all for for joining us it was really great thank you for the presenters as well like this was just wonderful information and i appreciate your taking the time to share them with us and thank you for all the great questions in the chat folks um and it was great to to be with everyone today