 Good morning and good afternoon to those of you who are on the east coast and welcome to our first fall webinar with the community college consortium for OER. This is the director of the community college consortium and it is our pleasure to be presenting on finding and adopting open educational students. As you can see we have a stellar cast of speakers here this morning. We have Kate McGee from canvas commons, Nicole from open stacks college and Tanner from the sailor academy. For those of you who might be new to the collaborate, the block board collaborate system, the things to be aware of are on the right hand side of the screen. You might have to scroll down and directly underneath that you will see a chat window. We welcome you using that chat window throughout the webinar to share comments and questions. At the end of the webinar we will have an open time for questions where you can use your microphone. We ask that you keep in mind the clarity of the recording. We do want to thank the California community college system that lets us broadcast on their collaborate system for these open educational webinars. Here is our agenda. We are going to get a chance to meet our speakers just to hear in a moment and then we are going to have a very quick talk about OER and a little bit about OER and then we are going to jump right into our presentations and hold our Q&A for the last ten minutes. While our speakers are introducing themselves, I want to invite you, our audience, to type in the chat window and let us know who you are, what college or organization you are with and anything else about the work that you do there related to OER. Now it is my pleasure to introduce Kate Nagy. She is the Kansas product manager at Instructure Kansas. Kate tell us a little bit about your day job there. Hello. How is the product manager for you? I have a lot of questions inside of comments so that means I get to conduct user interviews where I go out and meet with institutions and go do visits. Recently we got to go talk with the community college or Seattle University and when we go there we speak with instructors and they are looking to share that content. As well as look at how we are going to build out the features for the product and then continue to do user testing to improve the overall product. Great. Thank you Kate. We are really happy to have you with us this morning. Next up is Nicole. She is the associate director of institutional relations at open sex college. Nicole tell us about all the great work you are doing at open sex. At least some of it. This is Nicole. I am the associate director of institutional relations at open sex college. Formerly a community college administrator. I feel very at home right now. I am really happy to have you with us this morning. I want to give our appreciation to institutional partners that we have. So colleges and universities that want to form a partnership with us to support any efforts around OER adoption including open sex college materials but actually including open sex college materials. Next up is the education project manager at sailor academy. I work with our professors and peer viewers to develop and maintain our suite of sailor courses. I am also working on social media. We are really small teams. We all wear a lot of hats. It is a lot of fun and we all get to do a little bit of everything. Thank you Tanner. We are looking forward to hearing more about that in a minute. For those of you who this might be the first webinar you are attending with us, the community college. We have a lot of work to do and our focus is expanding access to high quality open materials. We support faculty choice and development around curriculum and of course this webinar is part of that faculty development that we offer to our community college members. And at the heart of it is improving student success. So we want to expand access for students so that they can be successful in their academic endeavors. We represent over 250 colleges in 21 states and provinces and if your college isn't on that map we would love to talk to you about that. There may be some of you here today because we certainly did advertise this as a good opportunity to talk about an introduction to open educational resources as well as for more experienced folks. I wanted to give you the basic definition. This actually comes from the Hewlett foundation who is a large supporter of OER and a long time supporter of open education. This definition is also very similar to the one that the U.S. State and the U.S. Department of Education and research resources that are released under an intellectual property license or in the public domain which permits their free use and repurposing by others. And so some examples of that are videos, courses such as available from open courseware, from Lumen, open textbooks, and just in general documents, etc. And for most purposes when we talk about that intellectual property license we're talking about creative commons. So that's the creative commons license. And one thing that often brings people in initially is the cost savings that can be achieved by using open educational resources instead of say a traditional publisher textbook. And here we have an example of an introductory statistics book that is published by Open Stacks which of course is being represented today. All of their textbooks have a creative commons license which means that they're available for digital access for free to students and faculty. A hard copy can be purchased for a fairly modest fee. The equivalent textbook for an introductory statistics course from a publisher is running about $150 at the college bookstore. This is from a traditional publisher publishing house with an all rights reserved copyright on it. So it can make a huge difference in terms of access for students and when colleges look at that for all of their students and over the courses where there are excellent open textbooks available the cost savings can be really quite significant. All right. I'm sorry that was a very quick introduction to OER. But now we're going to hear from some of the people who are out there making it possible for us at the college to adopt these wonderful resources and provide these kind of cost savings for our students. And so I'm now going to turn the mic over to Kate McGee to tell us about Canvas comments which is a wonderful OER repository. It's just about one year old now but it is growing and she's going to tell us about how all faculty can get a free teacher account there and can access and upload open educational resources as desired. Okay. Right. Hello. I'm excited to talk with you about comments and in addition to how you can demo comments and potentially start using it for your own use to also talk about how comments can help you generate ideas, help you save time by building off of other people's work and also contributing to the community that we're building there. If you are tweeting or anything just wanting to let you know my handle as well as the hashtag if you're wanting to mention anything or if you want to follow what Canvas comments is doing. So first I want to kind of just talk about how comments can help you reduce the amount of work that you are currently doing to create work. So Canvas comments has, you know, it's open and it allows for you to go in there and find what other instructors with your same specialty are doing and allow you to kind of get ideas. So as a post-app and it comes with something from scratch, you have the ability to learn from others as well as be able to think about reusing something that someone has already used. So the hope there is is that, you know, you're getting to spend time focusing on your students, getting time to focus on teaching as opposed to always having to create new curriculum. This is kind of a quick preview of what comments looks like. Comments right now is available inside of Canvas. And we launched just a beta last October and released out of beta just this June and since then we've seen a 75% adoption by Canvas current customers and over 1400 resources already shared into our public repository that we have where anybody can access a course or something. And here you can see what different resources we have. So it's what we've heard is just really positive feedback on the ability to actually share quizzes that are in the digital format. We support Common Cartridge, which is a standard that's supported by IMS. So these are, so there is the ability to export these and be able to take them to other LMSs. But in addition to that, you know, being able to have videos and images and audio files and documents like you would normally see in our repository, but also getting, you know, lesson plans in the form of modules and things like that. And so I have a couple challenges for you and my first one today is to encourage you to go check out Commons. You can access it by going to this URL here, this bit.ly slash Try Commons. And if you click on Build It, you'll be presented with a sign up form. And then you'll be able to enter into a fan box in which you'll see comments in the top navigation there. And, you know, this will be a great opportunity for you to be able to see what resources are available for public consumption as well as be able to contribute your own things that you've made. And we're excited to see those added as well. Commons is also a great opportunity to, you know, as we talked about, as I talked about before and mentioned, reuse content that's already been made. So you can look at how someone in your department or someone that is your peer is making things and being able to share that. So when you are sharing in Commons, you have the ability to share with yourself, which is this center circle, the ability to share within your Canvas account as well as the sub accounts there, as well as publicly. So that allows if you're teaching in a Spanish lesson and you hear from one of your peers that they've just done a great activity in which they saw a lot of student engagement, they can quickly share that assignment with you and you can pull it into your course and be able to start that activity, you know, within the same day without a lot of overhead on your part. Commons is also a really great way for you to share templates in master courses. Commons has the ability to update resources. So if I share out that Spanish activity and I realize that in addition to it, there's a worksheet that I like to send home with my students, I can add that into the resource that I'm sharing and the teacher who used it in their class will receive an update and they'll be notified that inside of Canvas and inside of Commons if they would like to update that resource to be able to include the additional worksheet or they can dismiss it if they want to. When you're sharing, one thing to keep in mind is that Commons supports all of the creative Commons licenses that Una mentioned earlier. We also support the ability to upload copyrighted materials with the specifications of who can use it and when as well as the ability to make things public domain. So lots of support for the different types of licensing that's available and helping to support the open education community and being able to take these resources and remix and reuse. So my second challenge for you is that if you're considering Commons we have a couple resources in which you could download and try out and consider setting up a training session at your institution if you have Canvas or not. You get how many Commons could be supportive of your internal sharing needs. If you do happen to go on to Commons Erica Ellis shared some really great modules and content sharing and licensing as well as getting started with Canvas Commons. So these are great modules that you can bring into your course into a PD course and prepare people to be using Commons in your institution. And the last thing I really have talked about is continuing to use Commons. Commons only gets better by people continuing to share into it as well as use it. So we really are excited to have a lot of subject matter experts be able to add to Commons. It's a great place for professors and instructors to be able to show off their expertise and to contribute to their community in that way. The last thing I really want to challenge you with is consider sharing something to Commons and kind of see the community's response to it and see how adding your own experience to that community can be beneficial for others. As we're kind of just barely out of beta we're really looking to strengthen the feature set of Commons and make it better. We have a very active community that you can access and see what's going on at commons.canvaslms.com. If you are on Canvas or things like that we would love to hear your feedback and hear any questions even if you're not. If there's questions that you have we're very happy to answer those. Again if you're interested in trying Commons you can access it through this URL and click on build it. Thank you for having me here today and I'm very excited to get to share. I've gotten to share something I'm so passionate about which is making it possible for teachers to be able to share with each other and being able to build better resources for students to actually be engaged in and have better outcomes. Thank you. Thank you very much Kate. Since your presentation was a little under the 15 minutes that we allowed you I think we'll just take a couple of questions before we move on to Nicole because I think these were good questions. One person asked about the licensing and you did mention that after they posted the question. Do you want to give a little bit more information about the licensing? Someone else asked can people download materials from there and how do they know that they can reuse the materials that they downloaded? Yeah. I was just talking about the licensing. So when you share a resource you have the ability to add a license to it that says either choose any of the six Creative Commons licenses as well as the ability to add specifications to any of the licenses that exist. The Creative Commons ones are great so that they don't have to go through all of the specifications. Whether you want attributions or non-commercial use or no derivative and if there's any specifications we have a field in which users can enter all of that information in as well as when somebody is searching they're going to be able to see the license that you've shared your resource with. So they're going to be able to see that it's a Creative Commons license and they're going to be trying on the user to bring that into wherever they're using that resource to make sure that the right attribution is being given. And then if we're going to talk about downloading so if you access Commons right now you can download videos, images, documents and audio files. You can download the common cartridge file but that's something that we're looking forward to exploring but you can get any of those common file formats to download and to be able to use wherever you're looking to use and just try to think about. And then again the user will be able to see what kind of license is there so they'll know kind of in which way they're going to be able to see what kind of license is there. And then yeah, sorry. I'm sorry I thought you were finished. Go ahead. I was just going to say I have a question here about the two weeks free. As I understand you can kind of use the Commons if you use the Build It teacher class on campus. You can use the Canvas sandbox for as long as you would like to get access to it. And there's no cost as long as you're using the not the try it test account but the Build It account. There was another question about accessing materials. Let's say you're using a different LMS. Your college uses a different LMS. Do you use Commons to bring materials into your courses on a different LMS or do you need to download? Yeah, so if you're in another LMS right now we don't have any integration built with other LMS. We don't have any integration built with any other LMSs at this time. So you would need to export that and then upload it into Commons to be able to share it. Whereas in Canvas you there within the gear icon on any object you can share it directly into Commons. So it's a slightly different experience there. All right. So Kate, I'm going to let you take a look at the chat window because you've had some more specific questions that you can get around licensing and I'll let you answer those in the chat window so that we can move on with the webinar. And we can come back to those at the end. So thank you everyone. Great questions for Kate about Canvas Commons. Now it is my pleasure to introduce Nicole from OpenStax College and we've been presenting with OpenStax College and Nicole for about three years now. And their group, their collection of open textbooks has grown from back when it was just sociology and physics about three years ago to over 17 open textbooks now. And I know Nicole is going to give us an update on that and perhaps to hear more about additional open textbooks that will be available in the future. Nicole? Thank you so much, Una. And thank you to everyone for coming today. And finally, thank you to the Open Education Consortium for having me today. So I'm Nicole Finfiner and again I'm the Associate Director of Institutional Relations for OpenStax College which means that I act as a free consultant to colleges and universities to work on implementing open educational resources. All right. So one of the big questions that we get and we always like to answer is how are we funded? Well, the development of new textbooks is primarily funded by foundation support and we definitely always like to thank our supporting foundations that you see on the screen today. We do also have a sustainability model and if you all are interested I can go into that later. That does allow us to continue the books if we lost all of our funding. We just wouldn't be able to develop new books but we'd be able to do new additions. But the development of new books are absolutely supported by these foundations. So we have been working in open educational resources at Rice University since 1999. And we're the first to admit that when we first started working on them they weren't the greatest thing that we were putting out there and the others were putting out there. It was hard to find them. They were just both huge. You weren't quite sure who wrote them. So when we formed OpenStax College which is still a part of Rice we decided on four key tenets that would drive our work. Number one, we're going to make it easy to find and use the materials. Two, free is not enough. So our development model for our textbooks looks pretty much exactly like a publisher model. We hire authors and reviewers to write and review our content. And we put it through a very strict editorial process before publishing it online for free. So we ensure that our books meet the standard scope and sequence to support existing curricula and to support our faculty to ensure an easy transition. And then we partner with essential learning resources such as online homework providers that can enhance the content of the textbooks. So in the event that we've grown quite a bit and so these are the things that we currently have out, our goal is 25 textbooks by the end of 2016 which as you can imagine is a very aggressive goal. I would like to point out that we have published our second edition of Sociology and this was funded completely by Sustainability Fund. So that is proof of concept there. And then we've also published three AP versions of our textbooks, physics, macroeconomics, and microeconomics because we did see such significant need there. So one of the big questions that I get is, Nicole, how are you all choosing the books that you're choosing to publish? And there are a lot of criteria that go into that. But primarily there's two main criteria. Number one, how many students are taking the course nationwide? We know that there are a million students here taking U.S. history and a million students here taking psychology. There are about 500,000 students a year taking one of the biology books. So it's a significant number. The second thing is how expensive is the textbook currently in the market? So there are some high enrollment courses where the average textbook cost is $40 which is pretty reasonable. But it's not uncommon for a physics book to be $350 or a psychology book to be $200. I find it ironic, but economics is one of the most expensive textbooks you can buy. So who's using our resources? Well, we have seen tremendous growth. We're up above 2,200 adoptions of our books at over 1,400 schools. Most of them are the U.S. We do see some international adoptions as well. So this just gives you an idea of the wide variety of colleges and universities that are adopting Open Science College books. And then we also have our institutional partnership program which are the committee colleges and four-year schools that I work specifically with to consult on promoting OER. And these are some of our partner and affiliated schools. And then there's also a second slide of them as well because it's growing so significantly. So one of the big things is how do you access these books and what formats are they in? Well, the number one selling point that we find for faculty is that all students have access on day one of their class. So there's no registration or sign-up required for students. They have immediate access. So they can go online, click on the PDF and download it without any sign-ins or anything. So they can do it while they're sitting in class going over this little bit or whatever. On the same way with the web view, they can read it live on the web from any device that has internet access at any time. And it is a responsive design. And the students have immediate access. So we know that on the first day of class it depends on the survey you read. Somewhere between 65 and 80% of the students are sitting there without the required materials for the course. And this is really frustrating for faculty members who are trying to meet all of their learning objectives and move the course forward in an effective way. So this instant access is a big deal. So as I mentioned, the PDF on the web view are completely free. There's no limitations on those. You can download them as many times as you need to. So if you're like me and continually forget where you save things on your computer, you can also print the PDF. Although I don't necessarily recommend that because perjuring is expensive. The Bookshare versions for students with disabilities are also free. And then we do offer, from the majority of our books, two premium options. The first one is print. We find that approximately 10% of students still want to purchase a printed copy of the books. And we sell those basically at cost. So the books range anywhere from $29 to $60, depending on basically the thickness of the books. And the students can buy those through the bookstore, which is great if they have financial aid and such, or they can buy them directly via Amazon. The other option is a premium interactive iBooks version of our textbooks. It's $4.99. Students really like those because once they download it to their tablet or their iPad, then they always have access to it without internet access. It's highly interactive. They can quiz themselves on it, do different simulations, and that as well. But again, the two paid options are completely optional. The students can go onto our website, immediately click, and have access to the free versions of the book. We also offer additional supplemental resources around our textbooks. These are absolutely crucial for faculty to be able to teach in the way that they would like to. So we offer online homework from partners. So how it works is that we have partnered with a wide variety of independent homework, courseware, different types of partners that you can utilize with the open-stack college books. Now, there are several of them. Your faculty members can choose the homework provider that they think is best. For example, for our physics book, we have five or six different partners that they can choose from. And they range in price from typically about $25 to $60, so much less than a publisher homework system as well. And again, the faculty can choose which one. They're not locked into a particular one. And how it works is if a faculty member chooses to use online homework from one of our partners with the book, it is optional. The online homework partner provides a machine support feedback to us, and that's how we support our books. Same way with online labs. And then depending on the book and the funding, we offer free PowerPoint slides, pronunciation guides, solution manuals, and test banks. Now, those are protected behind a faculty verification wall. We manually verify any faculty members trying to get access to those. And sometimes I get the fun job of doing that, so if you want to hear some fun stories, let me know. I'll tell you how students try to get a hold of those, but they can't. But that is the only time we require a sign-in and verification. So, faculty primarily use our books in one of two ways. Number one, and by far the most used option, it's to adopt an open sex college book as their main textbook. So they're simply removing a publisher's textbook from their course and instead choosing to use an open sex college book as their primary resource. So the second option is to recommend an open sex book as an option for studying and affordability. And we see this in a wide variety of ways. They will tell their students that if they can't afford the textbook, that they can use the open sex college book again. Instead, we also hear quite often students finding the book on their own and using it as a study aid because sometimes just reading something from a different person's perspective or a different author's perspective can help the student understand those concepts. So we hear about that a lot as well. So I know a lot of people ask the needs to cover institutional initiatives and how they work and what is involved in implementing open educational resources at the institutional level. Number one, a great idea is to get faculty pilots. And I find that this works best if you go ahead and identify specific faculty members and go directly to them. So I just want to let everybody know, if you're on your phone, please go ahead and silence your phone. I'm seeing a lot in the chat button about the feedback. So a faculty pilot, what I find is that if you go to an entire department and ask someone to pilot, you will find a new one to raise their hands. If you go to a specific faculty member, they're usually more than willing to pilot for you. Faculty support is absolutely critical. I know we have some professional designers and librarians on the call today. You are absolutely instrumental in supporting faculty in transitioning to open educational resources, integrating it into LMS, uploading the test banks into your LMS, finding additional resources and videos and things that the faculty member needs, all those things you provide for them. And then we also encourage incentives. And we believe heavily in academic freedom at Wright University, so we do not promote mandates. So institutional adoption grants are great, institutional grants to review textbooks are great, and I particularly get excited when I see student organizations such as the Student Government Association offering grants. And I know Quill West is on this call, and she can tell you more about that if you're interested. Some other things that I find are very helpful are number one, express support from administration. So one of the things that we hear from time to time is that faculty are concerned that their colleges... All guests have been muted. You can unmute your line by pressing star six. Okay, there. I should be back. Let me know if I'm not. Okay, so what we thought, well, your bookstores don't make that much money off textbooks. Actually, they make the majority of their money off of merchandise. So that's not necessarily the case, but what we find is that apprehension is still out there. So what I recommend is that our senior level administrators send out an email just expressing support of OER. And if you would like to see some samples of that, I'd be more than happy to share some of those with you. Just email me, and I'd be happy to do that. But I do find that that's really helpful. Probably not my most popular suggestion, but an idea is to incorporate OER and other, you know, more contemporary instructional solutions into evaluations in tenure. Also, OER training days and webinars. So we do a lot of webinars through open sex college, and we find that those are very effective in promoting adoption. And we call faculty members who actively promote OER as textbook heroes, and we have a lot of those, thankfully. And we find that if you can get your textbook heroes to present at your OER training days and webinars, those go very well. Also, don't forget to assess your current structures in terms of internet bandwidth, classroom spaces, things like that. If your students are trying to use an electronic resource, and the classroom only has one plug in it, you might have some issues. Or if they're trying to download the book, and there's some sort of firewall or something that you might run into issues. And then finally, you know, one of the things that we find is that faculty honestly has no idea how much their books cost. I had one department chair call me that was absolutely shocked when students came to him and said that they were spending $800 for a two-semester biology course when they told them about their book and their lab manual and their homework and such. And he had no idea. So it's really important to think of fun ways to encourage faculty to look up the cost of their materials for their courses. So how have we done? So since 2012, we have worked on the full-blown peer-reviewed, peer-written college textbooks. And we have saved students $56 million. So we are very excited about this. Just this year, we will have over 250,000 students using our books nationwide. So thank you very much. I will continue to answer questions in the chat and also put my email in the chat if you want to email me questions as well. And thank you again for your time today. Thank you so much, Nicole, for all that great information. Before we switch to Tanner- I'm using a microphone. Are you on the phone or are you on the microphone? Okay. And you sound great. I'm just going to switch something here. So excuse me. I apologize for that. So our final speaker today is Tanner Huggins from the Sailor Academy. And Tanner is going to tell us about all of the great work that Sailor has been doing, not only with open textbooks, but open courses and with other open tools. So we've gone from a repository to the Canvas comments to a wonderful collection of open textbooks. And now to Sailor Academy, which offers an even wider variety of materials. Hi everyone. I hope you're all doing well today. A little bit of what I'm going to tell you today is a little bit about Sailor Academy. We have a suite of about 100 courses right now that we're offering all online, mostly openly licensed, all for free, free to access for students and institutions. So I'm going to talk a little bit about those. I'll go into our course creation process, how we find materials, how we create our courses, a little bit about our users, both students and institutions. How you can find and use OER at Sailor.org. And then a little bit of a tour of the website itself just to show you how everything works and fits together. So a little bit about Sailor.org. Our mission is to open education for all. And we know that open means a lot of different things. For us it means that as much as possible we try to have all our material be openly licensed. We like to link them to open certifications. So as students take our courses they get free certificates to show that they've completed those courses. Open in the sense that we want to provide access to anybody who wants them. All of our courses are free. And open in that we want to encourage everybody in the community to use our materials however works for them. So if you see something and not more of our courses that you like, feel free to use it. All of our courses are openly licensed. Some of the materials in them may not be but we always indicate where that's not the case. The current priorities for our courses are expanding our credit opportunities for students. We have a suite of courses in the pipeline that are undergoing credit reviews. And we'll expect to be able to announce something about that relatively soon. And they will join our current suite of courses that have credit recommendations. As well as we're also building out partnerships with institutions and organizations to get our courses in front of a wider audience. So you may be asking what our courses look like and how do we create them. I'm going to show you the courses in a minute but just to explain a little bit about how that looks. Who builds our courses? Well we have a team of over the years who have accumulated maybe three to four hundred faculty consultants. All over the country and the world from a variety of institutions. From community colleges to IVs to two year schools to technical schools. All depending on the needs of the course. And how that works is we work with these faculty members to create an outline based on kind of the most common ways that these courses are taught. Since we find and vet OER to fit into those courses. And we kind of ask the faculty to curate them in a way and create a narrative around these pieces of OER that are out there that other people have created or in some cases that we create ourselves. And because we want to make sure that all of our courses are easy to use, accessible and also accurate. We have a set of course and content standards. So we want a faculty to get only accurate accessible and affordable resources. And then we have all of our courses peer reviewed by other faculty. So there's a lot of people that are involved in these course creation processes. But since we have a lot of eyes on them, we try to ensure that they're the best that they can be. So a little bit about our audience. Our intended audience originally was students with some or no college who were looking to get credit for our courses. As well as just general learners who were looking to brush up on something that they forgot. As we've expanded we've learned a lot more about our students. Currently we know that about 40% of our students are full-time employees and another 24% are full-time students. And they're from all walks of life from adult learners who just need a few more credits to finish their degrees to high schoolers who are big homeschooled to kind of everywhere in between. So we get lots of different use cases and we try to ensure that our courses can fit a lot of different needs. And a part of that is creating credit pathways so students can take our courses and get credit for them. And we have a few different ways that students can do that. We have what we call our Sailor Direct courses, which are a suite of courses that are recommended for credit by either ACDE, the American Council Education, or NCCRS, the National College Credit Recommendation Service. And that means that students can take those courses with us, take a proctored exam for a small fee, and then they will get a transcript from us that they can give to their schools to get credit for those. And then we also partner with other organizations through third-party exams so students can take some of our courses that have been paired up with exams from Excel Sears, UXL, Thomas Evans, TSEP exams, for a CLEP exams, or the AP exam. And so our courses are kind of, the content is tailored so that once the student completes our course they should be able to jump right into those exams, pass them, and get credit for them. And this is what you all might be interested in, how educators have used our courses and what we can do for educators. So you can look at us as a source for vetted OER since all of our courses are created by faculty members and peer reviewed by additional faculty. You can see that basically everything that we've drawn from all across the internet kind of fits the needs of any given course. And if you want to know if a piece of OER is high quality and effective, if you see it in our course, that means that lots of our faculty as well as ourselves have put our eyes on it and said, yeah, this is good. It teaches us a lot of the outcomes that we have established for this course and we can recommend it to others. And the ways that people have used our courses in the past, you can pull individual resources. Like I said before, all of our content or most of it is openly licensed. And we include tags on all of our resources to say if it is openly licensed or not. So it should be really easy to look up and see if you can use it in what ways. Some institutions and some instructors have used our courses for textbook replacements. So say you're teaching a course and you don't want to use this expensive publisher textbook. So you can use our course and our suite of resources as a replacement for that. We do try to, as I said before, when we're drawing pieces of content from all across the web, we try to create a coherent narrative throughout them so you can feel comfortable in that if we're offering a course, you'll have the same kind of linkages between the materials that you would expect in a textbook. And then some people have also just taken our courses kind of wholesale and used everything in them and taught in the classroom using our courses as a base. So that's something that we've heard of people doing and we're kind of interested to hear about how that works. So if you or anyone at your institutions have done that, we'd love to hear about it. And as I mentioned before, we also have institutional partnerships with a variety of schools who have looked at our courses and examined them on their own end and decided that they met their standards and never told their students that, you know, if you take our courses and take the failure exam, then it comes to them with the results of your exam and if you pass, well, then there are ways that you can get credit for that directly through that institution. So that's just another way that people have used our courses. So you may be wondering what does that actually, what do these courses actually look like? So I'm going to give you a little brief tour right now of how that looks for us. So I'm going to try sharing my screen here and let's see if that works. Tanner, did you want to use the tour versus the screen sharing? I probably did. Yes. Thank you. Okay. No worries. I apologize, everyone. Seems like it's not finding like from window where I have these open. Here we go. Let's see if this works. All right. Can you all see the SailorBot home page right now? I am not seeing it. How about if we put, how about if we put the links in the chat window that you want them to see and then people can actually look at them on their own desktop as you speak to them? Yeah, that's great. So we can do that instead. I'm sorry this doesn't work, everyone. I apologize. So if you go to our home page, it's just Sailor.org, very simple. You'll see kind of a little bit about our organization. We've tried to explain how our courses work and we've given them a link for students to find all those courses. So that's just kind of a brief overview of the organization. But the really important stuff and what I want to show you right now is the courses themselves. So I'm going to put a link in the chat here too. This is our Business 210 course. It's a course on corporate communication. And you'll see in this course that there's a lot of different components. So this is the main page. When a student goes into a course, this is what they're going to see. They have an introduction to the course. They can see the syllabus, which explains to them the expectations of the course, the amount of time that it's going to take, the requirements for the course, and kind of all the background they need. If there's a course textbook, we'll link to it here. And then we also have the terms of use for the course. So any resources that you may be interested in using in the course will be on this terms of use page so you can see them there. And if you want to follow along with me, if you've gone to that link that I put in the chat, if you click on the Unit 1, you'll be able to see the resources in the first unit of this course. And as you see when you go into a unit, we give a little bit of an introduction to what students can expect in this unit, how long it should take them, and then a set of learning outcomes for the unit. So our courses all have learning outcomes on the unit level. Okay, Andrea, I see your comment. I'll slow down a little bit. All of our courses have unit outcomes on the course level as well as the unit level. So we tie those into the exams as well as the resources in the course so students understand what they're expected to know and what they can be expected to be tested on at the end of the unit or the course, depending. And you can see if you're in the unit. And ideally I will paste that into the chat just in case no one has it. So this link I've just pasted is the first unit of our Business 210 course. And you can see it's broken down into sections about the specific topics. So why is it important to communicate? Well, what is communication? And then each of the resources in those units are there in links as well. So if you click on any of the resources within there, you'll be taken directly to that resource. And depending on what it is, a video or something to read or something like that, you'll be told what to do. So students basically just go through our courses, go through these links, and then they're able to check off when they're done and move on and then test them at the end of each unit. If you scroll down, you'll see the unit assessment. And assuming they pack that and feel comfortable, they'll move on to the next unit and then continue search throughout the course. So that's kind of a very brief look into how our courses look. Luna, I see that you have a question about whether or not this course has an open textbook. And yes, it does. If you go back to the course main page, you will see that there's a link to your course textbook. And if you click on that, you'll be taken to the course textbook. In this case, the book is Business Communication for Success, which we provide in various formats, HTML, PDF, and a Word document. And I'm actually going to show you all a little bit about the other books that we offer here in a second, too. So students can download these books, use them however they would like, and they're all also open to license. And instructors can use them as well. So if you're interested in using any of these books in your own classroom, you're welcome to it. And to kind of build off of that, I'm also putting another link in the chat right now, and that is to our bookshelf. And if you go to this link, you'll see about 100 books that we have either collected or created over the years. All of them are freely available for download, reading, and sharing. They're all under open licenses, so you can use them however you would like them to, however you would like to. And we offer them in as many formats as possible. Wherever possible, we recommend people use them in the HTML version. Those are all online, hosted online, so you don't have to download them if you don't want to. You can just go to that link and everything you need will be accessible right there from your browser. But if you do want to, we also offer PDF and web doc versions of most of these books. So that's how that looks. And then another page, if you're interested in using some of our resources or learning more about open resources more generally, we have our open course resource center, which you can find at sailor.org slash open. So if you go there, we talk a little bit about the license that we use in our courses, how you can find OER, how we have found OER over the years. We also have a lot of course resources guides that we've created over the years that a lot of instructors have told us they've been really useful for them. This leads to basically all of the high quality OER that we know about across a variety of topics. So when we're building out these courses, we're looking at lots of different kinds of OER and trying to see what's good and what's not. And we may have courses where there's so much good material that we just can't use at all in the course. So we put those kinds of things in the resource guides. So maybe others who are looking for good information about a given subject can find them there. So that's kind of the basics of our courses and our resources. There's a little bit extra stuff. Now we used to have a suite of about 300 courses. We've trimmed it down over time to about 100 since we're such a small staff. It's hard for us to support that many in an ongoing way. So all of our older courses can be found at legacy.sailor.org here on the link. These are all openly licensed outlines as well. So you can check there and any courses that we don't currently support will be there with a caveat that some of them probably have broken links just because we haven't been able to maintain them over the years. But you can still find them there. And in the interest of being more open, we have also put all of our courses on GitHub and are in the repository there. So if you want an all text version of any of our courses that we don't currently support, you can find them on GitHub at the link that is on this slide here. And if you're looking for something specific that maybe you didn't see when you were looking through our course subjects or when you were kind of browsing topics that we have, if you just want to do a search via Google, it should pull anything. So if you search, say, some specific topic, just append site colon sailor.org at the end and you should be able to see every piece of open content we have that covers that topic. It's kind of a hacky way to do it, but we're a fan of doing things in hacky ways. So we try to figure out the easiest way to do it, and we found that's probably the best. So if you have any other questions, you can feel free to email me. My email is here on this slide. If you have more general questions, you can send them to contact a sailor.org and if I can answer them, somebody will. So yeah, I think that's all I have for now. And I will look through the chat and try to answer any questions as we go along. And yeah, I think we have a section of questions at the end, but I'll answer the rest there. All right, thanks so much, Tanner. And you do have some great questions in the chat window. And Jeff and Sean have been doing a good job, but I think there's a few left for you. So thanks to our wonderful presenters. I want to let you know that our next webinar will be October 14. They're always the second Wednesday of the month. I'm at 10 AM Pacific, 1 PM Eastern. And this webinar in October will be on OER and accessibility. So making those open resources accessible to all students, regardless of disabilities. We have BC campus. Amanda Coolidge will be speaking on some of the great work they've done. And we have a couple of other speakers in the pipeline, which will let you know as we get closer. So at this time, I want to thank you for coming. Everybody's email address is here. So if you didn't get a chance to copy those down earlier, you can catch those here. And we have about five minutes for questions. And you can either take the mic by clicking on the top button if you want to ask a question. And I know there's been so many questions. So that's an open option is to click on the mic. You can type in your question now if you would like. Or as we're waiting for those questions to come in, I may ask each of our speakers to summarize very quickly, like in a minute or so, what were the top questions that they saw and give us the answers to those. So I'm going to turn this to Kate and say Kate, were there any questions that were asked multiple times that you'd like to share the answer to one more time? Yeah. So I think that's something that I want to try and test it out and get access. So there is that link that I shared earlier, that bit.ly link. And if I can find it here, I will re-post it in the chat. But just that it is, if you've signed up for one of our free for teacher accounts through the through Canvas, you can get access to Commons. You will be able to download any of the document images, videos, and be able to use that in any LMS. If you use Canvas, you're going to get the additional support of full courses and modules and things like that. Luna, thank you so much for posting that bit.ly link. So some questions around that, that's entirely free to try our free for teachers account. The other thing I heard was just around licensing, additional questions around licensing and the ability to potentially have an institution set the license. At this point, it's kind of up to each user who's sharing to set the license that they would say is appropriate. And we've kind of really left that open for schools to determine their own policy. One way to kind of help admins and schools monitor that is within Commons, you have a resource management page which allows you to see everything that's been shared within your institution. If you have Canvas, then you have Commons at that level. So you can actually manage everything that is being shared within your institution. And that way, if there is any kind of issues, you can push it back to their personal repository and say, hey, we need to get some appropriate attributions in here before you share it more widely than it's been currently shared as well as the ability to change any of the metadata there. Okay, great. Great. Thank you for that summary, Kate. And thanks once again for presenting with us. Nicole, I saw a couple of questions in there about becoming an affiliate. Were there other questions, an open stacks affiliate? Were there other questions that people had a lot of energy around that you'd like to repeat the answer for? Sure. So yes, if you want to become an affiliate partner and talk further about that, we'd love to talk to you about that. That is free. And just some mean email about that. The other question I saw quite often was, number one, where we publish our information about our savings and such. And that is on our OpenSexCollege.org news page. And I know I posted the link a couple times to the most recent publication there that is based on faculty voluntarily reporting into us their adoptions and numbers of students. The other question I saw a lot was about the bookstore. And if you go to the OpenSexCollege.org website and then go to the Books page and click on the book, the main page for each checkbook will have the ISBN and the publisher data that you need to go ahead and submit that to your bookstore. We are partnered with the National Association of College Stores. So your bookstore can order our textbooks just as they would any other publisher textbook. Again, though, I would recommend that they order a small amount to begin with. We don't want them carrying a lot of extra stock because we do find that although students say that they have to click on the book store and they have to click on the buy button or go to the bookstore and buy it, it's about 10%. All right, great. Thanks so much, Nicole. And finally, Tanner, do you have any questions that you would like to ask? Sure. One question that I've asked several times is how are our materials licensed? So every piece of content that we have created, which means the courses themselves, the course outlines, learning outcomes, and any content that Saywood has created under Creative Commons Attribution 3.0 Licenses, CCBY 3.0, which means that you can basically use it however you would like as long as you attribute it to us. But otherwise, it's free to use for whatever purposes. Now, you may want to know that some of the resources that we have are pulled from across the web so they carry a lot of different kinds of licenses. So you'll want to double check on the resources themselves and they'll all be explained right there what license those resources carry. So just double check that you should be able to use most of our resources under some form of an open license. That seems like probably the biggest question. And if there's anything else that Irene wants to know, just feel free to shoot me an email on my emails right here on the slide. Okay. Thanks very much, Tanner. And once again, a huge round of applause to our three wonderful presenters this morning. And thanks to all of you for joining us. And we hope to see you back here October 14th for OER and accessibility. So have a great afternoon, everyone.