 Welcome everyone to today's CCC OER Community College Consortium for Open Educational Resources webinar on Sustainable OER Course Design. My name is Matthew Bloom. I will be moderating a panel discussion today. I'm English faculty at Scottsdale Community College and one of the trichairs of the open Maricopa project. Before we get started, I wanted to kind of share the agenda with you here. I'll provide a very brief overview of who we are at CCC OER, and then we'll give the panelists an opportunity to introduce ourselves. And then we will go into today's discussion, which I think will be hopefully very revealing about some interesting strategies and experiences related to designing courses. So, first of all, CCC OER is a North America based node of the Global Open Education, Open Education Global, which is an organization that has nodes all across the world. CCC OER specifically is focused on supporting its members in their initiatives and networking and things along those lines. Generally speaking, as it says here, we focus on the expansion of, you know, actually global awareness, even though we are focused on North American institutions and access to OER. We do quite a bit in terms of professional development and helping our members and others do things like professional development and other kinds of events like that as well. And of course, the, you know, primary goal of anything we do in education and open education to is to improve student equity and student success. And so, just to give you a sense of our membership, we have 108 members in 36 states and you can see there's even some across the border as well. So without further ado, I would like to introduce our panelists. We have, we'll just go through one by one here and then I'll give you the opportunity to kind of introduce yourself. So, Ashley, do you want to go ahead and start? Sure. Aloha. I'm coming from the island of Oahu. I teach at Leeward Community College, which is within the University of Hawaii system. I am a psychology and human development faculty. I've been to lots of training. I know Matthew said he wanted to share a little bit about our institution. We are proud that this semester we are 58% of our classes are taught using OER, textbook zero. Okay, personally, I'm also an OER research fellow right now working on a project using photography in my class as an open pedagogy assignment so I'm just really lucky and honored to be here, and I'll pass it on to the next one. That's fantastic 58% is amazing. That is like really cool. I don't know if we'd ever be able to get there at our institution that's really fantastic okay so next up is Bill. Good afternoon. Yeah, Bill Hemmick. I'm Dean of Learning Resources online learning at Bucks County Community College. We're in southeastern Pennsylvania, the next county up from Philadelphia. Our FTE is currently about 5000 and has been dropping but I'm happy to say our summer enrollments have been up a little bit so I'm a little optimistic that that trend might turn around. We started our OER initiative in 2016 with a two year grant from our college foundation and from the very beginning our major concern was not just adoption, but completely redesigning LMS templates to incorporate zero textbook cost resources. Once the money ran out we had to figure out ways to keep that momentum going and we've been fairly successful I think we were a bellwether finalist this year not a winner but a finalist for that very thing so that we felt good about that. Today we have as just as a product of our initiative we have 25 courses running with OER sections. We've saved our students over $2 million. In the meantime other faculty have who didn't want to redesign courses have just been adopting so taking that into account. We are saving our students about $600,000 a year currently, and we now have three zero textbook cost certificate pathways and we're getting close with a couple of our associates degree programs. Thank you so much Bill. Next up is Regina. Thank you. Thank you Matthew. Hi everyone, I'm Regina here Holzer and I'm one of the instructional designers, and also one of the open education advocates at Bucks County Community College in Pennsylvania as Bill said. And as an ID, I work directly with the faculty on designing their OER course templates in our learning management system which is Canvas. As an OER advocate I try to learn as much as I can about open education and spread the word with my partner. There's another open education advocate here. So, at this point, we, Bill had already gave you the rundown of our courses or templates. And with my co advocate, we look to the near future to help faculty with remixing and revising open textbooks for eventually publishing. So that's the next step. Nice to be here with everyone. Great, thank you very much. And last but not least certainly is Christine. How was it over there on the other side of town Christie. Nice and cool out at the moment, which is of course a surprise that lovely drop in temperature. So my name is Christine Jones and I teach at Glendale Community College which is one of the many colleges in the Maricopa Community College system. And I'm also recently appointed director of open educational resources for faculty at Glendale Community College in charge of our new near Z degree program. We're getting through our associate degree programs that transfer into university and finding pathways for students to be at or near zero costs for transferring into their university classes. We know that some of the classes don't work. That's why we called it near Z degree. But we are now happy to be able to let the students know that our Ajax and Ajax pathways are completely OER or near OER and are we're two classes away from our Ajax. So those are our core courses. Those those general education courses are pathways are set. So then our next step is going to be getting those pathways started with the students so we are developing working with students and we're working with different departments across the college but we are developing the pathways so every student will have the opportunity and I'm sorry I didn't say yeah this is in Arizona I'm in Arizona. Great. So thank you so much. I'm going to go ahead and stop the screen share because we are going to just have kind of a discussion and there's no reason to have the slides up here Mark. Just see everybody is live, you know, moving faces. So, I guess what I want to do is just go ahead and just start the conversation off. You know, as some of you I'm sure here attending or wondering, you know, kind of like well what do we mean by sustainability? This is a question this is a term that's used quite often and I guess, you know, sometimes people kind of use it in completely different contexts. You have a specific question later on where we'll kind of get into resource allocation in, you know, in specific but just generally speaking right now I'm wondering if we should maybe start off just I'd like to ask all of you, you know, kind of, you know, what does it mean to you, you know, for an open educational resource to be designed for sustainability. Well, I have a pretty simple answer I mean for us because we're designing entire course templates for for the LMS. The objective for us is to create something that can be adopted by others with minimal editing. We pay the faculty to we pay faculty members to design an entire template for the canvas LMS. And then at the end of the process we asked them to upload it to canvas Commons. So not only their own colleagues but anybody with access to canvas Commons can download them and that's more likely to happen. If it's a complete course if it's kept up if if it's, if they don't have to do that. Basically, we pay somebody to do the work so a lot of other people don't have to. And that because I work with Bill and I help the faculty with their courses to develop them and I know the work that goes into them and they are fully complete courses for our faculty to adopt. And also, as Bill mentioned they're on canvas Commons and we have seen that there are a large number of downloads of the course templates. So we know other faculty from other schools must be adopting them. So we're spreading our open education around. Yeah, sort of along that line I when I first came to OER I didn't think so much about how other people would use it I thought about what stuff I was available to me to remix and use with my expertise and how I could like, you know, design a class around what I was most passionate about and what I thought was most important for my students. And now as I've moved into more of a leadership role within my division. And I've been the one now hiring and, you know, supervising lecturers. It has been much easier for me to hand over and we unfortunately do not have canvas we have a Sakai LMS which nobody else seems to have. So we've so I've designed a course in in Sakai and it was much easier for me to tell lecturers who had or to ask lecturers who had never taught an asynchronous class online to be like, Hey, I have this whole course, you can adapt it as you need. So yeah I hadn't thought about that at the front end of developing it. I'm very helpful at the back end of using it being able to pass it on to my lecturers. So I think another thing I always think about with sustainability is including my students as like co collaborators, and that in that way it's not on me. I mean, I'm the leader of the circus right but I like have other helpers in my students seeing my students as co collaborators in helping me keep the updated and that kind of stuff. I think it's a slightly different perspective I think in that I'm working on several different levels with faculty with different departments and with the administrators and trying to make sure that sustainability is working on different levels and at the faculty level. What I'm working on right now is templates for course development to make sure that every faculty knows where each piece is going. And I'm working with a with a grant right now to develop a textbook that is modular so pieces can easily be taken out to fit other people's classes. We're doing it around contextualization so the context is in one section and easily replaceable with other contexts, which has been fantastic. So at the department level where we're looking at usability, not just by residential faculty but also adjunct faculty and making sure that it can be sustained across. And to be fully customizable to those different teaching approaches so the hybrid learning and the online learning the live online learning and the face to face, all of which are being taught right now. And finally, I'm also doing it at the institution level trying to establish how we're doing promotion so that that can continue in a pattern. After I'm gone. These things will continue. Making sure that the director is not the driving force rather that the entire campus is the driving force behind open educational resources content housing support and monitored metrics which you are working on now so that that will be a regular thing at the institutional level. So it sounds to me that one thing that I kind of heard from a lot of you was just generally thinking of thinking of the development as centrally being about future users like essentially that's like what it is not just about the individual faculty member who might be using it, you know, in that one context and I think that having that in mind is is really important because that's why I want to have this conversation right because we I think that we we value just just that that idea we want to try to make the material good. We want people to adapt, you know, the work that we've done and build off of it that's all purpose of sharing it. So that brings us to our next question which is, you know, the central concern for many faculty when they're choosing their learning materials is the currency and accuracy of the content right so the thing is is that a lot of materials that are infused with like ephemeral or otherwise time of content will more often and potentially sooner require revision and updating so what can creators do to ensure that their materials remain current without ending up with a short expiration date. In other words, do you know strategies for maximizing both the currency and the lifespan of the resource at the same time. I was just going to say one way I've done this is just stay. Stay involved in my teaching organization within my field so there's an organization under APA I'm a psychologist right under APA society for teaching psychology, and I've started on their listserv and talking to other faculty at other places. You are not using OER right, some of whom who are like textbook writers themselves, who are getting paid by, you know, big companies. And yeah so in that sense going to teaching pre conferences I've started to love these like teaching pre conferences especially sometimes I have to wake up at 4am because the times I'm a little strange but. I'm loving these so I've gone to at a developmental psychologist by by training so I society for research and child development, I going to conferences it's much easier now that they're virtual. A lot of them have been virtual and I can keep up on research that way. Also again as I mentioned building in kind of open ended questions for my students so I just had. a day of gender course and one of the assignments is to watch misrepresentation which is about, you know, female representation in media and that kind of stuff and at this point it's kind of dated because it's from like 2011. One of my questions in there is like, do you think anything in this has gotten better like now that we're looking at this 10 years later has have things gotten better. That when I just said like, have things gotten, how have things changed. I got a lot of students saying, oh yeah things have changed and we have so many more women in Congress and blah blah blah. But then I adapted it just I tweaked this I'm just a little bit to say, find me two pieces of evidence that support what you're saying and now of a sudden people are saying, Oh, I thought things had changed but then I looked it up and yeah I mean yeah we've gone up from like 11% to 27% in Congress female representation but that's still not 50% and so I'm getting this time having them go out and look for current content about what we're studying so that's just my example of how I've. I've done that but yeah I'm eager to hear from other people because this is also something that I think about and struggle with some have I'm eager to hear from my other panelists about that. Well, I'd like to offer something as a tip a technique from an instructional designer. When I'm working with faculty, we developed a process here that they can use as a guideline for every step of the way, and one part of the process, we developed. We call it the OER tracker. So as they're searching for all of their content, then they can keep track of everything that they use the link. When it was updated last what its currency is, and also where they put it in the course and link directly to where the module in the course. So that's one part of it but when they go to update their course, or when they're getting ready to teach their course for the next semester, they can go to that word document that they have all of their links in, and they can click on it, and they can check everything. And so then they can look themselves to see if their content is still current. Maybe they want to change it, maybe they want to change it out for something that they want to add to it. So that's what we, that's what we help our faculty with as instructional design. Yeah, and we do have a process in place for what we call curating the existing templates so that they don't, they don't start aging and nobody's really paying attention to them anymore. Yeah, we have a whole process in place for that. Another issue that comes up with us is the use of proprietary materials in the course spaces, links to library databases and things like that that are probably of no use to adopters outside the college and you know we have to provide information that you probably won't be able to use this and it does prevent a challenge to I guess the sustainability of the templates when and also within the institution sometimes databases go away comes on demand removes things without much of a, you know, announcement, a lot of things to keep track of, not just with the OER. One of the things that we have been working on is making sure that the different creations that are being developed are modular so when we come across something that is like a database being removed or a source no longer able to be done. It can be quickly replaced by something and you don't have to develop the whole thing over again. And one of the ways that we're trying to do this now is to work outside of the LMS system, and we're using press books to make it public and available for anybody and the way that we are setting our press books is that it can be downloaded into any format so people can save it as a pdf they can have it as any materials and whatever, specifically because we recognize that people might not be able to use canvas core shells. We wanted to make sure that anybody who wanted to be able to use the materials could use the materials. So we still have our canvas core shells but we're sourcing everything off of these press books that we're creating, so that it can easily be changed out directly from the press books. That's a great idea, Christine. We should look at one thing I wanted to add, you know, when actually when you were talking about kind of redesigning assignments so that it was like space for the students to contribute a little bit, you know, or I guess a way to rephrase that is putting a little bit of the task of actually discovering the content that the course is going to be about putting that into the assignment itself and having the students do that so that the assignment is like automatically current because it's going to involve finding current things and I think that that's a really smart idea and it's similar to somewhat similar I think it there was an approach that I discovered a while back I tried to design some of my assignments in my English courses, almost like a build the scaffolding but build it around. Basically like a try to build it so that the questions might apply to any number of primary sources that you might be able to locate. So then that way when in the future, whether it's you in the future or someone else in the future goes to use that assignment, they're not relying, they don't have to necessarily use the primary source that's included, right, or they could just, you know, choose the thing that they like and focus on that as well because it's not just about currency in that sense it's also about, you know, is somebody in the future, other than me got to want to use this at all do they like that short story, for example, you know, maybe they wanted to pick a different short story. And so the trick though I think for me was to try to ask questions that were specific enough to be relevant and effective, but general enough that they could apply across the board so you can ask questions about, you know, tone or stylistic things or, you know, meter and rhyme that kind of stuff. Before we move on to anything else I just wanted to address a point that Bill and Regina had brought up. One of the ways we are now reviewing our materials as we are tying it to our assessment cycle so the departments have an assessment cycle tied to you know, licensing and accreditation. We're tying review of the materials at the department level to not directly to the assessment cycle but following a similar cycle of revision and review. So, it's another way that we're trying to handle things and keep everything fresh. That's fantastic. Thank you for your idea Bill take note of that. Okay, well I think we can go ahead and go into the next, the next point of discussion here. This is just a general question about your experiences so I'm just wondering if any of you have ever kind of had to learn the hard way about what to avoid when designing your OER for sustainability or usability over a longer period of time. Well, since I was talking about our process for curatorship it got off to kind of a rocky start. I had established, Regina mentioned that she's one half of our faculty OER advocate team, and I established that position which is load credit equivalent several years ago, and originally it was just kind of promotional in nature. So, OER adoption, you know coming from a faculty member rather than from an administrator which I thought would get things more traction. But then I realized that there was really nobody minding the store as far as keeping the templates up to date. Faculty would kind of fall down we had a system in place where they'd get paid an hourly fee for up to so many hours a year to update them if necessary but that, in a lot of cases that wasn't happening. So, I added that oversight into the faculty OER advocate position and now Regina and Stacy, her co advocate are minding the store basically and keeping an eye and making sure that those updates happen. Well, what we do exactly is we keep a list of the course of the courses and the curator and the curator may not necessarily be the course developer, they might have passed it on to somebody. And then at the end of the academic year, we review and get in touch with the department deans and get the department deans to send an email to their faculty. And they do remind them that they do get a stipend up to four hours of course development and that could be redesigned in an entire course because everything is outdated because they're looking at it again. And there could be just fixing a few links that were broken. So it could be on a total scale. But that's how we go about it. And I'll add something else. I, there was this one course that was being, it was very lonely nobody was using it so I finally found another faculty member to revise that course. So I'm trying to keep an eye. One of the things that I learned the hard way involves naming conventions. Whether it's textbook materials or assignments or in this very particular case, I develop interactive activities called h5p for my materials, because I'm using press books and I can. And I didn't follow naming conventions and 45 packages into developing h5p's I suddenly realized I couldn't tell number one from number 45, and had to go back through. I'm now up to something close to 150 different packages but I'm following naming convention so I know exactly what this assignment is attached to and what the topic is about. It makes it so much easier to pull and switch and change or updates naming conventions yes. Yeah, we, we've had a, we had a similar problem and that originally we were asking the faculty course designers to upload the templates to canvas commons. And there was no consistent titling there was no consistent metadata to this day some of our templates are difficult to find in canvas commons. So we move we gave that responsibility to bucks online our online learning support and now they're in charge of titles and metadata and keeping it consistent. I was going to say yeah I am it's so interested to hear this like institutional level because mine as a individual faculty member I'm like, Well, my ideas were like I had this documentary that I was using on PBS, and then, all of a sudden, one semester it was no longer available for free on PBS, or I had a student in another country who couldn't access it. So that's where I know we put in the chat about this access of librarians, having these subscriptions so that you can get this stuff and actually one. One documentary I was using on PBS, we can't find it any of our subscription things but I could shift it easily enough to a different one that we do have. And I had this great there was this Harvard Center for developing child that had this wonderful like interactive game that was like, I was like dang this was like something I would have found in my Pearson thing and I was missing because I don't have the technical knowledge of this, but it was like showing how like different interventions in the community can affect different individual children and I have this like beautiful thing designed around like Brompton Brenner theory of ecological development and they played this game and then that went down for for maintenance, like a year ago when they said it was going to be like a couple weeks and it's still not up so I just had to like quick design. I just use a different, a different assignment. But yeah I've had to learn the hard way and the other thing is when I embed YouTube videos I found much easier to choose like videos that are on channels that are like look like they're like well developed so so like channels you know I use like there's there's a couple of psychology ones that are more well developed and it's not just like one off video from somebody that might disappear later. So I've done that and I've also after having done hours and hours and hours of my own captioning editing captions on videos. I now that is one of the things I look for when I look for a video to use is do they have the correct captions with the periods, commas audit punctuation sorry. Yeah, do they have all of that because I do not want to. I do not want to spend my time adding punctuation to captions. I wish I'm hearing now Bill and Regina I'm like, ooh, I've been saying like shouldn't are like accessibility people be doing this for me so I'm happy to hear that they are at yours and I will file that away for when I need to bring that up later to people. Yeah, yeah that's something we've gotten right from the beginning so it wasn't learning from bad experience but it's good advice get accessibility right from the beginning because it's really hard to retrofit. And connect with them absolutely connect with accessibility on your campus because they are great contributing member to the team for recognizing accessibility issues across the board so not just captioning but making sure that screen readers are going to work. I mean, not to hard but they. Yeah, we've had training on that. It's just been a lot of. Oh here you're the course developer so you make sure all the headings are right and all the captions are in and all the stuff and it's not I'm like, no but I'm the, I'm the content expert like. But yeah, we are all understaffed and hiring freezes and that stuff. And this actually is a really fantastic segue, because I did have a question and that kind of has to do with resource allocation. One thing I wanted to kind of point out though about this discussion is that, you know it does seem like one, one thing that we can always remember about you is the ability to retain a copy of the content and so you know relying on, you know library resources and and other kind of like freely accessible things online is a really great way to get content to your students. But don't forget that if you are actually working with something that is openly licensed then you're permitted to just keep a copy and then that way you don't have to worry about those things breaking I mean it's just. And with the YouTube videos thing I know that we've had, we've had folks who are developing content and they would find like public domain videos and other creative commons license videos on YouTube or elsewhere, like, you know, Internet archive types of, and then they would actually download the videos and put them on their YouTube channel like a YouTube playlist, you know associated with the class that way that you know everything's all packaged together there. So I didn't want to talk about resource allocation a little bit I mean the topic of sustainability that the definition oftentimes is, you know, oftentimes defined with respect to resource allocation and implicit in this whole idea is that we're not sacrificing future well being for some kind of short term comfort or short term productivity. And so, the projects that are funded on a specific timeline, you know, you know when the money is going to run out, how do we best allocate resources to ensure that we aren't burdening our future cells, or future others with work that will need to be done in the absence of that funding. So, has anybody else read the article on the intro model for sustaining we are adoption. No. Okay, so this is a research article where the premise is that if a faculty member adopts we are that might lead to more students enrolling or fewer students dropping and the change in student behavior could translate into more tuition for the institution as a funding source were such an increase in revenue to occur, the increase could potentially cover the cost of only our adoption services for faculty. And if you tie that particular article to the 2018 research on the impact of open educational resources on various student success metrics. Then you get the statistically significant positives and the increasing grade averages decline in DFW grades and the adoption of we are. So, especially with higher, especially higher in traditionally underrepresented minorities part time students and power recipients. Let me pull up those research article links for you guys and I'll pop them in the chat because I can see the chat going a little bit crazy on those so I'll find those I'm sorry you guys haven't seen those articles so let me get those quick. Well it seems like it seems like maybe enough times patty got counted to seven, you know my head maybe quickly but so I'll ask a question about the technology technological aspect of this discussion as well so you know how might the choices that we make in terms of technology impact the long term viability of a resource. Well, I know Regina and I were talking about this just yesterday but sometimes I mean some of our faculty are more technologically adventurous than others and they might create a course template that relies heavily on things like near pod and voice thread that some faculty might be less familiar with so they might be a little less conducive to adopting a template that has technology that they don't feel like learning. That can happen. I mean of course they're free to do something else once they've adopted the template they can do anything with it but. Yeah in the same in the kind of along the same lines of yeah other faculty napping. Some of my students are not as comfortable in flipping through a whole bunch of different, different resources so like sometimes I get comments that are like why is this and then this and then that so I've tried to like streamline it to be like one technology per assignment right so I'm not like trying and I try to like if their final project has something with technology and try to have an assignment earlier in the semester that kind of like introduces them to it. So yeah I think that thinking about I kind of as a as a psychologist I kind of want to research study where we have students have to like click through and I want to see like how many clicks it takes to lose them like will they click five times, will they three times like how many clicks, how many different links, are they going to when do they just give up clicking. So yes I'm always cognizant of that as far as from a design point from my students point of view. I also teach early college classes to and so that is a whole other system right like they're used to a different learning management system in their high schools and switching them over, having them do that. They're much more open to the like all the different technology, because they just are you know digital natives. But um, yeah so that's how I think about it of like from the students point of view. And it has gotten better I found that as the semester like when I first, you know, started saying I oh here do this on Flipgrid and this this is and both everything. I had a lot more students who like, I don't feel so good about this and now I have like almost no students who are like that right because they just got used to it other faculty have adopted this right it's just like part of it. I think the whole coven 19 move to online stuff kind of shoved us a little bit faster in that direction we were already kind of going. But yeah I like to think about it from my students point of view when I'm thinking about this to have like, how much technology can I put on them is this technology am I using this because it's like useful to to the class or am I using this because it's just like something flashy and new and I want to try it out. So the piece of that for the technology I just thought of this. We also have a, not just. We have two instructional designers here but we have an instructional technologist who actually trains our faculty on these educational tools that are not necessarily on campus which would be the near pod the voice thread the Kahoot, and if somebody was to adopt a course with those pieces in it. Then we have our instructional technologist who would do a one on one training with that faculty member, or if that faculty member really feels as though that they don't want to adopt those pieces that are technology driven. And then she could help them come up with something else that they could handle that they could, they could visualize, and then she would train them on that. So we have a whole, I guess this is a good place to say this but we have we call them the superheroes. We have a bunch of superheroes to have faculty help a faculty member develop their open educational course template. This includes a subject matter library liaison. We have one for each school, and then the instructional designer who's on the project. We also have Jackie who's the instructional technologist. We have our accessibility advocate, just the faculty accessibility advocate, she doesn't work in the accessibility department with all the physical aspects of accessibility, but she works directly with these courses. Yeah, she's one of our labor and. And I miss anybody and the advocates, Stacy and I who helped to educate everybody about what we know about open education point them in the right direction. So having a team could help hold off the technology problems too. The team can go even further to additional issues that might arise so on our team we include student life representatives people about non faculty staff members who are working directly with advisors who are part of that promotional aspect. We have peer success coaches. So at the student level, we can get help for students who might be struggling with some of these technology issues. And we have faculty volunteers, we call faculty champions, who help each other with the technology that they like to use. And we have all kinds of really fun jam sessions or lunch and learn square that faculty member comes just shows people how to use so I mentioned earlier h5p. I happen to be the h5p guru on my campus. And so I offer brown bag sessions where people can just show up and ask any questions, and I'll walk them through the development of their own little interactive activity. I think and part of the site, but part of this goes back to that resource allocation question to is that I think, yeah, all these things, even if there's no money for it, having it be valued as this is helpful for when you go up for promotion, and all this stuff having the institution value and all these things and that being something that is right you're you're not rewarded for it with money or awards or anything but you're rewarded for it by this is meaningful when you go up for promotion is helpful to kind of instill that like culture of that this is important this is an important work to do and so this is important service that you've given to the college. Well, okay and that brings us to the last question, and this is actually something that was brought up in the chat earlier as well. You know it's in the term sustainability and renewable kind of go hand in hand. So I'm just wondering, you know what you think about the application of open pedagogy to support, you know the sustainability of the resources. There's something for that. And not that wouldn't be my position. We have a faculty member who runs faculty learning communities. And she runs them several times a year maybe three or four so she gathers. I don't know 101517 faculty members and oftentimes the oftentimes the topic is open education. And so now what they're being introduced to is the renewable assignment, not they, they were. They were their attention was brought to the disposable assignment, how it's just used for one, one project, that's it one student, one teacher gets to read it, and then that's it, it's gone. But now that the idea of open education and open pedagogy is being trumpeted at these faculty learning communities. Now everybody is catching on to the assignments that they could have their students create that they could use in future courses. So, or or a test bank that the students could put together. Whatever the the faculty came up with a lot of good ideas. So that's one way to bring into open open pedagogy into your, into your institution by having faculty learning communities like we have. With creative commons licensing you can have students creating assignments quizzes videos, they can revise the textbook students have a lot to contribute to the sustainability. Yeah, and I know there was a question that chat earlier about open pedagogy and diversity, equity and inclusion. And I am really cognizant of that especially our institution is a native Hawaiian serving institution it's our. We are primarily Asian American Pacific Islander population and so that population especially is not well represented in the current things available. So I'm especially cognizant of bringing that in when I design courses, and then recently I decided, well my students are part of these communities why not have them help me with this and so one of our in our intro site class. One of the first assignments when we talk about research methods is I have them do as a class, a content analysis of the photographs in the open stack psychology book, and they code them for race and gender and no surprise even though I'm sure open stacks tried are the majority of their, you know, 60% white and 80% males in the pictures. And so then that leads into this open pedagogy assignment where I say okay now take a picture in your community that relates to this topic right and so the idea, and they there's they are given the option of applying a CC license to it so they learn about the CC license, and they. Yeah, then they would this this assignment goes throughout the whole throughout the whole semester and I've recently, we recently did a professional development, kind of it was a learning community, it was I mean that's what it was we just called it. Professional development instead, but it was a native Hawaiian woman who has developed this program based on using photos but also putting a much more indigenous native Hawaiian spin on it. And so she trained us in this how to help guide students through this process is called whole and it's basically just looking at things from an indigenous perspective and I so that has really meshed well with my open pedagogy project already. And so yeah so I'm really excited about that and being able to I think that that's one of the beauties of we are an open pedagogy is you can incorporate these more indigenous methods into the things and you can make it look more like your students right like everybody learns better when they see themselves in the material. And so I think that's an easy in for like, you know, I'm not Filipino so I'm not going to the Filipino. I'm not going to the family gatherings but my students are many of my students are and that's totally related to our course content. And so, kind of using them as experts in their own lives and experts in. I mean, I feel like I also am like cheating because like psychology is so easy to like relate to people's lives right I'm like, Well, this is way easier than like it would be for a chemist or something. But yeah that's how I've been doing it that's how I've been doing I've been using my, you know, striving to reflect my students in the material I give them. And then also so so using them so it was just like a no brainer right to help have you use them as co creators, since they're the ones who are living in these communities and having these lives and so why not have them help me make it more diverse and more representative of them. So I feel like sharing a little bit of a slightly longer ago and not at the institution that I am currently at kind of story. I had a course that I was teaching on educational technology, which of course is one of the fastest moving you can't use that program anymore. In those kind of situations we had a textbook that was several iterations out of date. And I had the students help me create the textbook right from scratch we went through the programs they were going to be using they found the programs that they thought would be good. And we started working it together and had a textbook for the following semester that then they just spent time updating revising adding new information. Because it was all tech new screenshots every single semester new steps on how to do these things. And it stayed current and it stayed relevant for the entire time that I was teaching the course because it was all the students the students were doing all of the updates, which was fantastic. Well, thank you all so very much we did have a couple questions in the chat. The one that recently just popped up here is from Leonia and says can we visit tracking we are before the end. So she says I want to know more about outcomes and success metrics so I just I don't know if maybe someone wants to respond to that providing a little bit of detail about how you go go about tracking we are as far as student success. We do occasionally have our institutional research people compare the success rates of students and only our sections from the students and not only our sections of the same courses are actually going to be doing that. Once the semester's final grades are in. The other thing we do is do a student survey every semester for the students and news those initiative sessions sections. I can add to that. I know that we we are using at Maricopa press books edu. And so we can kind of look and see, you know, how many people are like cloning books, you know, for their own use, you know, in their classrooms and stuff like that. You know, that kind of our network managers can can get that information. And so that's also helpful in terms of just, you know, looking at the usage there. And I also know that if you're talking about global usage. If you share something to canvas commons then it will tell you how many times it's been downloaded so you can at least, you know, get some sense of, like a hundred people downloaded it you don't know if they're using it but it can be kind of tricky. So if anyone else has any other questions any of the attendees if you want just go ahead and put some questions in in the chat. So wait had a question for me about the role of the accessibility advocate. This is a, it's a low credit equivalent position is actually held by one of our part time librarians. And she's paid for the equivalent of a three credit course to put that amount of time into supporting accessibility for people working actually for any faculty who want, want accessibility help. So she's a functioning metadata for photographs all that stuff. Yeah, she and we assign her actually as part of the contract for our OER course redesigners. She's assigned as part of the support team. So they they're under contract to work with her so that's how we get accessibility and they're right from the beginning. You have your hand raised do you want to ask your question. Yes, actually, I want to thank the people. It's like we were discussing things but also everything that was going in the chat, which I kept downloading and Sarah get separated into what I needed to do. So I'm more here to say thank you so much for this webinar it has been useful it's overwhelming but I'll get through it. I just put in the chat with no label at all a link to our complete collection of faculty support documents, most of which were were designed by Regina so I have to thank her for that. I had helped them. Thank you for that bill I was just about to mention it. Okay, so I just wanted to there's a couple of things to wrap up the webinar thank you so much to all of our panelists this was a really wide ranging discussion and I think that I certainly learned of some things that I should probably start keeping in mind as well when I'm when I'm making this webinar. But hopefully it has been, you know, meaningful for all the attendees. I do want to. The question slide that we don't need. Okay, so I just wanted to say that if you're looking for some strategies or some experiences related to the higher level like kind of strategic stuff policy level. Join us on May 11 because we have a really great panel lined up for that discussion at our upcoming webinar. And also, there are different ways that you can stay connected with CCC we are such as for example. We have our community email which is, I think probably one of the best open education resources in the world. It's free to join so even if you're not a CCC or a member you can go on the website, you can sign up and constantly having great conversations asking questions sharing resources. And it's fantastic and then there are upcoming conferences more webinars like I said, and we have our blog as well so you know there's there's a lot more that you can learn. And the last thing is, please, let us know we thought about the webinar today. So by this link is right here. Also, as I believe Liz said in the chat that this this recording will be available for posterity so you can always go to the website and check that out as well. And that's it for today. Thank you again to the panelists and for all of you for coming and we will see you next time.