 If you want to go ahead. All right, I'd like to welcome everyone happy open ed week and we are very happy to have all of you here to join us for our first webinar for open ed week and today we're going to talk about OER basics and I think you'll really enjoy hearing from our speaker today who is a librarian at Fox Valley Community College. And if you could all go ahead and introduce yourselves in the chat that would be great to see who's here today with us. All right. So the agenda today will have some introductions and we're going to talk about like I said the basics the what why and how of OER and also some upcoming events that we think you'll be interested in. There are so many events this week that hardly enough time to attend them all luckily they're being recorded for the most part. But before I introduce Val. Well, I'll do the introductions first and I'll turn it over to Uno so she can talk a little bit about open ed week. My name is Sue Tajin, and I am the coordinator for instructional technology at Northern Essex Community College in Haverhill, Massachusetts, we're about 20 miles north of Boston on the East Coast so it's snowy and cold here still. And I'm also the serve on the executive council of CCC OER as the co-president with Lisa Young from Scottsdale Community College. And Valerie, would you like to introduce yourself. My name is Valerie Magno, and I am a librarian at the Fox Valley Technical College, which is in Wisconsin. Thank you Val. And would you like to talk a little bit about open ed week, would this be a good spot. Great. Yeah, thank you, Sue. And thank you Sue and Val for members of our community and our executive council and Sue's case for presenting this today and I, this is the eighth year of open ed week. Our first one was back in 2013 and so I don't know how many of you are repeat open ed week attenders and promoters, or if this is your first year but it continues to grow each year and get more diverse and countries and languages. So that is really exciting and I just wanted to give you a little highlight as of this weekend. There were total contributions of 235 spanning 27 countries and 11 languages and I won't do the 27 countries but I'll tell you the 11 languages just for fun. Croatian, Dutch, English, French, German, Polish, Portuguese, Romanian, Slovenian and Spanish. And I shouldn't say this but we are still accepting informally open ed week contributions. So that number is likely to grow by the end of the week. So I hope that you are attending additional events besides this great one today. I went to one earlier just a few hours ago out of Oregon that was just outstanding. So do go to the open education week.org website and check all of that out if you haven't had a chance to and I do want to just mention one thing and I know Liz will probably drop a few links for us. But one thing that's different this year is there's an opportunity to dialogue directly with peers in open education and contributors using our OEG connect platform. And you can sign up for that if you haven't previously, and you can join the conversation. So thank you very much for giving me that opportunity. And if you are not familiar with CCCOER, the Community College Consortium for Open Educational Resources, CCCOER is an organization that is I think in its 13th year now, but correct me if I'm wrong in the chat, Una and Liz, that seeks to expand awareness and access to high quality open educational resources, support faculty, and their choice in development, foster collaboration between community colleges and institutions across the country. And the bottom line is really to improve student equity and success. And Northern Essex has been a member of CCCOER since 2015, and they really helped us in Massachusetts get started with our individual initiatives at our colleges as well as our statewide initiative for OER in Massachusetts. So it's been like an amazing organization to be involved in. All right, and here's a quick view of our membership. We have 90 members in 34 states, as you can see dispersed across the country, and we have 16 system wide memberships. And now I'm going to turn it over to Val and she is going to get started with her OER basics introduction to OER. Thank you, Val. Unmute myself. Let's see. Today, I want to talk to you about open educational resources or OER, and how OER can be used to lower the cost barrier for students. Here's my library guide that I use for faculty when I'm giving presentations. And when I do anything about copyright, I always have a disclaimer that I'm not a lawyer and this guide is not a substitute for legal advice. So that said, I'm going to talk to you today about what I understand about open educational resources. Copyright is basically when you put anything into tangible form, original content into tangible form, it is automatically covered by copyright. And that gives you the right to make copies and change it and modify it. And sometimes this becomes a problem when teachers want to use materials because they have to get permission, or they have to pay for access, and same way for the students for textbooks. So there's a big push that has been for a couple of decades now to try to get free textbooks for students. And what's the Creative Commons license does is it adds an addendum to the copyright. It allows the author of the work that I mean the copyright owner of the work, which isn't always the author to give away some of the rights that they get automatically. So how open an item is depends on the author or the copyright owner, they can decide how open they want the material to be. But ideally, the open educational resource gives the person, teacher, student, faculty the ability to make their own copies, keep them on their own database, share them in many ways online. And of course content program, and in particular, adapt modify and improve. Some people get very brave and they risk remix things together. And there's also the important component of being able to share what you do with others. And this makes it so that if you find a perhaps a textbook that you like but there's a couple of examples in there that are outdated. So let's go ahead and update the textbook yourself, publish it is a new version. And then you can use it for you, that textbook for your classroom. One of the ways that the open educational resources are really exciting is because of these five Rs. flexibility that you get from being able to edit and change immediately instead of waiting for a publisher to get around to it, or arguing with them about what needs to be changed. Once you have a free open textbook, you can just change it to match your, your teaching objectives or your out objectives to that you're trying to match to a core requirements. And you can use relevant examples in your course that will bring the information to your students in a more personal way. So you can use, you can choose a textbook, you can add in your own relevant examples, and you can make sure that the textbook you have for your student is up to date. Accessibility is another issue. So how many times we've had students call in the first couple of weeks and ask if the library has a textbook, and we have to say, we have very few textbooks just the ones that the teachers have loaned us to give out it to our intervals. For the most part, students just have to wait, or if their teacher has an open educational textbook, a free textbook, they can have their textbook the first day of class. Even before the first day of class, and even better, they're not just renting the textbook for a semester, that textbook will be available to them even after they're through with the class. And that brings me to affordability. A lot of students are just barely making it they're just barely scraping up enough money to take classes, and they're tired of going in debt. And then you put the pandemic on top of that and a lot of students have just given up, which is really sad because this is when we really need to be taking the time and energy to educate our students. It's an open educational textbook that's free. You lower the cost barrier for those students that are struggling so they can have a free textbook. And the reason this is so important is because research has shown that students that try to get through a class without a textbook, just don't do as well as the students that have a textbook available. Now I know some faculty have said well, you know, even if the students have the textbook they don't always use it and that's true, but they should have the option and the choice to go to the textbook. If they want to, and we can provide that option, a free textbook for classes many, many schools many universities and colleges already are providing these free textbooks. And so you can tell when a college uses the same textbook year to year that the students are learning what they need to learn. And these are authoritative textbooks they're peer reviewed in some cases, and they come from resources like British Campus textbooks are well known open stacks. There's a lot of great textbooks out there. And there are some topics that don't have a whole textbook. And in that case teachers can do modules where they take a chapter here and a chapter there, and either go to a textbook or just teach a class without a textbook and have modules for each concept. And I really try to emphasize that it's important to teach the concept, not the content, because then if the content gets old. You're not teaching something that's 10 years old, you can go out there find the most current content to match your concepts. Increased affordability is a huge important way we can help students. And I like this image I got from Hawaii library that talks through what you might consider if you're going to go into getting an OER. And now let me just mention about how to use the OER. The OER is very flexible, but they are pretty strict about one thing and that's giving an attribution to the creator. And that is just a matter of courtesy. You can see, I have a library guide on attribution best practices I'll just click there. The main thing you need to do to use any kind of open educational resource is to use the tassel and very minimum is to put in the title author source that you got it from and the license. That's bare minimum. But what I would like to ask people to do is to add version information. Although it's really great that there's a lot of flexibility with OER. That means you can find a textbook, update it, but now you have a new version. And it's really important to put that version information in there so that the next person knows which copy edited copy they have of that textbook. I'm just asking you to consider putting in extra version information that you can find and make it easy so that if students want to cite a chapter or a paragraph from that open educational resource that they don't have to dig, you know, spend all their time digging up the information just put it in the attribution and save them some time. The only thing I have on my library guide is a template that you could use for the tassel compared to the citation information that's needed. Again, the only thing that's really different is there's extra information about the version of the textbook or chapter, and I have gone through and showed examples in APA and MLA. If you go back to this main guide, those links are up here. The attribution best practices example attribution. And while we're on that I also want to mention accessibility. A lot of the benefit of these textbooks is they come in many forms. You often have HTML, EPUB, PDF, and the option to print it out. Another thing that we need to consider though is whether it's in a PDF or PowerPoint Word document or webpage, it needs to be accessible. And that means that your images should have alt text, so that if somebody's using a screen reader, they know what that image is about. That's where I'm going to try to encourage you to add a wave extension to your Chrome or Firefox. And I will do a live demo here of what wave does. Wave goes in and it checks for obvious problems with your, your accessibility. And I can see right here that my image has the alt text missing. It's an easy fix. I can go in and fix that and bring my errors down to zero. And I have asked all my vendors and all my web pages that I edit, I make sure that they can pass a wave audit so that I have zero edits and zero contrast. If you have errors, that doesn't mean that it's perfect. Accessibility, usability, that's always an ongoing process. It keeps changing. But at least with the wave tool, you can have a baseline. And if you can get zero errors at the top, at least you know you've, you can go on to the next page and get it up to spec. Once you have all your pages up to spec, then you can go to the next level and keep adding features. I highly recommend the wave tool to get information. You can click on this link and I talked more about it and how to find it. So back to my guide here. So attribution best practices, an example attribution is available and promoting wave for web design. So you have your content. Well, first of all, you need to figure out what your concept is that you're trying to teach. And so you define your concept, and then you try to find it. Once, and I'll go through some finding aids. Once you find it, then you're going to be able to adapt it to your learning objectives, align it with your core requirements and then use it and have flexibility. You might be asking, how can I find it? Well, finding OERs is a lot like looking in any other database, whether you're looking for articles in an EBSCO database, or if you're looking for textbooks in the OER Commons. You're going to start with a broad search and then narrow it down. I have actually a guide with a bunch of links per topic that I've been collecting. And on the first page, I have some of my favorite OER finders and open textbook sites. LibreTechs is an excellent group of textbooks. OER Commons is one of the most common places that I start when I'm doing a search. So if I put in something like business, and I do a search. I can use the opportunity to choose the education level. And then I can go into media format or material type. In material type, scroll down and you can click textbook. This pulls up a number of textbooks that could be used in a lower division or community college. You can then click on one of these. It gives you information about the resource, who endorses it, who's using it, and tells you about the licensing information. And then you can click on the view source to get to the source to see it further. So an example like this, what I would end up doing is I go into the read book and contents and that will let me look closely at whether this book is going to meet my need. Now at this point it's in OER Commons. To get out of OER Commons, you can just open and so you just right click. Let's see, no, I guess you can just, yeah, right click, open in a new tab. And when you open it in the new tab, you're going to be in the actual work itself. So OER Commons is a great way to find things, but when I'm actually linking to them, I go into the resource itself. And that OER Commons, I have an example screenshot of doing a search just to get you to see where here's the subject area that you choose. And then it puts up the different tags that you can then add or subtract. Merlot is another excellent resource for searching. What these are is collections of bookmarks. So a faculty member that has a user account in Merlot, they put their bookmarks to their favorite resources and looking at other people's resources can give you an idea of what they have found. It's kind of like peer review because they liked it enough to put it into their bookmarks. You just have to check to make sure if it is OER because not everything in Merlot is OER. But that doesn't mean you can't use it. You just have to use it as a copyrighted material instead of an open education resource. Another thing that I really like to use is Skills Commons. And Skills Commons is really good for those things that aren't as easy to find in other ways. For example, if you went into welding, you might not find anything on open stacks about welding, but Skills Commons has a lot of materials for people that are trying to teach welding. I use that when I'm running into kind of a dead end with just a plain textbook for a class, I can go there to get alternative resources. I like I went a bit fast on that, but does anybody have any questions? There are no questions in the chat as of now, Val. You can get back to me later. I'll put my email address in the chat, and I'll be sharing handouts and slides and that will have links that you can go back and look through my library guide feel free to to borrow and the idea with being librarian is to collect the best information and share it as widely as you can. So thank you for listening. And please feel free to contact me. If you have any questions or suggestions. Thank you. Thank you Val. So, we have a handout for you that was dropped in the chat and these slides will be available through the CCC OER website. So if you can contact Val, you know right here is her email address, and there is our her library resources, which are great I already booked marked them while you were talking. So there are more opportunities to get involved in the spring. CCC OER has a host of webinars that have been put together by the professional development committee, the next webinar. So of course this week is open ed week and you can go to our website or click on the link. So you can see all of the events that are happening this week and then on April 14. There's a webinar on the K through 12 and Community College collaboration, May 12 finding professional development resources for OER adoption and creation which should be pretty interesting and then on June 9. We haven't determined the topic yet, but we'll pull the members and see what people are most interested in for that webinar. So we have webinars in both the fall and spring that are free for anyone to attend. We have a webinar also. Oh, go ahead. Just before you move to your next slide I saw somebody getting ready to click to the next slide. I did want to say tomorrow we have a webinar at the same time as this one. And it's on our regional leaders of open education initiative. And so, oh, sorry. We're entering phase two on that one so we had a lot of I hope that participants today but a lot of our members and a lot of our community join us for that. That initiative over the last year and a half almost. We're really looking at statewide leadership and system wide leadership and having folks collaborate across boundaries for leading their open education projects and sustaining them over time and so we're moving into a more of a network phase where there'll be more formal training for those leaders and helping them to develop and implement strategic plans at their institutions or organizations. Thank you. Thank you, Christina. And on Wednesday. I'd like to give a plug for this webinar and it will be at noon Eastern time so usually they're at three o'clock Eastern time 12 o'clock Pacific but this one will be at noon and it's a web, it's a pink going to be a student panel discussion with the Massachusetts Student Advisory Council and the assistant commissioner of the Massachusetts Department of Higher Ed. And we're going to talk about how the students really spurred the OER statewide effort in Massachusetts so it should be interesting the students are really excited about it. And then on Thursday, there'll be an event around open pedagogy and equity and Friday. Global and CCC OER leadership opportunities and I don't know if those are live webinars or events that are through OE global connect. Sue, yeah, thank you for asking those are actually going to be asynchronous events, OEG connects so they're going to be discussions online. And they've, they've already been started in the OEG connect discussions base so you can start those early if you want but Thursday will be the focal Thursday and Friday will be the focal time for those two topics. Thank you. So definitely stay in the loop with us keep in touch bookmark the website. Join our community email list that it's probably one of the most vibrant email lists that I've ever been involved in if you have a question you're looking for resources. You posted out on the email, and you'll, you'll get five responses right away. You know, it's a great way to network and connect and learn and all different levels of OER, you know, experience out there. And the best thing about it is there are so many people on the list that, you know, you get different perspectives from across the country. And we also have a blog, EDI blog and student OER impact stories on the website so those are always interesting to read. All right. Thank you everyone. Any questions we can open it up to Val for questions right now or post them in the chat. Whatever you'd like. Thank you so much for joining us today and thank you Val for sharing that awesome lib guide. There was a question in the chat a while back Sophia Cook asked what link do you share with the students and how not sure exactly what link she was talking about. We have the library guide links as students ask questions. A lot of times in chat or email, they'll ask a question and I already have a guide that refers to it. And so I'll answer a little bit and then I'll say for more information, go to this guide and let me know if you have any questions after that. If you have any people in this case for faculty, I would just send them. Usually what happens is they sign up for class, half of them show up, and even the ones that don't show up I get the roster. So I email everybody after the presentation saying thank you for being interested. And I give them a rundown of what I covered and the link to the library guide that they can use for reference. And Val is, is that for faculty. So into classrooms and talk to students about a lot of topics but for we are we've been just focusing on faculty at this point. Gotcha. And people can, they can unmute, they can unmute right Liz and go ahead and speak up and ask questions if they'd like to do it that way. Yes, they can unmute themselves. More discussion recently about the difference between open access, as in, you know, journals. And, you know, I'm thinking about subscriptions which aren't actually open access necessarily are free to students at an institution that holds a subscription. It's confusing because of the term open open means different things in different contexts. So open access you've got things that you can get to for free. And you've got things that are under copyright and you can't like print them out and sell them, but you can link to them. So that would be open access that you can access them for free. And you don't have to worry about it. If it's under copyright though you have to be very careful not to upload it into your blackboard or your web page and say hey look at this material and you might be preventing the owner of that copyrighted material from making money off of it by publishing it and distributing it without their permission so if it's just easy to get to for free that doesn't mean that you can do whatever you want with it. So with open educational resources, there has been specifically put a creative commons license or GNU that's also but that's older, but they've put an addendum to the copyright that the copyright owner has preemptively given permission for someone to do certain things with their content so that they don't have to come back and ask for permission each time. So the ideal would be CC zero. That's as close as you can get to public domain for as long as your content is under copyright law. So the next level of open that we really like is the creative commons 4.0, which means that you have to do an attribution, but other than that you can make copies you can store it wherever you want you can mix it match it, you can do whatever you want with it, as long as you attribute where you started from you know who who the original author was. And there's a there's a variety of ways that a person can open up the rights to copyright they have on the creative commons license website they have a little form you can fill in or you know just electronic figure out what kind of a license you want to use. If you want to make it open everybody can do everything but you don't want to make money off of it. You can put in an NC on the license so that it's non commercial. It's an ND a non derivative though you've taken it right out of the OER realm it's no longer considered open educational resource because the whole point of the OER is that you can make derivatives and edit and change it and update it. So did I answer your question. Yes, I think so. You know, open access doesn't necessarily mean that you're, you have to have that creative commons license or a new license on top of the copyright that the copyright owner has granted in order for it to be considered open educational resource. Everything else is probably just open access you can use it for free but you have to be careful because just because you can access it doesn't mean you can, you know, you can access a song on YouTube that doesn't mean you can go up on stage and start singing it and charging ticket price. So it's copyrights having a hard time keeping up with the internet, but they're doing the best they can with a bunch of little extra laws and so yeah I just treat I treat everything as if it's copyrighted, unless I see a specific creative commons license attached to it. Okay, okay that that's helpful. I know that when you find something on the internet that you can have a link to assuming that it's not posted there illegally. Then you can share that with your students but that link could go away. Right. There are a set of journals that are open access journals, and I, I was under the impression that you could actually share copies of that with your students, not that you could edit it. But, and I'm, maybe that's, I'm not a librarian. So, I, you know, the idea of the open access was that it could, in particular this comes into play with medical journals where, right, life's information there. Yeah, other recent medical researchers really need to know, and medical practitioners, so that they can treat people so I was under the impression that those could be copied but. The, the open access in that case means that it's free to read. One of the biggest problems with our health and medical and research is that you run into a paywall if it's under some place like vendors like ebsco or pro quest or Peterson or you know there's all these vendors, they make their money off of licensing access to journal articles. And if you take them out of the loop and you say okay well we're just going to you know taxpayer money paid for this research. We think the taxpayers should have free access to it. You're basically saying anybody can access this for free. Now, once you access it. I would have to look into exactly the specifics of whether I think it's still considered under copyright so it's still treated under fair use that anybody could have one copy for their own personal educational non commercial use. But I don't think I would be comfortable with making 30 copies of that article. You might, you know that's pushing the fair law you might or fair use you might be able to do that and hand it out in class to not be in trouble but the thing with copyright law. So I'm thinking of like public library of science, you know, right, and I'm thinking about nature. I think they were open access and so. Yeah, it's a great question and I mean it's a great. I, you've given me a different perspective on it. Well, though I think well, I think that if it's open access in a journal she probably can copy it and give it to my interpretation, Val and I work together. Yeah, this is. I knew about this, I think it was an open access journal. You could print it off and give it three 30 copies because basically the grant has already paid for distribution. And they're not losing the market value and that's, that's kind of the crux of the copyright issue is that you don't want to step on people's toes and keep them from making money off of it. Well, if they've already not, if they already are in a situation where they're not making money off of providing access, then that's not something they can lose by having multiple copies. But in that case, they would be very upset though if you edited it or revised it in any way. Right. Yeah, and some of these open access, you are allowed to rewrite, you know, but if it's an open access journal in that case they're wanting it exactly as it is the day you downloaded it. So in a sense it's ND. Yeah, it's it's a non it's a non. Oh, whatever the word is. Yeah, it's, it's basically you can have extra copies as is, but you can't change edit ads. No, we would get foggy as if the journal had a brilliant illustration. And a fantastic picture of COVID-19. Could you then use that in other purposes and in that case you would probably want to write the copyright owner to see if you would get permission, unless it was from a government source. And some government sources don't go under that though because if the government outsourced it to a private vendor. If you said copyright from the National Library of Medicine or copyright from CDC then you're probably okay. Yeah, yeah, that's why that's why you'll find a lot of images from the, the PubMed in various websites because they can take that. But yeah, I think I think it is a big problem with the idea what's the difference between open educational resources and open access and I think the main thing is the open educational resources have that overlying Creative Commons license that allows you to modify it and do derivatives the end the ND the non derivative is open access but you can't do anything with it. Does that make sense. Yeah, yeah, thank you. Yeah, yeah, for sure. Does that does that you're understanding to Catherine. I would think so I will say though that on occasion. I was at the last last month was low vision month. And so the National Library, the National I Institute had all this publicity about preventing glaucoma and other eye diseases. And they said, use it makes it however you want we're just trying to help save the public site. And, and they had all this stuff that you could put on your website you could put in social media wherever you want it, just because they wanted to get the word out. Wonderful. And one thing I wanted to mention I Val and Catherine I know you're aware of this but the US Department of Education but for folks who might be new because since this was a beginner webinar. The Department of Education passed in 2018, the requirement that almost all of their competitive grants require that the materials produced are openly licensed. So, and I think it says CC by so it's, that's, so, there'll be less of, you know, government resources that are developed by private industry under a grant that are not openly licensed. Which is a good thing. It is a good thing. It's a great, it's great. Yeah. Once again, I want to thank Val and Sue today for joining us for this really informative kind of getting started webinar on OER and attributions and I want to say there's, there's a lot of great stuff going on in around OER and I don't know Catherine or Val if you wanted to give a shout out to some of the great stuff that's going there going on there before we close off the webinar. Well, we do have a lot of things going on I have in my handouts information about the Wisconsin consortium which we call cows. But the main thing is that we have an affordability conference up in the nominee. We didn't have it because of the pandemic. This, well, we'd had it but not everybody showed up. But I'm looking forward to next year and going to another affordability conference will probably be in March up in the nominee. And that's where we get together with vendors and people that provide content and other practitioners and talk about OER and how we can move it forward, get more colleges more faculty on board and help faculty to move over to OER. And that's about the free textbook it is, it is a really wonderful thing but a lot of faculty are nervous because they're used to having a lot of test banks and supplementary material from the publisher. In addition to the textbook and they depend on that to supplement their teaching and really it's not as much of a problem as they might think because in many cases, a textbook that is adopted by more than one university or a work group on OER Commons they have groups that get together and they discuss the textbook and they provide test banks and so forth. They kind of put it all together. So a lot of times those test banks are available out there. And also as a plug for open pedagogy, you can have your students create questions and create the test and I think that really makes the students dig in and understand the material. They have to come up with three questions and each question, you know, has maybe multiple choice they have to come up with the right answer, an almost right answer a wrong answer and, you know, basically all of the above and the students then because I had a class that forced us to do that, the OER Commons licensing class did that where you had to really know not only what was in the chapter, but you had to come up with a question that couldn't be answered accurately and clearly, and yet know enough about it to make a question that wasn't quite right to trip someone up so it's, I really believe in having students become active parts of the content creation when it comes to supplementary materials, and there's the idea of not having homework that's disposable but having homework that is then usable in another context. That's a wonderful thing. But even if you don't have time or energy to have your students make these supplementary resources. There are a lot of supplementary resources out there. And if you just, you know, come up with the concept. Then you can you can start searching for it and find a lot of different resources to explain that concept or illustrate that concept. Thank you Val. Thursday, our theme is open pedagogy and equity. And so it's going to be an asynchronous event, but I heard that Friday, open Oregon is having Robin DeRosa speak on open pedagogy and that's another free event. If you're on our email list, Liz is sending out all this information, or you can of course go directly to the Open Education Week site, as well, and see all of those things because don't forget there's some really wonderful global events that you have an opportunity to attend live. I'm just putting this in for Val because she was answering, but Wisconsin does have a very exciting initiative called Open RN. It's a $2.5 million grant. I put it in the chat. Because if you're a nursing instructor, they are already writing textbooks or have written textbooks that you can use and others will be coming out soon. Yes, and Kim Ernstmeyer who had set up at Chippewa Valley, she's presented at multiple events with us, which is wonderful. They were one of the Department of Ed, the US Department of Ed grantees in 2019 so thank you so much Catherine for sharing that and it's a wonderful example they're doing five textbooks. They finished their first one already, and they're in review on the second and third one. And so just, they're moving ahead. And it's really exciting to see that. It's great. This is your last chance to catch these experts Val and Catherine and Sue. You can always email us. The recordings will be posted so. I have a question in the chat that says do you know of any initiative similar to open RN specific to anatomy and physiology. I know there's a lot of virtual dissection websites out there. I'm not too sure I haven't looked into anatomy and physiology and in particular. I looked up anatomy and physiology for someone recently there are some OERs that have already been written in that area. I can look for them I don't remember whether they were listed on Merlot or somewhere else. Yeah, it came up at a meeting I was at which of course, in the last month or two. There is definitely some work being done in that area and I think it might actually be around anti racism and equity because that's been kind of our focus recently is finding anatomy and physiology. OER textbooks of course open stacks has one, but that actually represent our students and our world and are not strictly all white people. So, I know that there is a project going on around that. Yeah. So Marie you can definitely email us and it sounds like any of us could share some of that information with you. I have a question this is Sophia if I may please. I have you share a textbook find the final product product once you have the final product. What do you share with the students for them to have access to that textbook that OER text or materials why is it is the link that we find it under or really you would have a copy in your own institution. The reason I recommend that is because whenever you link out to something that link can disappear a, you know, right now open education like OER Commons is this wonderful website. But it's on point, you know, a few years from now it might merge with another one, or it might close and so you want to make sure that if your students are depending on that textbook for the semester. You should have a copy of that textbook on a server in your own campus, and then you would link to that. And does that I mean you could also offer to print some out and sell them in the bookstore or some of them, you can click and they'll send you a print out and the cost of printed textbooks is based on just the cost of printing not. It's not a profit driven situation and you can send it to FedEx or someplace to get copies printed out because that's that's part of making it accessible. And a lot of times you would just send them a you'd have. Well, what I'd like to do is I like to have the teacher. Let me know what they're using and I'll provide links to the textbook and links to supplementary material, so that the student has everything in one class in one place, but for you so for yourself personally you could just, you know, have the link in your say blackboard or Moodle. And because it's open educational resource you could actually upload a PDF if you wanted to or put sections of it in in as content in your different pages. You're you're pretty, pretty open to how you want to distribute it but it's a good idea to have it available so that they can either print it out, read it online, or hear it. I mean that's that's one thing that doesn't get addressed enough is that to be accessible it has to be something that can be read by a screen reader, and you know preferably something that will read it out loud to the student if, if they need that. Thank you so much. I have a question about writing textbook writing initiatives and in various disciplines so I Karen I'm assuming Karen Coughlin I'm assuming that you're, you're looking for some opportunities to get involved with possibly contributing to a textbook Sootastion shared the rebus community there, which specifically does work on those kind of initiatives of getting groups together to develop OER textbooks and has produced some really wonderful ones so do check that out. And I wanted to just give you a little tip. It's in the handout but I might as well just say it that if you're looking for materials on any topic, and you want to know what subject librarians have on their library guides about that topic, you can put in your in Google and then the word site SIT E colon dot edu and the word lib guides, L I B G U I DS, and that's going to pull up a bunch of library guides written by subject specialists in libraries, and then if you look at a few of those, you can see that there are some items that you'll find in every guide, and I consider that to be peer review if I if I go through 20 guides on anatomy, and every single one of them refers to a particular resource then I figure well I want my students have access to that too. So that's that's one way of finding resources based on what other libraries are recommending to their people. Can you repeat again please what was the extension or link that you mentioned please. The link for what the the one you said if we add certain things at the end. Yeah, here let me just I'll just, I'll put it in the, I'll put it in the chat box. Thank you. Make sure I spell everything right and make it easier. Sorry for the time I just stripping out the nonsense out of the URL. So here's the track of where we're searching from. So they, I think they put like the latitude into it or something. Okay, so here's an example search. And what that would do is it would look for the words anatomy and we are in educational websites that are that use lib guides as a way to make research guides. I guess that's something I do a lot of times when I'm just looking for quick answers about a topic. I'll put in the word lib guides, so that I get into the library research guides that other librarians have created for their for classrooms and faculty. Are there any other questions. All right, well, I hope everyone has a happy open ed week and thank you so much for joining us today and hopefully we'll see you later in the week or at another time online virtually or when we can all be in person again. Thank you. Thank you.