 So that's a really nice segue into our next talk Chevere introductory Spanish one and two an OER textbook and this team comes from Sunni, Oñanta. So way to go upstate New York. Elizabeth Small, Alejandro Escudero and Maria Cristina Montoya and Ed Beck. So a team of four. So it's all yours. Okay, so I'll begin. I'm Beth Small. I'm the chair of the Foreign Language Department at Sunni, Oñanta. And with us today are my colleagues from the Foreign Language Department Alejandro Escudero and Maria Cristina Montoya, one of our colleagues, Erica Brown left for a different school. She's not with us today. But today we have Ed Beck our colleague. And instructional designer from the Teaching, Learning and Technology Center on our campus and he is going to be the first person to really speak take it away. Yeah, thank you so much. I'm the OER lead for our campus. And one of the things that was a little bit unique about this was because of our close partnership with our Sunni state system. Back in 2018, the Sunni system identified certain areas that were lacking in OER content. And I say that with all respect to everything that's going on at this great conference. I want you to remember 2018 was completely different time for Spanish and Spanish OER projects. And they said we need a project that can be ready to adopt by anyone anywhere with all the tools of a fully functioning course. And so they said they put out that notice wanted Spanish authors and Sunni Oñanta did a competitive grant where they were able to be funded to create those. And this is really focused in our OER projects to have this whole catalog of ready to adopt courses, which is important for us to be able to spread it across our entire system of 64 campuses. And we're really proud that our Spanish one introductory Spanish book is now part of this ready to adopt catalog that people are able to see and use a very important thing they did. In addition to funding us was they partnered they partnered us with Lumen learning, who is our systems major partner in OER activities. And what this meant was this was an 18 month writing process for these four very dedicated faculty members, but Lumen learning, not only help them through that process. But once it was done, they're going to continue on with the continued maintenance of this project afterwards. So the continuing improvement, this project will be maintained. And Lumen is going to help us do that, which is really important. Because it's a Lumen product, it's really focused on being integrated directly into the systems that we use. So the final product does integrate directly into our learning management system. It is something that has self checks built into it. And that's something that came out of that big partnership with Lumen learning and we're really grateful that we were able to do that. And that's what I had to say. All right, thank you for the introduction. So I am Alejandra Escudero. And I will now be talking to you a little bit about the process and what we used in order to write our textbook so just so you know we refer to it as charity. But in fact, we actually wrote two separate parts to the charity textbook one that we use at the beginner level. And at the beginner level part one and the other one that we use at the beginner level part two so the equivalent of Spanish 101 and 102 depending on your institution. So the first thing we did was that we used share documents in order to draft goals and topics and include the vocabulary and grammar that we wanted to show our students and to teach our students in each unit. So the book as I mentioned starts at the 101 level with basic introductions and it goes all the way to the presentation of the future tense as the ending of the of the second part of the book. Each unit starts with thematic vocabulary and contextualized grammar. We feel that just showing grammar just for the sake of showing grammar is not useful but we do it in a contextualized way. And this is really important because we embed this contextualized vocabulary and grammar into everything in each unit we embedded in activities readings and the assessment so everything is tied together in a contextualized manner. There are different kinds of exercises. There's one kind of exercise that is individualized that students can do by by themselves and their self checks so they get immediate feedback. Then there's another kind of exercise that there's there meant to do in the classroom, perhaps with a partner and do one on one conversations, small conversations. Then there are certain activities that they where they can derive more personal information, and then there's more, there are deeper conversations. So we take our students in a scaffolding and scaffolded manner through this vocabulary and grammar and elevate their discourse. We use a communicative approach because we want to focus on what students can do with the language versus them knowing what, you know, preterite imperfect it is, but actually using it in communication. Of course we were, we would not be able to do a good job without taking into account a professional background and act false. So we took advantage of communication communities cultures comparisons and connections, in order to put everything together to tie everything together and embed all of our topics and grammar into our, our units. So now I'm at a Christina Montoya is going to tell you a little bit about what we did with the culture sections of our book which is super exciting and different from other materials around. Good afternoon everyone. So, when we were discussing the culture we wanted something different something that is not the same as presenting the culture in a traditional way as, as other textbooks that we worked. So we thought but we still need to inform the students in a descriptive way about various topics of culture so we kept something more authentic about culture. But then we, we added bosses and bosses. It is a contribution from our own students includes authentic explicit cultural content that we collected from our own students we have a lot of heritage, Spanish students as speakers. So we included their, we use their writings in some other courses, while we were making the text, and we included their, their narratives. So these provided an anthropological view of cultures, because they were explaining what a quinceañera is from their own quinceañera where they party they were explaining Dia de los Muertos from their own practices how to make tamales with their family. So this authentic input gave them a voice our own students and also we make sure that we included the second language, Spanish learners, because they also have a voice there in how they are incorporating their learning and also appreciating the Spanish culture. And through this, we created a series of assessments that follow the integrated performance approach from that act full proposes, and his interpretation of the text, then some questions that will prompt for the interaction. And at the end as a third step to present to construct something with the content that they have learned on the text. So really, what our goal was to reveal what a students can do with the language, the activity that engages a student in authentic interaction, and also that learners were able to construct meaning in real world context. And that was our purpose for including voices and so far it has been very engaging with the students to to read through the content that other students have to contribute into the book. So as a last thought, the final thing is, how can you get your hands on this book. And I can see that Jennifer Jensen has shared the d space link. And that will take you to basically this point we've got two versions of the book there's the way maker version, which is this highly interactive formatted to, to connect with your learning And we also have a PDF version of it, plus the digital sort of the the original basically press books version of the PDF version. That's not interactive necessarily but allows the manipulation of the text if you want to. Again, this is OER so if you want to adopt and adapt the book so we have it in in various formats for people to use and five minutes for questions questions. So the first question we have in the chat, are you taking modifications suggestions. We prefer to change it only as our own adaption, and how long will it take to turn around and see those corrections. So that's a very interesting thing and it's part of our partnership with Lumen that Ed was talking about before. They've put in a button at the bottom of the page on on the Lumen version of the book that allows you to, to put in suggestions, typos corrections things that you'd like to change. Turn around. I don't know. Not never, but I can't promise that there is a cost to using the Lumen version for non SUNY people with the SUNY arrangement with Lumen is for SUNY students to basically SUNY is paying Lumen for it but for outside of SUNY it's it's low cost basically 20 bucks as opposed to 200 plus, which is what we used to pay for a publisher's book. The Lumen version is what's called a press books version. So those of you that have press books available at your university. You could make a clone of it and copy it and Lumen will even help you do that for that because they do believe in a we are. It's just that when you pay Lumen you're paying for a help desk, you're playing for your support, you're paying for those things other universities might choose to do that themselves just part of our partnership and SUNY that they do that for us. This works in canvas to I believe that it works in different elements LMS and that it has something nice for us it was a blessing that we had this during pandemic, because it took over a lot of practice. We had a lot of interactions with the students and then the students, they do their independent work, and if they do well they get a message from from the system saying great work, and I get a lot of the students emails back, saying, Oh, thank you that you're telling me that I'm doing a good job. So this really engages them with the material, and they know that I'm paying attention to what they're doing independently as well. Thank you we still have a couple minutes for questions to people have other questions. There is a lot of people that participated in this creation so if you and still participates. So if you are using it and feel that there's something that should be modified or better presented or or you find an error. If you just click contribute, and then woman will fix it. So we, we put it out there, but it keeps growing it keeps being modified. What's nice is with the way they're taking those suggestions is right on a Google Doc, where you can go and go right into suggesting mode, which also means you can copy it make it for yourself. Someone else said, Oh, I wish we had Google Doc version as well, because of the work we've done with women we already do. So there's a lot of versions of this book for those that want to continue to use it adopt it take parts of it. And we welcome that. I also wanted to add that if you're concerned about you know what kind of materials. What do I have in order to teach this class when we go back in person if you're if you're still teaching online. Lumen was able to provide us with help in order to create additional exercises for practicing class. There are PowerPoints that they created to use in class. There's a section called repassos. So students become familiar with a possible format that they might encounter on their exams. So there are all these additional things that that come with Lumen. So what what you could expect from our regular Candela versions, which is like the press books or website version of our textbook is certain activities and the bosses section and the culture section but these added things come with the with the Lumen version of her book. So so there's, there's other great resources as well. I think that we're at the end of our session I want to thank our team from Sunni only onto that was terrific work. And I love how you are talking about it as the work continues so you keep updating it and that of course is the whole nature of the dynamic nature of we are, and then also your emphasis on collaboration is other people are using your work and giving you suggestions so it just keeps going on and moving forward.