 Continue to go ahead and continue to introduce yourselves in the chat. Thank you for coming. Today is our webinar is titled measuring impact with open educational course markings. I know we all have an interest in this so I'm glad you're here. Our agenda today is to just a quick overview of what CCC OER and OE Global is. We have a panel of experts to tell us their stories about open course markings for open education. If you stay tuned for a few minutes right afterwards we'll have information about upcoming events and how to stay in the loop. CCC OER is a community of practice and we have webinars each month and a variety of committees to encourage colleges to collaborate on our open ed programs ensuring equitable access and success. We have about 101 members from 35 different states. I would like to introduce our new welcome to our new CCC OER program director and if you'd like to say a couple words Heather thank you. Thank you for the warm welcome. It's wonderful to be here. I'm very happy to be a part of CCC OER and taking the reins from Una Daily. No one can replace Una but I'm very happy to try and to work with all of you in the community moving forward and I'm very excited about this panel of practitioners and administrators on you know talking about such an important topic. Looking forward to working with you all. And Beatriz Canales will introduce our panelists. Thank you all for being here. If you'd like to put questions in the chat I'm sure we'll have some time right at the end to answer any other questions you might have. Thank you Beatriz. Do you want to take it away? Good afternoon everyone. Thank you for attending our December 13th webinar on measuring impact with open education course markings. My name is Beatriz Canales an academic unit assistant from San Antonio College one of the colleges of the Alamo Colleges District and I will be your moderator for this panel. So that we're on the same journey course markings are tags or attributes that offer students ways to customize their search for course characteristics. I would love to introduce you to a unique panel that will speak on their origin story regarding course markings in class schedules. Their origin stories will vary based on a student's experience, based on a journey of a community college district and based on the work of the Idaho Board of Education. Thank you all for coming and let me just introduce our panelists. Ms. Pamela Harrington Morardi is a director of universal access of instructional materials in the office of the vice chancellor for academic success at the at the Alamo Colleges District. Dr. Jonathan Lashley the academic technology program manager for the Idaho State Board of Education and of course Michael Valdez, San Antonio College's student government associate vice president. So we'll start with Michael. How did you begin your journey with OER course markings? Hi everyone. So initially I began my journey in my federal government class. My professor used the one of the OER resources online. It's called OpenStacks. So we had our federal government class that used that material. I remember my professor saying that like students should have access to materials that not to pay for and free. So it was really nice. So throughout the class I got to actually you know look at my textbook by just going on the website and I had the ability to download the textbook onto my computer or if I was like doing work on the school computer I was able to quickly and easy find the textbook because it's it's online. And Pamela? Great. Hi everyone. So I'm in a new role here. I've only been at Alamo Colleges District for about five months now as a staff member and so prior to this I worked at a community college. I taught developmental English and college success courses for 13 years and during that time I was an advocate of OER and so in 2015 I believe it was I was charged with redesigning a course that I taught along with other colleagues and with that particular course I was able to adopt OER for that particular class and I was granted special permission to do so. The other sections that were taught used a commercial textbook and so with that institution the institution did not use OER course markings so I come to this kind of journey with an experience where there were not course markings to an institution now where we use course markings across the entire institution and so I can say that you know in that in my history I've learned how important it is to use course markers for the student's perspective and also for the institution's perspective and so as a community college instructor using OER in my classes I did have a positive experience the first time using them because you know I had students come in in the first week of the term some of them had already purchased the textbook from the bookstore and some had not purchased the textbook and at the time I didn't particularly support the textbook that was being used in the class and I really found that OER broadened what I could teach in the classroom and the students were very happy to be using OER so it was very positive I was able to tell the I think there were probably like 10 students in the class who had bought the textbook go return your textbook you know I had permission from my dean to say go return it you don't need it and then the others who were planning to buy it I could say you don't need to purchase it and there were cheers in the classroom students were really happy about that but I will say going forward in other classes that I taught there and I did hear about experiences where students would come to a class that was using OER having purchased the textbook from outside the college maybe from another student former student or another place where they couldn't return the book and so that was wasted money because the students did not have a way of looking up how courses or which courses were using OER what the materials were so I could tell that for other sections that was maybe a frustrating experience for some students and so I'm very happy to move into an institution now that has been using OER course marking or banner attribute since 2014 and so in the state of Texas there's legislation that requires OER courses to be marked and so this is to you know help students be able to identify courses that don't require the extra cost of instructional materials and across Alamo Colleges District the five colleges are individually accredited but work together as one institution and they all use a single attribute which is A OER and that really enables students to be able to look up classes that use OER in the course schedule but also equips the institution to be able to track which courses are using OER to compare how OER may gain or where they when they may wane or which courses maybe use OER at a particular time period and then shift to something else so I think it's really helpful and it's a contrast to what I've seen before in the previous institution where students were happy or frustrated and that institution still does not track OER courses by the the schedule of classes there's still not a systemic way that the courses are tracked and so I see benefits in it but also and maybe I'll talk about this more with other questions I see some areas to grow as well too so thank you I suppose it's my turn and thanks Pamela I think that kind of being a segue it's almost like the organization of panelists was intentional in answering this question because I have the unenviable task of representing faithfully Idaho's eight public institutions we have courts of union college just in four universities but my story is at the institution level and actually at a community college in Oregon but I think it's also quaint because Idaho's story around course sharing really starts at the institution level as well so for me my first faculty role was in central Oregon I think I saw a Amy jump on so I was there for a few years and we had independent bookstore at the time I was faculty they are the nature of my students in a rural part of Oregon the castle large net is that they certainly had needs as it related to access of materials especially as it related to when financial aid might be released for many of these students and so I worked with our bookstore to pilot just a means of informing students not only what the cost or where students would get materials in the event that there was a cost associated but also descriptively providing more information on if I was using online public domain open resources where they could access those and also what that meant in the nature of my class so I was a writing teacher and anyone who's dabbled in open pedagogy recognizes this relatively constructivist pedagogy and it's also if you studied writing studies you know that it's a long-form way of what we do the co-authorship of knowledge with students is something that has long been an integral part of especially the first year writing classroom and so fast forward to 2017 I moved to Boise, Idaho to work at Boise State I naturally had by that point learned about the open education movement as we now know it we are pedagogy and so on and I was hard to find that I had other colleagues at the institution who were also interested in OER they just weren't necessarily meeting on a regular basis and then Idaho is a very small state we have 56,000 full-time students roughly and what that also means though is that across our eight institutions typically if you're doing work in libraries and active technology like I was if you're teaching specific courses that are common between multiple institutions chances are you're going to connect with one another and so we started forming regular conversations around how can we support one another recognizing that this is still an emerging topic none of us had OER open education our job descriptions how can we raise awareness and importantly how can we also capture the authentic needs of our students because ultimately that was always the goal is how can we recognize that every institution that we might share students that might be pathways between institutions ultimately we need to listen to the student voice first and what they need in terms of the information on hand at time of registration to make important decisions and fortunately at Boise State we already have a governance structure around active technology where we had representation from our student council and what was great is that we would have a representative that would go through these meetings with us throughout the year they'd want to see information provided in the management system maybe top of notifications in the student information system about what the real cost of these course materials are going to be and then they get super energized they get very excited and then like clockwork they would graduate and so one of the first tasks we had was really connecting with these student leaders and empowering them to not only document the initiatives that they care about in course and in course marketing was one of them but then also work with the upcoming generation of candidates to put OER and course marketing as part of their platform that they were running on so that you had continuity in these initiatives of student representation so beyond that Boise State we started meeting and convening as committees other institutions started forming committees as well but what we also learned from talking to faculty and students directly is that OER is a great means to an end but it's not an end in itself and addressing access and affordability issues we had really cunning interest from libraries and innovative ideas around just better utilizing library access that we have we had opportunities to better use public domain resources and ultimately try and form common definitions around cost around openness around the pedagogical implications of that all in service to educating upward eventually because now I'm at the state I've been the state board roughly six years now and the benefit of that is that we still have a robust community of practitioners at all of our institutions who are informing various important things to help scale up this work and the biggest one arguably is our policy 3U which I just posted in for the chat this board policy by its name it's focusing on course material access and affordability but a mainstay in the criteria they're both the optional and what's expected of institutions and developing plans and accordance with the policy is having strategies around course sharing and it's around the information that students and faculty specifically want to share and so or want to share and want to know and so that's not just what is OER or what is the very low-cost price point that's required but also things like what's often referred to as inclusive access but we refer to as automatic billing programs because we don't want to see that rhetoric to them and so that's the quickest and dirtiest story of telling I can get developed happening in Idaho and I would also just encourage and suspect this for my other panelists but if anyone in our limited time today has follow-up questions please reach out I'm happy to share more. It's also important to show everyone the journey is starts and has ebbs and waves so I think it's important to have everybody's background and how they came across the courses that have these attributes to them so my next question is for Pamela how do students know that the course they choose has a free book if the marking has an OER as an identifier? So I'll share my screen a bit to show you from the schedule of classes how the courses here at Alamo colleges are marked and let me make this full screen here so you'll see here that this is just a screenshot of the scheduled classes at Alamo colleges district and so we use banner here this is the class schedule search down toward the bottom of the page is where students will see an attribute field and within that attribute field there is an option to choose Alamo open or open educational resources I know that this is a way that when you select this particular field here and choose a subject you can see all of the sections that are using open educational resources however when I say I think there's some areas to grow here I'm not quite sure that this is always clear to a student that it's kind of buried down here at the end of this list where it says location slash attribute I'm not also not quite sure that the word attribute makes sense to a student and I think this is an area in which we need to kind of figure out how to message to students how to make it clear to prospective students to how to identify OER materials for courses and this also is kind of block and white as well too is because with the state of Texas it's required to mark courses that use exclusively OER and so choosing this attribute would provide students just with the class that doesn't have any commercial materials but I know we do have some courses that maybe use like a small reader like a $10 book and then use OER to replace larger textbook materials that traditionally would cost students you know 100 to 200 dollars that's not clear to students here too about how to identify those low cost courses as well and so I think in this case Alamo has some growth to to to make but when students do go to the sections using this attribute they'll see within the description of the course and depending on the course it's sometimes is in different places too they'll see somewhere where it says the section utilizes OER this may not may not also be quite clear to students I think many students know what OER is but others do not and so it's not quite clear that this is free materials to a student as well and so some areas to grow as well there is some messaging on Alamo's websites and so this is from one of the colleges Northwest Vista that informs students about what OER are what that means and I think we're still kind of working on ways to further inform students we're in kind of a an interesting or I guess what I would call a tricky situation too because with Alamo books plus we're in a partnership with Barnes and Noble College where students receive rental materials for classes that use those commercial products and so students don't pay extra for their instructional materials at Alamo College's district Alamo books plus is supported through student tuition and so with this partnership that I came into in this position OER are included within that agreement and so all student tuition goes to funding Alamo books plus and I hope that going forward we'll be able to enter in with a a different contract to where OER only courses will not have that tuition charged to them however I am not the person who has control over any of that that's just my own personal hope so I think Alamo is doing a good job in trying to inform students but there are ways to grow Alamo also in the state of Texas is required to publicly post course syllabi and so within an instructor syllabus there's often language on OER courses that says see your instructor to access your open educational resource for this class or the OER is posted within the learning management system so within canvas so we don't right now really have a central repository for OER so that's another place that we could grow you know having a place where students could look at the materials in advance right be able to kind of peruse what Alamo is using for OER would be very helpful right now with a class that uses commercial materials students can excuse me preview that material by searching for it online to kind of see what they're getting into but without a repository for OER there's not those options to be able to see what a instructor is using in their class and so I see both pluses and minuses or areas to grow here that would be helpful and so let me uh sorry stop sharing Hi Michael so um in your beginning your origin story and now we're at a point where you recognize um how the attributes um look at your um with regarding your schedule what is some um you know what is the next level for someone as a student in your role as a as a student leader uh so after being involved in the federal government class um kind of got me thinking to see like um when I'm actually registering for classes because before um you would just just pick a class that you didn't like investigate like what kind of material it's it will come kind of materials being offered for the class um so now um I'm looking through and seeing like the different attributes like is it animal books plus or is it open education resources um that are going to be used in the classroom um I've been in the talks with the student government association um because we did um we did learn about OER like a few meetings ago um so it's kind of like on their mind right now um so we're we're thinking of doing a student guide um to tell our students on our campus um that there's different um different course course markings um for the classroom such as open education resources and on here on our campus for um it's a freshman course it's called um learning development so in that course um like the faculty and some students actually helped like create that course book so there's already a little bit of talk about um some of the students there there was like a student advice section and actually our parliamentarian for student government they wrote an advice section so it's it's nice to notice for now that the students are aware of like this type of material and we can use it um as a way to promote it for the future thank you so much michael and um dr lesh yeah thank you I feel like a lot of my comments are just going to be plus one still what I'm seeing coming across the chat because um like for instance as Amy just pointed out students choosing courses they want information they don't necessarily need copyright licensing info and that is something that in serving students getting a sense of what faculty were doing and what was possible within our system and the development of board policy through you um we realized that it was probably more important for us to set common standards than common standardization recognizing that the ecosystem the software ecosystem the policy ecosystem the professional development resources um and just the general awareness on campus varied by campus um not only that but board policy in Idaho though all the four-year institutions uh directly report to our state board of education there's an indirect reporting line with our community colleges because they of course have local boards as well um and so the goal was how can we build a policy that um not only will reach some of these goals that we have for better informing students and building awareness importantly among faculty and among staff of the institutions because there's also a data integrity issue with course marking where we need to know reliably that these courses that say they're assigning OER or very low cost materials are actually consistently assigning these materials if we're going to put forward that information and um I've I've done research I know others have done research as well that sometimes the people who are responsible for inputting that information either to the bookstore or to others on campus um they might not be teaching class they might be administrative systems they might be course schedulers and so how can we build awareness about not only what are the levels of cost that all of our provost worked on agreeing on with their faculty and their faculty leadership but also how can we reach students in ways that are communicative that are multimodal in approach and so it's not just annotating within an SIS and there's multiple different SIS's that are currently being used at our campuses in Idaho but also when does this information get released does it get information get released as part of the course schedule the policy sets forward that needs to be available readily available and transparent by by time of registration for these institutions and importantly by having a standard but not standardization every institution has been able to look at what makes most sense for our students what are the means of communication that we have available to us and how do we best engineer um again an education as a release to OER because I think it's easy to get caught into the abstraction and really want to be protective of the terminology at the same time the number one thing is that we want to make sure that students have access to the required materials that they need to be successful when they need them there's um many conversations happening on the chat you know and the idea of identifying courses and how in which way um that would satisfy how a student views their course selection how an administrator can track the different kinds of open textbooks different open um OERs um down to you know the state reporting of this um I think it's really an interesting conversations that we're having here because it does affect a lot of of um you know individuals who have a um a very particular part in their journey of trying to um you know look at these courses in a in a very concise viewpoint and and also to allow students that that choice of finding the the correct um textbooks so that they can find the courses that um go with that so I I do like the these conversations and I and that just leads me to our um next um question um is um what did you learn once you started um using the OER course markings or for Michael um seeing the the course markings what is your advice or what is your feedback that you um can that you received um what course marking data um affects institutions that quantify the number of faculty using OER or OER practice um open education practices and open textbooks uh Dr. Lashley could you yeah um some of you on the call maybe because there's many of you may be familiar with Jerry Handley and I always like his piece of advice that any initiative like this you want to be a gift and not a burden um and as soon as the conversation moved to the state level in the state of Idaho it's easy for it to become well this is a new reporting obligation this is a new burden this is new exceptional standards that we need to meet because the board is interested in this or because politically advantageous and so that was one of the great luxuries that we had and that we already had an active practitioner community of thoughtful educators or education professionals that really cared about educational access and affordability for our students uh is that we were able to work with them directly in co-authoring policy that was a reflection of existing priorities and practices among our education community and I think the importance there though is that it's not a perfect policy and none of our policy should be these should be living documents um what's been great to see however is as part of our policy because every institution has to have a plan we are now three years into getting a plan and a report from each institution and what we continue to see is movement and importantly what we continue to see is that the movement is positive we're already aligned with so many priorities that the institutions already had for optimizing their systems for better supporting their students for building out professional development and scholarship of teaching and learning opportunities for their faculty and to me that's a reflection of like the community really did drive this and the board's happy with it because the board set a policy that's still appropriate and accurate and so um you know in the case of you can't expect a policy to be perfect and you can't let perfectly be the enemy of a good the good here in terms of right sizing is again making room for every unique institution to make it their own and so you'll see in the the policy that I posted we have criteria that is required um that's just the you know the bare minimum standard on the sort of information and opportunity we'd want to see to support these sorts of initiatives and importantly I should have mentioned this earlier the board also had stakes in this so I'm board staff I coordinate and co-design with faculty across our state opportunities for faculty to build awareness to get recognized for students to find awareness and get recognized I saw that my colleague Lysa Long is on the call and I mean she's an expert in getting students involved with these projects both in and outside of the class and that is I think the most enduring means of us addressing not only the goals and establishing appropriate or exciting goals around open education but us finding sustainability as we're talking about not just cost savings for students and course marketing is being a means of that but course marketing is being being a means of kind of meta education that happens before the class so students also know what to expect maybe pedagogically as they're learning about like oh these courses that are associated with zero for open zero cost pathways or open resources that are initiated by state initiatives that might also mean an opportunity for me to have a more meaningful learning experience because I'm also going to be co-authoring um knowledge and perspective with academics and uh you know personally I I'm I'm biased because that's how I like to structure my classes as an educator but those are also the classes I wanted to do that and so the fact that we have a systemic effort around that is is really massive and I think it's telling too that the community colleges who don't have to subscribe to this policy all willfully chose to because they recognize that their students are also um hopefully in many cases going to move on to our four-year institutions are going to move on to different institutions within our state and because we have these common definitions and because we have these shared programs they're not starting over and relearning you know but it's going to take to be successful if they move on to different institutions either how did you want me to go next I've forgotten yeah okay yes Pamela thank you thank you that was great thank you oh no no problem so yeah I really like what you're you're sharing Jonathan about like the investment that you're getting um I think it seems like a much much bigger like uh like a macro case to me like what I hope happens here with the institutions in Texas um I think there has been a lot of investment within uh Alamo Colleges District to kind of talk about OER and to mark OER but I think there's still some room to grow for us as well here too um and so like I was thinking Jonathan about what you're sharing about not only is it the cost savings for students and like focusing on that for sustainability but also like the ownership of a material and I think that that's something that I'm really thinking about for Alamo Colleges too I mean we're in an interesting situation here with the Alamo Books Plus program and the tuition model contributing to that to where students are not really maybe looking for classes that will save the money as far as instructional materials because it's a standard kind of tuition model paying for all and that kind of changes a little bit maybe the ways that faculty and students and administrators think about OER um and so what I'm really like thinking about as far as what I've been learning and what that means for the institution here um is that uh that there's some work that needs to be done in talking about ownership and talking about what uh kind of content can students help create with faculty and what kind of content is best for our student population and how can we make that um transparent to students as well um I was looking back at some of the questions in the chat too and I think I can kind of address what I'm learning answering those questions as well and so with Alamo Colleges um kind of the people that are responsible for the course marking that's a relationship between the faculty department chair and the course schedulers and so Alamo each year um you know copies over the sections that were taught from the previous year and so it's very important for the department to work together to make sure those courses are marked correctly so if a course is no longer using OER the A OER attribute needs to be removed from that section or if a faculty member is um adopting OER instead of the commercial materials that is placed on the section um and we are in an interesting situation where we have these two um two systems that we can use to compare to each other and so with the uh with the Barnes and Noble um adoption portal faculty chairs update that as section information changes so say for instance a faculty member is removed from a section another one is added in then we can change that uh instructional materials adoption you know if it was a commercial material we can switch it to OER or vice versa and we're able to compare the two systems together and so we're in a process now I mean I'm very I'm very new to this position this really is my my four and a half months of working here now but moving into this new year we're moving into um developing a process to compare the two systems together to ensure that what we're sharing is accurate you know accurate to students and accurately captures what is happening in our courses um we uh the billing relationship with uh our partner is that on census date that is when we are we send over information to Barnes and Noble about the sections that are um included in Alamo books plus and that's complicated by our dual credit program as well because some of those high school program classes that are taught at the high school campus are not included in Alamo books um and so we're not charged for that material um by the Barnes and Noble partnership and so there's a lot of details that have to be figured out in all of these different systems working together but we are able to change the um information about the course up until the census date and that doesn't complicate things for students currently as far as charges for course materials because again they're not paying extra for commercial materials but it would complicate things if we um change our OER section so that they're not part of that tuition so that would again complicate things because then you may have a student who has chosen a class because it uses OER and then if it adopts the commercial materials later then there's that tuition charge that's going to the program so it's very complicated to figure out when you have all these pieces and so I'm learning that that relationship and this program complicates things and I'm also learning that there's really a unified effort behind the um the markings where there are many people involved in the system and anytime you have a system there's always going to be issues that occur right and so finding those issues and correcting them is something that we'll have to do going forward. Thank you Pamela um it is interesting because of what Pamela said I am a course scheduler and um whenever we get a list from um Barnes Noble that said the faculty decided to go uh OER we uh have a list that we automatically have to look at the course schedule and banner um and then we we change it and it goes live so as soon as we get that notice anything we change in banner it goes live for the students so um that's immediate but we do have usually before go um before the schedule goes live versus before before students can register so students can see the schedule before they can register right and so we still have changes all the way up to when they can start registering and even even behind that before even goes live we usually have a you know some couple months to to look at the schedule before that so there is um yeah I I also said that you know question you know like how far in advance you know when faculty get switched you know um so there is a lot of moving parts um I would um love to um end our question and how we started is how we will end it with our student leader um Michael um what is some advice from a student point of view um what um can you think of that can help all of our conversations revolving around um the attributes and um for open textbooks uh I was also looking at the chat and I noticed like a lot of people were talking about rentals like book rentals so that got me thinking um like um kind of now that the semester is ending we're getting emails like oh you need to return your book here's the deadline you have a few more days um so we're getting that to email and then we have to go like right after I guess so that the rentals can be ready for the next um the next um for the spring semester but like um some advice is for students to understand like um there are these two different almo books plus here but um to understand like open education resources um that's going to be available for you like the first day of class and after after the course is over that's your material you get to keep it you know you get to keep it after the class you don't have to return the book uh like um you're currently doing um just want like students to understand you know like times are changing um probably like what the their faculty member like they are probably back in the day they would purchase their book or have to return it um but I want students to understand that times changing them and um making open education resources like looking for that material make it change with them um because like OER resources um they can be like material like I'm here at the Animal Colleges we're thinking of developing um like the courses like to have like the faculty write the book and especially some of the students so um you know like that's like a big game changer you know like having someone that sat in your seat um like develop material for you to read like how how great and awesome is that how localized it is that is true you know um some ways it is beyond cost if you think about the the students investment um in open pedagogy um and which is what Michael when he was talking to me about and I said you're talking about open pedagogy and that um part of the open educational practice uh well I just wanted to say um thank you for our panelists for your time and and that you passed on your knowledge and experience on course markings um this continued work reminds me of the loud quote that a journey of a thousand miles begins with a single step and um thank you so much for um talking to us about your journeys and um I think we may do we have time to address any specific questions? Yes? Yeah I we definitely have at least 10 minutes I think maybe more um I think Laurie Beth just um turned on her videos I think she's gonna ask some questions from the chat. Yeah I think actually uh it sounded like you guys were monitoring the chat at all uh together um and I've seen other people offering answers in the chat that's wonderful um let's see if there's a question um I think you address this a little bit but um maybe you want to speak to it again while we watch for other questions um you know what happens when the student selects a course and then the schedule the faculty schedule assignments change and the course designation needs to change very quickly. Do you have any any thoughts on that? I can I can speak to how we've tried to address that a little bit from uh state support of our institutions and this is also I think the benefit of having multiple institutions working closely together um on a shared initiative or shared task and so our community colleges are currently all in the process of developing zero textbook cost pathways um through entire programs and the benefit of that is the courses even if they change sections even if they change instructors they're still going to be using the same course materials and so having those z-degree designations helping form students of like okay that's not going to change that's not going to be disruptive um also previously I was the the chair of our statewide general education committee in Idaho like many states we have common indexing among our general education courses the envy states that have common indexing across more than just their gen ed but we'll take gen ed um that's a great opportunity to really realize impact in this space because typically gen ed courses are required high impact high enrollments and therefore you know students are really going to feel course material changes especially if you're adopting fully open solutions and the value there is it takes only one industrious faculty member who's teaching math 108 or english 102 to adopt oer to inspire others to adopt oer and if it's being used at one institution that same class taught another institution Idaho is just as capable of adopting those materials and what we found naturally is that different faculty adopt different materials um and so we are increasingly getting more and more of a selection of open or low cost resources to choose from for a variety of these common index courses and so actually looking ahead for the future that is the next project I think for the state is how do we bring in as part of a referratory that's specific to our state those open materials that are actively being used and curate them in a way that people can search and pull from that way again we're further minimizing that sort of variation of that disruption when um when course schedules change that makes sense um we had a question here kimberley would like to know michael what you think uh what would get a student's attention beyond the textbook course materials um as you're searching or registering for classes um um whether I would say um what gets the attention maybe um like seeing like what's in the book um I know like if I saw like one of my friends like or as a contributor to the book you know that would really interest me so um seeing like who developed the book would get my attention because it is important like free textbooks but you have to go like above that and I would say another thing to get your attention is um you know textbooks free but you get to keep the textbook like you know after the course ends so I guess like sense of ownership would get get your attention excellent answer well things I hadn't even thought about um there was uh there was a question in the chat and I'm curious about this myself um how how can we find out how many students or which students are registering for a ZTC course or a course with an open ed how do we find out um who's uh who's searching for what I don't know if um you have any answer thoughts well I know that our institutional research teams have access to the data that we utilize I know our district um they have um a more yeah that's from a college point of view but Pamela is from our district office who has access to all data at all five colleges so that um kind of knowledge and access is vital when you're looking at grant work or you're looking at you know you know how are we going to you know react as a single district um to all um to certain issues and I know that that is um something that um is vital and is important and um in when deciding what can affect all five colleges this you know if we change anything in the attributes it affects all the colleges all the classes that have this attribute and um we we can have up to I believe five or six attributes um to our schedule so we can have various layers of attributes and like Pamela showed you know the the last attribute that a student can see is that oh we are you know that's the last so um in a in a in each class you can have all these different kinds of layers but I don't know Pamela you wanted to speak from a district point of view I haven't personally used it yet but I've attended other presentations on course marking where presenters spoke about being able to see how many times unique searches have been done within banner or with other systems so I think that's a very interesting question to try to determine how many how many times a student a unique unique person and unique uh uh someone visiting the site perspective student I guess you would say is uh searching for that particular attribute uh I don't to my knowledge we don't have that information here at Alamo Colleges yet but I think it may be helpful to be able to tell if students are using that field and if at all possible what they select then based on that search um and so that that's something new to me to think about too and how to how to do that here we are like like be you just explained we are able to tell how many students register for sections that use OER versus others um uh in my role I have not done that yet to compare which courses filled more quickly versus others um in the situation here in which students their tuition is paying for the instructional materials program I'm not quite sure if that's something that's motivating them or if we need to um you know do some more work on the messaging on why someone would select an OER course like Michael has talked about right like the different reasons for choosing OER courses um uh that I just have lots of questions and nothing that we have really done yet to answer your question Laurie I'm sorry okay it's a really good question and I'm seeing a few answers um popping up in the chat as well um one other question um um maybe we have time for one more question now what about printing full books um I think that's a question that's been asked in a number of webinars um what do you do with cost of printing or how do you how do you do that uh my name is not coming to me right now yet but I know that there are some programs at Alamo colleges that work with um a print on demand publisher um and that those costs are included within the Alamo books model um so students do not pay any extra money for the printing of those OER materials so that's been the solution here for courses that uh require printed versions of OER um I know that's not maybe a situation that other institutions that don't have this tuition model so I know it's a it can be a challenge then too that can um you know be placed upon the student to print I know that can be a situation but here at Alamo colleges we do at least have the benefit of being able to print through our partner yeah it it really depends by campus on how they're approaching it in Idaho though you know some have print quotas that have been upped some have been managing those primarily through either the library or the ctl or the um uh accessibility services offices in in coordinating around students needs one tactic that we did take though that's sponsored by the state is that every institution in Idaho has uh an enterprise access to and this is through for students faculty and staff to press books as a platform in any of our professional development um initiatives in the state leverage press books as a means of visual authoring not because we think that textbook is like the ultimate means of knowledge transfer and transmission but um as I mentioned earlier especially with common index gen ed courses what we've found a lot of success with is developing what we consider more modular open textbooks through the press books platform that has content that can be cloned to an institution environments and faculty can add or subtract materials and then what's so nice about that platform is it has a lot of different portability options to either go to a third party for printing uh resolutions or supporting that or to just print on demand on their respective campuses thank you I was wondering if we should probably get to those uh few final slides and if you don't mind sticking around for a minute we do have a survey that we really really appreciate you filling out go ahead Beatrice so um thank you everyone for attending today's webinar some great information has been given and I love the community that we are in that shows that we all have great ideas when we pull together um but this is our last webinar of the year the rest of the webinars are archived along with this one but I wanted to let you know that there will be an announcement soon about the spring webinars in January next slide please okay so um please let us know how we did today please take this short survey the link will be given to you on the the chat soon and we just wanted to make sure that we hear from you and we hear your voice and if there's something that uh you want us to address um as a webinar for next spring please let us know that as well um we thank you I want to thank Pamela and Jonathan Michael for your um sage advice and your um lessons learned and um and let's say thank you thank you everyone