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>> Speaker 1: Good morning everyone. Good afternoon, sorry, it's Monday right. My name is Anita Walz. I'm a copyright scholarly communication librarian here. I have the pleasure of welcoming you to Virginia Tech's fifth celebration of Open Education Week, and our second symposium. So you are at the poster, the lightning round and poster presentation session where we will hear from several presenters from areas of higher ed institutions, Virginia Tech and beyond, and we're really really excited that you're all, excited that you you have a chance to learn and listen to each other.

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Oftentimes poster presentations are very solo and you don't [INAUDIBLE]. I would encourage you to get to know the folks around you. Folks are here because they're really interested in this topic and this is a great place to network and to and to learn. I think now you can hear me on the microphone.

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Good. OK so today we have the poster presentation at 1:30 until 3:30, or earlier. In order to incentivize you to leave a little early so we can set up, we have organized a library tour, a library Studios tour, for about twenty five minutes before the keynote so please take advantage of that.

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That's led by our Library Studios Coordinator; Assistant, OK. It's a wonderful tour. At 4 o'clock our keynote MJ Bishop from the University System of Maryland will be with us. She comes out of an instructional design background and is a wonderful speaker and we look forward to seeing lots of people here to listen and talk with her.

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And that at 6 pm there's a panel discussion here that's geared toward connecting the many different kinds of open; open access, open educational resources, open education, open data, and talking about how do we facilitate where openness and change at the university. I want to recognize the Conference Planning Committee.

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If you're on that will you please stand. So I want to recognize Alex Kinnaman, Kayla McNabb, Corinne Guimont, and Peter Potter who's picking up our speaker. Thank you very much for all of your work on this. [APPLAUSE].
It has been really fun working with you. So I'm going to turn this over to Alex and Kayla for the poster session and yeah.

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Take it away.
>> Speaker 2: Right, good afternoon, thank you all for arriving early, we actually got started on time, fantastic. So little bit of housekeeping; first off, we will be going in the order of the numbers on the screens. We have one participant who last-minute could not attend so we have her recording and we'll do that first.

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We will go second to our remote attendee, and then we'll just go in order from 3 to 8. So if you all wouldn't mind lining up, we want to make it pretty quick so we're just cycling through. You have 90 seconds to run through your lighting talk and you will hear a very loud, annoying duck sound if you go over and you will have to move on plenty of time to chat with folks.

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So I'm going to switch over to the first presentation while everyone gets lined up over here. Just in order of your poster, so Matt you're on 5 there.
>> Just right up here. Will this be connected to the room's audio?
>> Speaker 3: Yes it should. So you go ahead and maximize it and we can start it just to test but it should come through.

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>> Speaker 4: Hello my name is Garnett Kinniburgh. To begin, I want to summarize three ideas on the theoretical side of open education and the career center. The first is the structural and functional parallels between libraries and career centers. Second is the notion of the glitch which scholars in digital humanities and critical infrastructure studies have explored in the moment of breakdown or failure or when you encounter a real or perceived snag in the system, like a paywall.

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The third is the idea that traditionally monetized business models, including academic publishing, can develop an infrastructure of accessibility and quality. In practice, I want to focus on two ways that the career center and open education intersect. The first area is the career center as a site of information literacy.

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Career education is currently designed to help students determine and reach their goals, but not necessarily to interrogate the assumptions or implications behind a resource, even a freely available resource like ONET, which is affiliated with the US Department of Labor. The second intersection is the notion of the career center as a site of knowledge making and sharing, a community of practice, values of collaboration, diversity, and experimentation extend the conversation about careers across the university to everyone's benefit.

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These intersections are particularly important for institutions that may not have the funding or the personnel at this time to invest in large scale open education initiatives, but still wish to convey values of open education to their students throughout their academic and professional paths. Thank you for your time.

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>> [APPLAUSE].
>> Speaker 2: Alright Sue, we'll jump to you.
>> Speaker 5: OK, can you hear me OK? I'm gonna try -- can you hear me OK?
>> Speaker 2: Yes we can hear you.
>> Speaker 5: OK great. Open Learning 19 is a connectedness MOOC about all things related to open learning. The fun starts on March 10th with a pre-cMOOC week for newbies led by Gardner Campbell of V.C.U..

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The cMOOC formally begins on March 17th and will run for 3 weeks. Topics covered will include open access, OER, open pedagogy, and open faculty development. The open learning hub is always open at openlearninghub.net. We'll be using Twitter chats, Google Hangouts, and blogs to connect learners throughout the MOOC.

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Syndicate your blog to the hub so that others can follow your posts about Open Learning 19. Instructions on how to do that are on the hub. Use and follow #OpenLearning19 to be part of the conversation. I'm Sue Erickson and hub director for Open Learning 19 and I look forward to having you join us.

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To learn more come see me at the poster session, and thanks to Virginia Tech Libraries for making that possible. [APPLAUSE].
>> Speaker 2: Thank you. Alright, and for the rest of you I will control the sides but you just come up and give your talk. And your time will start once you begin speaking.

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>> Speaker 6: Hi, my name is Christine Terry and I'm a professor at University of Lynchburg. So I vaguely remember hearing about OER prior 2017 but it wasn't until that year that I went to a workshop held at Sweetbriar College put on by the Open Textbook Network. And I learned about what OER was.

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So as a follow up to that workshop we were asked to review a textbook or open text in our specialty and I looked I couldn't find one in genetics. So at this point I wanted to use an open text but I couldn't find one so that left it will one option, to try and create my own.

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Luckily at the University of Lynchburg we have sabbaticals that come up every 7 years and I was on the verge of my sabbatical at that point so I'm actually on sabbatical this year and I'm using my sabbatical to write 3 standalone chapters that compliment a traditional genetics text.

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So I'm learning about earlier publishing, learning about editing, trying to learn about Creative Commons, how to modify and use figures, how to attribute them correctly. I have since actually found some full length texts, although they're really hard to find, but OpenStax CNX there was one, I found one by Googling, I found one on OER commons, and so my goal is to try and find take those 3 texts and combine them into one.

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And so I'm looking for collaborators and looking for some help but I'd love to talk anybody who has advice or experience of publishing. Come see me at my poster. Thank you. [APPLAUSE].
>> Speaker 7: Hello everyone, I'm Robert Browder, I'm a Publishing Specialist here in the VT Libraries, and I'm going to tell you about class book projects.

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They are the open pedagogy that keeps on pedagogy-ing. So a class book project is a wonderful, fun project, and the really big takeaway that all student participants might go away with is the idea that they can participate in the creation and progress of knowledge. That's a pretty big thing I think.

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It also creates all kinds of other opportunities, like the possibility for to learn about teamwork in a real environment, so turning loose students to do their own work together is an enriching experience, much more like what the real world is like. Gives students an opportunity to explore their creativity, opportunities for learning about intellectual property, peer review, editing, and problem solving.

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Of course various aspects of a class book project has probably gonna be more applicable to one type of class than another, but it's a, class book projects can take many forms and it's good for all ages. It could be anything from a scrapbook to a bound book to fully published book like these.

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I would love to tell you more about it. Come come talk with me. [APPLAUSE].
>> Speaker 8: Hey everyone. So my name is Matt DeCarlo, I'm an assistant professor of social work at Radford. So I'm here to talk to you about my project, which is sort of based and was inspired by something that I saw at Open Con at VCU earlier this year.

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I didn't really know what open science was, so a little bit of background, I'm an open textbook author so I wrote our I adapted a research methods textbook for social work I'm gonna do one for graduate students later in the summer. So it's sort of the goal, one of the nice things about being a research methods instructor is that open data also can easily translate into OER, so currently myself and a co-PI at Radford are trying to understand textbook costs for social work students specifically, so we're trying to apply some of the stuff you see sort of in the OER literature on the Florida Textbook Cost study and some some of the other cost studies specifically to our discipline and sort of see where we're at and try and build that case for OER.

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And we sort of thought about it as it would be nice to have data that are relevant to students that is a topic that they care about if they're going to be using, if there are certainly working on quantitative and qualitative data analysis, why not use some of this data that's going to be super relevant to them.

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We're hoping to sort of create a data set that can be accessed via the Open Science Framework, and create some quant and qual data analysis exercises about the textbook cost data, and maybe in the future sort of involving students in data collection processes and making this more collaborative and yearly project, and hopefully getting some campus-specific data to help what we are adoption [NOISE] Thanks!

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>> [APPLAUSE].
>> Speaker 9: Hi I'm Lisa Becksford at the University Libraries at Virginia Tech and I'm here on behalf of Kayla McNabb and me, myself, to talk about Odyssey, which is an open collection of tutorials and other library learning objects that's created and maintained by the libraries here. We created it because it can be really hard to find those free and open and high-quality learning objects to support the kind of teaching we do in library instructions, which is data, digital, and information literacy, and we created it and it's content in part to help our community here at Virginia Tech, but we also feel that it's applicable to educators, kind the world over, and we think that helps fulfill Virginia Tech's goal becoming a global land grant university.

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So since Odyssey's beginnings we really valued openness and reusability, so all items in Odyssey must have a Creative Commons license with most having a CC-BY license. Anybody is able to use our content in your own contexts and we're also happy to share the original source files if you want to make adjustments and adapt them to their own context.

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In the future we hope to create even more content that's broadly applicable beyond Virginia Tech. There's currently about 70 items in Odyssey and we have enough ideas to create content for years to come, really, and so we hope to create guides for educators so they can more easily reuse and remix our content.

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Accessibility is also one of our core values since the beginning and so we hope to, we're going to, we are planning to do a full accessibility review of our site that we not only have accessible objects but also an acceptable site, or acceptable site. But we're just getting started and we're really excited about it and we'd love to show you around Odyssey at our poster.

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Thank you. [APPLAUSE].
>> Speaker 10: This device debuted in 1996 at a cost of about $125.00. At that time most personal computers, typical personal computer, a large unwieldy desktop device costing several thousand dollars, and if you flash forward to today, computers have gotten much smaller, much faster, dramatically less expensive.

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This device is unchanged, basically, still costs $125.00. Now, do we need technology and education? Not always, but when we do, I would argue that we should be using the full power of a modern computer and if we care about educational resources, we should be pushing free software in our classrooms as an open educational resource.

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So in the free software community, the word "free" doesn't necessarily mean "no cost" or "just no cost" but means that the software that respects the users freedom to view the source code, share the program, modify the code, share their improved versions. So very much equivalent to what David Wiley called the Four R's in open educational resources, to be able to remix, redistribute.

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So if you are interested in these options for a specifically in mathematics classrooms, I have several options available to review on the poster. Thank you. [APPLAUSE].
>> Speaker 11: And to wrap up, my name is Britton Hipple and I am part of a team of graduate students here on campus affiliated with the Graduate Academy for Teaching Excellence, and we had an idea to try to design an OER repository which we are calling PrepLab that will accomplish two major goals.

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One is to be transdisciplinary in nature from the start, so including all sorts of content together, and the second is to try to keep the true spirit of reuse, remix, revise, and redistribute of open educational resources. We're just beginning this process so we're starting to build certain aspects of it, but the other thing that we decided to do is to attend as many academic events as possible in order to gather opinions about barriers and benefits to using open educational resources in order to be able to address those in our repository.

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Recently we've been at Shep so far last month, we're here today, and hopefully many other places to come. We went a little old school, I'm over here in the corner, I actually have a real poster, but when I went, when you come and you talk, I want you to actually write your ideas and your thing, your opinions, on barriers and benefits directly onto the poster so that we can use that for our research on PrepLab.

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Thank you.
>> [APPLAUSE].
>> Speaker 2: All right thank you all so much. Can we give everybody another round of applause please?
>> [APPLAUSE].
Alright so now we will get to the poster session. If everybody wants to toggle their screen on, we will get that set up here momentarily. And Sue we'll have you switch over to the bot.