WEBVTT 00:00.830 --> 00:20.230 Anita Walz: Good morning. We’ll get started in just a second. 00:55.080 --> 01:06.480 It's really nice to see lots of folks saying hello in the chat. That's wonderful. 01:06.520 --> 01:11.234 We are going to welcome, receive a welcome from Beverly Rebar at SCHEV. 01:11.234 --> 01:13.579 We have pre-recorded the video. 01:13.579 --> 01:16.258 Kayla, would you go ahead and start the video, please. 02:07.920 --> 02:11.860 Okay. We appear to be having a little bit of technical difficulty. 02:11.860 --> 02:15.387 I’m not quite sure what's going on. 02:15.387 --> 02:19.027 So if we could… 02:20.794 --> 02:23.254 Yes, please. 02:23.254 --> 02:24.534 The video will start very shortly. 02:24.534 --> 02:27.520 We have a welcome from Beverly Rebar from SCHEV. 02:27.520 --> 02:29.700 Thank you. 02:33.274 --> 02:36.261 Beverly Rebar: Good morning. 02:36.261 --> 02:38.706 Welcome to Getting Started with Open Educational Resources. 02:38.706 --> 02:44.465 This session you'll hear this morning is Part 3 of 2020 - 21, webinar series called 02:44.465 --> 02:48.917 Open Education, Student Success and Faculty Autonomy. 02:49.624 --> 02:54.388 My name is Beverly Rebar, and I’m a Senior Associate for Academic and Legislative Affairs 02:54.388 --> 03:00.938 at SCHEV, and one of my great rewarding duties at SCHEV is to coordinate the Open Virginia 03:00.938 --> 03:05.688 Advisory Committee, which has organized this webinar for you today. 03:07.757 --> 03:13.175 State Council of Higher Education for Virginia is the coordinating body for the public higher 03:13.175 --> 03:15.715 education institutions in Virginia. 03:15.715 --> 03:19.650 And in that role, we coordinate a lot of advisory committees. 03:19.650 --> 03:24.215 They're made up of people who have an expertise in a certain area of policy and they're able 03:24.215 --> 03:30.422 to come together and provide SCHEV with input on policy development and how to pursue the 03:30.422 --> 03:35.983 many goals that we have for higher education and how to improve it in the Commonwealth. 03:36.842 --> 03:43.950 Especially in this era where we're starting to come out of a pandemic situation and things 03:43.950 --> 03:48.928 have become more difficult, burdensome for a lot of people who are pursuing higher education, 03:48.928 --> 03:53.298 access and affordability has become more important than ever. 03:53.601 --> 04:02.926 And open resources have been seen by SCHEV as an important strategy for accessing education 04:02.926 --> 04:10.817 and for providing more affordable materials and textbooks, and it’s something that we 04:10.817 --> 04:16.347 do want to see institutions and their faculty promote and for students to be aware of. 04:17.559 --> 04:23.709 We hope that this webinar gives you a good basis for getting started with Open Educational Resources 04:23.709 --> 04:27.160 and also that you'll join us at our future events. 04:27.160 --> 04:34.915 These events will be notified, provided to you by notification by your emails and listed 04:34.915 --> 04:37.686 on our website, of course. 04:37.686 --> 04:42.022 And also through the Open VA listserve, which if you’re not a part of, there should be some information 04:42.022 --> 04:47.351 on the slides accompanying this that will tell you how to sign up. 04:47.603 --> 04:51.262 I would like to thank the members of the Open Virginia Advisory Committee. 04:51.262 --> 04:56.067 The names are listed on the slides as well, and 04:56.067 --> 05:00.607 This particular event is also sponsored by a number of institutions, we thank them for 05:00.607 --> 05:05.091 supporting us, and thanks to you for participating and attending. 05:05.091 --> 05:10.527 I hope you'll find this to be informative, I’ll turn this over to our event moderator, 05:10.527 --> 05:12.972 who will introduce our very special guest speaker. 05:12.972 --> 05:15.520 Thank you. 05:20.945 --> 05:25.442 Anita Walz: Thank you. 05:25.442 --> 05:32.358 Beverly is the coordinator for the Open Virginia Advisory Council of SCHEV, and we want to 05:32.358 --> 05:34.965 thank her even though she cannot be here today. 05:34.965 --> 05:37.130 My name is Anita Walz. 05:37.130 --> 05:41.572 I’m the Assistant Director of Open Education and the Scholarly Communication Librarian 05:41.572 --> 05:42.913 at Virginia Tech. 05:42.913 --> 05:47.842 I'm joined with Preston Davis, who is also here. 05:47.842 --> 05:51.947 And Preston, would you mind introducing yourself briefly? 05:51.947 --> 05:55.246 We are your chat moderators for the event. 05:57.669 --> 06:00.000 Preston Davis: Yes.Thank you, Anita. 06:00.000 --> 06:05.170 My name is Preston Davis, William Preston Davis from Northern Virginia Community College. 06:05.170 --> 06:14.271 I've been involved with OER since 2012 and have worked with this group on the OVAC committee 06:14.271 --> 06:20.450 for quite a few years, and I'm very much looking forward to this session and hopefully answering 06:20.450 --> 06:22.651 many of your questions that you may have in our chat. 06:23.200 --> 06:30.000 Anita Walz: Thank you so Virginia has a long history in both open education and open educational resources 06:30.000 --> 06:35.640 Even with this long history, we want to recognize that there is always a day-one or at least 06:35.640 --> 06:39.247 early days for everyone when learning about OER. 06:39.247 --> 06:44.762 The Open Virginia Advisory Committee selected this presentation topic after review of feedback 06:44.762 --> 06:47.572 on our fall 2020 events. 06:47.774 --> 06:52.964 And while this Getting Started Webinar is primarily for Virginia higher education instructors, 06:52.964 --> 06:57.164 we know that there's broad interest in this topic, so we're pleased to open this event 06:57.164 --> 06:58.835 to a wider audience. 06:58.835 --> 07:02.884 We do listen to your feedback, so please be sure to complete the survey, 07:02.884 --> 07:04.567 especially if you’re from Virginia. 07:04.567 --> 07:09.236 The survey will be shared with you at the end of the event and via email. 07:09.236 --> 07:13.943 Please do take a moment to locate the Q&A function which should be 07:13.943 --> 07:15.436 at the bottom of your screen. 07:15.436 --> 07:20.440 We would love for you to enter questions in this section during the presentation for the 07:20.440 --> 07:28.026 speaker afterwards, because these are viewable by all attendees, an added bonus is that if 07:28.026 --> 07:32.933 you add your questions in the Q&A, someone in the audience might know and maybe willing 07:32.933 --> 07:34.785 to chime in before the end of the presentation. 07:34.785 --> 07:39.495 So please take a moment to locate the Q&A function at the bottom of your screen. 07:39.495 --> 07:43.895 This is a little bit different than the chat function. 07:43.895 --> 07:47.344 The chat function goes only to the panelists. 07:47.344 --> 07:53.625 So please, we’d love for you to share your question with the broader audience. 07:53.625 --> 07:59.261 We'd also like to introduce or to invite you to our April 9th event. 07:59.261 --> 08:05.851 Our next event, which is Listening to OER Stakeholders in Virginia with Spark Open Education 08:05.851 --> 08:10.071 Leadership Program participants, Judy Thomas from the University of Virginia and 08:10.071 --> 08:14.781 Sophie Rondeau from VIVA. You're also welcome to, we'll post the link 08:14.781 --> 08:16.441 to the chat for that. 08:16.441 --> 08:22.941 You're also welcome to visit the SCHEV OVAC events page for recordings of past events. 08:22.941 --> 08:27.866 And, if you're from Virginia, there are two things that we welcome you to do. 08:27.866 --> 08:38.102 One is to join the Open VA listserv, and another is to add your institution's 08:38.102 --> 08:44.200 your Virginia institution’s contributions to OER on the Virginia-specific OER support 08:44.200 --> 08:46.790 and resources for higher ed. 08:46.790 --> 08:53.060 So you'll see Preston and I after Abbey's presentation to moderate some more conversation. 08:53.766 --> 08:58.126 But let's get started with an introduction to our speaker. 08:58.126 --> 09:03.186 So we are pleased today to have Abbey Elder as our guest speaker. 09:03.186 --> 09:09.476 She’s the Open Access and Scholarly Communication Librarian at Iowa State University. 09:09.729 --> 09:15.600 Her work uplifts and supports instructors who are interested in open education, 09:15.600 --> 09:19.360 open access publishing, and other scholarly communication topics. 09:19.360 --> 09:24.140 Abbey’s handbook for instructors, The OER Starter Kit, has been used in professional 09:24.140 --> 09:32.160 development programs across the US and was adapted into a reusable workbook in 2020. 09:32.160 --> 09:34.310 We are delighted to have you here. 09:34.310 --> 09:38.470 Welcome on behalf of SCHEV Open Virginia Advisory Committee. 09:38.470 --> 09:40.510 Thank you for joining us today. 09:40.863 --> 09:43.033 Abbey Elder: Thank you very much, Anita. 09:43.033 --> 09:45.773 So I'll go ahead and share my screen. 09:45.773 --> 09:47.303 There we go. 09:47.303 --> 09:49.243 Can everyone see this? 09:50.808 --> 09:52.568 Anita Walz: Yes. 09:52.568 --> 09:55.520 Abbey Elder: So I'm going to go ahead and get started then. 09:55.520 --> 09:56.520 Welcome everyone. 09:56.520 --> 10:00.691 Like Anita said, this is just an introduction to how to get started with open educational resources, 10:00.691 --> 10:05.608 but hopefully, regardless of whether you're brand new to OER or more of a veteran 10:05.608 --> 10:09.368 in the space, you'll be able to get something out of this presentation that's new for you. 10:09.368 --> 10:11.508 We're gonna have three portions to this: 10:11.508 --> 10:17.118 To adopt OER, how to adapt to OER, and how to create OER for your courses. 10:17.118 --> 10:20.758 But first I'm going to get into a little bit of background. 10:20.758 --> 10:23.208 So why are we having this discussion today? 10:23.208 --> 10:28.658 Open education isn't just about finding these great OER and use them in your classrooms. 10:28.658 --> 10:31.968 You have to understand why we're doing this work at all. 10:31.968 --> 10:36.628 And largely that's because there's a problem in higher education around the cost of education 10:36.628 --> 10:40.008 at large, but specifically around course materials. 10:40.008 --> 10:44.828 A lot of the times when there's new students coming into community colleges and state colleges, 10:44.828 --> 10:49.558 they might be a first-generation student whose family haven't been able to prepare them for 10:49.558 --> 10:51.998 all the costs that come with being in college. 10:51.998 --> 10:58.168 One of those costs that often completely blindside students is the cost of course materials, 10:58.168 --> 11:02.027 because throughout elementary school and high school, they're not forced to buy the books 11:02.027 --> 11:04.027 for their classrooms. They're provided for them. 11:04.027 --> 11:08.397 When they come into college and suddenly they have to account for an extra thing to budget 11:08.397 --> 11:15.577 into their regular learning, then it can be a big surprise for people. 11:15.577 --> 11:20.487 So this often leaves students either not purchasing the books they need for class, putting off 11:20.487 --> 11:25.947 purchasing the books that they need, or even putting off buying groceries or gas or anything 11:25.947 --> 11:29.607 else they need in their life to pay for the books they have for class. 11:29.607 --> 11:33.437 And for the students that can't afford the purchase their books at all, well, they can't 11:33.437 --> 11:38.727 learn from those books, and that means that these students are more likely to have problems 11:38.727 --> 11:43.617 in the classroom, lower grades, and possibly withdrawals from the class itself. 11:43.870 --> 11:48.680 This can have a big impact on our students and costs shouldn't be the barrier that stops 11:48.680 --> 11:50.275 our students from learning. 11:50.275 --> 11:52.725 So how can we deal with this problem? 11:52.725 --> 11:55.335 Well, open educational resources can help. 11:55.335 --> 12:00.135 They're not the only thing that can help, but they can help. 12:00.135 --> 12:04.815 Open educational resources are teaching resources that are free of cost and access barriers 12:04.815 --> 12:07.705 in which also carry legal permissions for open use. 12:07.705 --> 12:12.495 These can be any sorts of educational materials from textbooks to syllabi and everything in 12:12.495 --> 12:16.642 between, so long as they meet those two parameters, 12:16.642 --> 12:19.279 they are free and they have permissions for open use. 12:19.279 --> 12:21.649 What does that mean exactly? 12:21.649 --> 12:28.069 Well, we call them the five R's in OER, because having a fancy name like the five R's makes 12:28.069 --> 12:33.419 things easier to remember and folks in higher education, love making up those sorts of acronyms. 12:33.419 --> 12:39.039 But the five R's are retain, revise, remix, reuse, and redistribute. 12:39.039 --> 12:43.589 And these are the rights that you have over open content to reuse in your classroom. 12:43.589 --> 12:48.739 You can keep a copy for your own use, revise one to make it fit what you need, remix it 12:48.739 --> 12:53.639 by combining it with other materials, reuse it in a different context, or redistributed it, 12:53.639 --> 12:58.579 which means just sharing out copies of the thing that already exists. 12:59.083 --> 13:05.913 These rights are integral to the use of OER because it means that they are actually open 13:05.913 --> 13:08.413 and not just free. 13:08.413 --> 13:10.553 How do you make these rates explicit though? 13:10.553 --> 13:15.000 Well, usually this is done through the use of Creative Commons license or other types 13:15.000 --> 13:18.060 of open source licenses you can use for your content. 13:18.265 --> 13:23.665 I really loved this image from Kelsey Smith in her OER Basics webinar because it really 13:23.665 --> 13:26.175 gets to the heart of the matter. 13:26.175 --> 13:29.557 By default in copyright, you've got copyrighted and not copyrighted content. 13:29.557 --> 13:33.687 As soon as something is created, it is under all rights reserved copyright, which means 13:33.687 --> 13:38.567 the author, creator, or for books more likely the publisher has complete control over the 13:38.567 --> 13:41.857 redistribution, reuse, and adaptation of a work. 13:41.857 --> 13:46.607 Once an author has died and been dead for a very long time in the United States, then 13:46.607 --> 13:50.767 that work goes into the public domain where no rights are reserved and people can do whatever 13:50.767 --> 13:52.157 they wish with it. 13:52.157 --> 13:57.556 Think of it like, the example I like to use is Pride and Prejudice and Zombies. That work 13:57.556 --> 14:00.917 would not exist if Pride and Prejudice were not in the public domain. 14:00.917 --> 14:05.347 I don't think Jane Austen would've loved it, but it exists because people can do whatever 14:05.347 --> 14:07.597 they want with their work. 14:07.597 --> 14:11.877 Creative Commons is right in the middle where you can choose as an author to reserve some 14:11.877 --> 14:14.087 rights for yourself while giving others away. 14:14.087 --> 14:18.437 This means you don't have to work with people one-on-one, every single time someone wants 14:18.437 --> 14:20.197 to share or adopt your work. 14:20.197 --> 14:23.547 Instead, you can say, I want people to use this. 14:23.547 --> 14:27.047 I want people to adapt it, make translations of my book. 14:27.047 --> 14:29.987 I want people to be able to do more with it. 14:29.987 --> 14:33.057 And these are the specific things I want people to be able to do. 14:33.057 --> 14:37.707 Creative Commons licenses make that clear for other users, so they can provide better 14:37.707 --> 14:39.494 downstream use of your work. 14:39.494 --> 14:42.457 In the same way, it makes it clear what you can do with other people's works when you 14:42.457 --> 14:46.317 want to reuse them in your classroom. 14:46.872 --> 14:49.322 And this is a broad definition for a reason. 14:49.625 --> 14:53.065 So open is free plus permissions. 14:53.065 --> 14:57.885 That means a lot of things, and it's broad because it covers a lot of different types 14:57.885 --> 15:02.675 of content, like I said, it's textbooks, syllabi, and everything in between. 15:02.675 --> 15:08.015 Videos, books, software, any of these might be an open educational resource. 15:08.015 --> 15:13.735 So having a broad definition makes it easier to sort of fulfill all of those different 15:13.735 --> 15:16.125 things within different types of content. 15:18.245 --> 15:22.637 A better question might be then, what isn't an OER? 15:22.637 --> 15:25.157 And that's also sort of a broad topic because 15:25.157 --> 15:28.293 it's anything that doesn't meet those two parameters. 15:28.849 --> 15:30.839 If it's not open, it's not OER. 15:30.839 --> 15:33.499 And if it's not free, it's not OER. 15:33.499 --> 15:38.159 Something can be one or other of those, but still not quite meet the definition. 15:38.159 --> 15:43.823 Here's some examples of things that are commonly misconstrued as being OER when they're actually not. 15:43.823 --> 15:47.493 First is library licensed resources, like you might get through Course Reserves. 15:47.493 --> 15:51.703 They're free to you, but they're not free to everyone in the world 15:51.703 --> 15:53.258 and they're certainly not open. 15:53.551 --> 15:56.211 Second, are blogs and websites. 15:56.211 --> 15:58.637 These are usually free to access but not always open. 15:58.637 --> 16:00.897 Some of them might be. 16:00.897 --> 16:04.137 Images you find on Google, again, you have to check and make sure there's actually an 16:04.137 --> 16:06.777 open license on them to see if they're open. 16:06.777 --> 16:08.827 And finally, open access monographs. 16:08.827 --> 16:12.847 These might be free and open, but if they're under a no derivatives license, that doesn't 16:12.847 --> 16:18.616 allow for remixing, it doesn't meet the five R's requirement for something to be an OER. 16:19.020 --> 16:22.580 But here's where I have this little disclaimer at the bottom of the page. 16:22.580 --> 16:26.860 Just because something isn't an OER that doesn't mean you can't use it in your course. 16:27.263 --> 16:31.593 A lot of the times, the best thing to use for your course is a mix of different 16:31.593 --> 16:33.106 free and open resources. 16:33.106 --> 16:36.096 If it meets your needs, that's the important thing. 16:36.500 --> 16:40.959 The reason that I'm being so careful about defining things here isn't because I don't 16:40.959 --> 16:44.529 want you to use non-OER free resources. 16:44.529 --> 16:49.059 It's because I want to make sure that we're not diluting what the definition of OER is 16:49.059 --> 16:53.659 but that we're clear and concise in how we define what we're using. 16:53.659 --> 16:59.569 Okay, so now I've got a little poll. 16:59.569 --> 17:05.950 If you though, to pollev.com/abbeyelder904 or text this little thing at the top of the 17:05.950 --> 17:06.950 screen for me. 17:06.950 --> 17:11.759 Then you can fill out this poll and explain how much this presentation is new to you. 17:11.759 --> 17:15.000 This is the end of this sort of intro background section, 17:15.000 --> 17:18.719 so I want to get an idea of where you all are. 17:26.752 --> 17:31.013 And hopefully this works if it doesn't work, then we'll move on. 17:31.013 --> 17:35.962 But I'll keep an eye out just in case. 17:45.604 --> 17:47.112 I'll give you one minute. 17:47.112 --> 17:50.591 And if this doesn't actually go anywhere, then we'll go ahead and move on. 17:50.591 --> 17:52.207 Alright. 18:02.605 --> 18:04.523 Oh dang. 18:04.523 --> 18:07.251 That's a real shame. 18:07.251 --> 18:09.456 Let's see if the activate... 18:09.456 --> 18:10.456 There we go. 18:10.456 --> 18:11.456 There we go. 18:11.456 --> 18:12.456 Okay. 18:12.456 --> 18:16.059 Had to do both at once. 18:24.591 --> 18:28.372 Alright, wonderful. 18:29.583 --> 18:34.193 So this is the first time I've used Poll Everywhere, which is very exciting, but I'm going to give 18:34.193 --> 18:40.554 you five more seconds, and… 18:41.261 --> 18:42.801 Wow. 18:42.801 --> 18:50.630 I guess Poll Everywhere doesn't account for 192 people all being in the presentation, 18:50.630 --> 18:52.610 so we'll go ahead and move on. 18:52.610 --> 18:56.901 But it's nice to see that there's a good spread of people that either know the basics of OER 18:56.901 --> 19:01.590 already or were a little bit familiar with this, but wanted to learn more. 19:01.590 --> 19:06.250 Alright, let's go ahead and move on to the next bit. 19:08.269 --> 19:10.452 There we go. 19:10.452 --> 19:12.835 How do I adopt OER? 19:13.502 --> 19:18.683 So, the rest of this is going to go into how you adopt, create and adapt OER for your classroom. 19:18.683 --> 19:20.813 We've got through the basics now. 19:20.813 --> 19:23.624 So, how do you adopt an OER for your classroom? 19:23.624 --> 19:27.855 You might think that it's as simple as I found a book, I put it in the class, but it's not 19:27.855 --> 19:29.425 always that easy. 19:29.627 --> 19:31.307 So here's some tips. 19:31.307 --> 19:34.602 Before you begin looking for open resources to use in your classroom, 19:34.602 --> 19:36.275 there's two things you need to consider: 19:36.275 --> 19:39.834 What do you need and what you have already? 19:39.834 --> 19:45.494 And this has highlighted the word need because it's not just, well, 19:45.494 --> 19:49.329 what do you think you need, but what do you actually need for your classroom? 19:49.329 --> 19:54.823 Maybe you need a textbook or maybe you just need resources for your students to read. 19:54.823 --> 20:00.563 Maybe you could work with a set of modules, a set of readings, or some other combination 20:00.563 --> 20:04.193 of materials that meet the needs that you specifically have. 20:04.698 --> 20:09.037 The other thing is consider what you have already because a lot of times, faculty members 20:09.037 --> 20:13.748 are coming into OER with a set of resources they've already created, whether those are 20:13.748 --> 20:18.539 notes, slide sets, or other things they already use in that classroom to supplement the commercial 20:18.539 --> 20:20.789 resources they were using before. 20:20.789 --> 20:23.920 You can still use your notes, you don't have to completely get rid of them 20:23.920 --> 20:25.648 when you move to OER. 20:25.648 --> 20:29.478 But you might want to adapt them to match better than material that you're teaching 20:29.478 --> 20:32.858 and the order you're teaching them in with open resources. 20:34.399 --> 20:41.073 Remember, OER can be any educational materials so long as it's freely shared and openly licensed. 20:41.073 --> 20:44.874 So you can look at all the different things available to you instead of thinking just 20:44.874 --> 20:47.063 about open textbooks. 20:47.316 --> 20:49.247 So how do you find OER? 20:49.247 --> 20:53.836 Well, the first place to start is through OER repositories, specifically. 20:53.836 --> 20:57.477 The Open Textbook Library is very popular because it's just textbooks. 21:02.257 --> 21:03.615 Library and elsewhere. 21:03.615 --> 21:06.936 put into a more interactive and remixable format. 21:06.936 --> 21:12.125 LibreTexts is particularly popular with chemistry courses, but they've built out a lot more 21:12.125 --> 21:15.696 recently and they're working on some really interesting, adaptable software. 21:15.696 --> 21:17.275 I won't plug them anymore than that, 21:17.275 --> 21:18.676 but please check them out. 21:18.676 --> 21:24.600 OpenStax, of course is the gold standard for intro textbooks in a lot of courses. 21:24.600 --> 21:24.615 Then there's LibreTexts, which has a lot of resources, both from the Open Textbook 21:24.615 --> 21:31.985 And if you teach psychology, algebra, economics, then you probably have already seen 21:31.985 --> 21:34.336 OpenStax textbooks and use around you. 21:34.690 --> 21:40.729 BCcampus is a wonderful group working in Canada to advance open education, and their 21:40.729 --> 21:46.643 search tool also pulls in a lot of resources in the different repositories here. 21:47.037 --> 21:48.567 And finally, there's OER Commons. 21:48.567 --> 21:52.267 Now, OER Commons is great because it's not just textbooks, 21:52.267 --> 21:56.088 it's any kind of OER that might be in use and available to you. 21:56.088 --> 22:00.662 The one problem was OER Commons, is that it's very popular with K12, 22:00.662 --> 22:02.066 which is great for K12 people. 22:02.066 --> 22:06.685 But it means you have to be more careful in filtering and searching through the content 22:06.685 --> 22:08.816 in it when you're teaching for a college level. 22:08.816 --> 22:12.461 So you don't get a lot of things intended for eighth graders, for example. 22:14.113 --> 22:15.493 So here's the search process. 22:15.493 --> 22:18.753 I generally say for people to go through: 22:18.753 --> 22:23.223 As you're searching for OER, first identify the keywords that you're going to use. 22:23.223 --> 22:25.223 Start with the very broad ones, 22:25.223 --> 22:30.587 so if you teach abnormal psychology, start with psychology, and then branch out from there. 22:30.587 --> 22:32.995 Then, searched very broadly. 22:32.995 --> 22:42.765 Like I said, search places like BC Campus, Google Oasis, which is a metafinder, which 22:42.765 --> 22:47.030 means it pulls in content from multiple repositories in one place 22:47.030 --> 22:48.952 to make it a little easier to pull in content. 22:49.205 --> 22:51.825 And then get more specific with your searches. 22:51.825 --> 22:53.855 Look for very... 22:54.108 --> 22:57.578 Look for just what you would cover in a specific week of your class. 22:57.578 --> 23:01.687 A lot of the times when I say to identify keywords for these parts of your search, 23:01.687 --> 23:06.108 you want to look at the table of contents of the book you're already using in the classroom. 23:06.108 --> 23:09.257 That way you can pull out specific concepts for just one week. 23:09.257 --> 23:14.318 Finally, curate that content into a list that you can use and pull together for your course, 23:14.318 --> 23:15.924 reflect and repeat. 23:15.924 --> 23:20.134 Really it's the same as you would do if you were pulling together a lit review for your 23:20.134 --> 23:24.089 research, you identify what you're looking for, search very broadly, 23:24.089 --> 23:26.373 and then fill in the gaps. 23:28.160 --> 23:29.260 You may find a lot. 23:30.000 --> 23:34.800 My example here is Precalculus 1 because things like Precalculus and other general 23:34.800 --> 23:39.060 education courses have a lot of resources available, and that might mean you have to 23:39.060 --> 23:41.744 curate a little bit more to find exactly what you need. 23:41.744 --> 23:44.749 Or you might find only one or two resources available. 23:44.749 --> 23:47.949 Like this Quantitative Problem Solving in Natural Resources 23:47.949 --> 23:51.638 textbook that one of my faculty members published just a couple of years ago. 23:51.638 --> 23:56.439 Still, regardless of whether you find a lot or a little, you can check back in and see 23:56.439 --> 23:59.518 if more has been published since you last checked. 24:00.000 --> 24:03.281 If you check in regularly for updates, you never know what you might find. 24:03.281 --> 24:07.155 The Open Textbook Library has a new textbook section 24:07.155 --> 24:08.891 where you can see what's been published most recently 24:08.891 --> 24:14.301 I generally say, hey, if you haven't found in OER that works for you, 24:14.301 --> 24:17.322 check back next year, you don't have to adopt fully OER right now. 24:17.322 --> 24:20.561 You can start small and move on from there. 24:21.846 --> 24:25.598 Here's my OER Treasure worksheet for those of you who are interested 24:25.598 --> 24:27.410 in walking through this process yourself. 24:27.714 --> 24:31.424 Basically, it's just a structured view of the search process 24:31.424 --> 24:37.499 I outlined in these slides to help you get together all of your thoughts as you're searching. 24:40.964 --> 24:42.324 And now I'm gonna go back. 24:42.324 --> 24:45.935 So I said earlier, OER can be a lot of things. 24:45.935 --> 24:49.884 And there's a lot of things that are free but not open and they're not really OER. 24:49.884 --> 24:51.825 And I want to come back to that. 24:51.825 --> 24:55.811 You have options when you're adopting OER and your classroom. 24:55.811 --> 24:58.003 You do not have to just go with OER by itself. 24:58.003 --> 25:02.133 You can do other things that are more affordable for your students 25:02.133 --> 25:04.555 and help you take a step in the right direction. 25:04.555 --> 25:08.484 Whether that means using Course Reserves, looking at textbook rentals or older versions 25:08.484 --> 25:11.035 of the textbooks you already assign, 25:11.035 --> 25:14.246 looking at course packs that you can create for your class and more. 25:14.246 --> 25:17.756 There's a lot of ways that you can make your course more affordable and you don't have 25:17.756 --> 25:21.614 to jump all in if there's not an OER that meets your needs right now. 25:23.303 --> 25:25.663 This is not an either/or conversation. 25:25.663 --> 25:30.742 You can adopt some OER while keeping some commercial resources in your classroom as well. 25:31.000 --> 25:35.323 A lot of the time is faculty get started by just adopting ancillary OER 25:35.323 --> 25:40.079 in the classroom where they'll have slides and videos and examples for students. 25:40.079 --> 25:45.391 And then later on, they can build out more comprehensive list of content to fill in the gaps. 25:45.391 --> 25:48.580 Start small, innovate, and grow from there. 25:49.978 --> 25:53.114 Finally, there's open educational practices. 25:53.114 --> 25:59.237 When you're adopting OER, you're also adopting a type of teaching that's specific to OER. 25:59.237 --> 26:02.869 You can replace your textbook then open one, leave it at that, 26:02.869 --> 26:07.020 but you can also look at different ways of working with OER, either by 26:07.020 --> 26:09.871 integrating ancillary resources as self-study materials in your classroom, 26:09.871 --> 26:13.244 using open pedagogy to create OER with your students, 26:13.244 --> 26:16.379 or doing research on OER and their impacts as well. 26:16.783 --> 26:19.814 Open Education isn't just the resources. 26:19.814 --> 26:24.333 It's a whole ecosystem of teaching and learning that has a lot of specifics to it. 26:24.333 --> 26:29.567 And I'm not going to go into it, but I want you to think about that as you're moving on today. 26:31.878 --> 26:35.291 Part 2: How do I create OER? 26:35.291 --> 26:41.090 So we've talked about adopting, and creating is a lot more complex for a lot of reasons. 26:41.090 --> 26:45.470 A lot of faculty members don't have the time to create open content for their classrooms, 26:45.470 --> 26:49.779 but I'm going to talk about some tips, tricks, and tools for you to get started 26:49.779 --> 26:52.315 if this is something you want to pursue. 26:53.577 --> 26:57.556 The first thing I want to talk about is considerations for getting started. 26:57.556 --> 27:01.788 Before you get started with creating an OER, ask yourself a few questions: 27:01.788 --> 27:03.545 Who is your audience? 27:03.545 --> 27:08.175 If you're writing for a set of undergraduate students, particularly, first-year students, 27:08.175 --> 27:11.285 you have to be sure that you're writing at the right level for them. 27:11.285 --> 27:13.584 A lot of us, as people writing in academia, 27:13.584 --> 27:18.135 get used to writing for our peers, writing research articles that 27:18.135 --> 27:21.706 cater to people with the same understanding of the content as we have. 27:21.706 --> 27:25.986 But when you're writing for a student audience, you have to take things back a step and think 27:25.986 --> 27:29.305 about how you express things to them on a personal level. 27:30.251 --> 27:35.996 Second, what learning objectives do you need to meet? 27:37.202 --> 27:41.803 A lot of the time, we're again, used to using commercial textbooks 27:41.803 --> 27:46.421 that cover a whole lot of content, some of which we skip over in class or ignore all together. 27:46.421 --> 27:50.194 Think about what learning objectives in your class you actually want to focus on, 27:50.194 --> 27:53.763 and make sure that what you're creating meets those needs and doesn't 27:53.763 --> 27:58.088 go beyond that unless you really want to have a teaser section for students 27:58.088 --> 28:00.049 to learn more if they want to. 28:00.403 --> 28:02.892 Third, what training do you need? 28:02.892 --> 28:06.585 So if you're working with a new software that you're not used to, or if you're building 28:06.585 --> 28:10.436 something out that you want to be more interactive, make sure that you can get the training you need 28:10.436 --> 28:14.676 to do this work well and to build something that you know is going to be great. 28:14.676 --> 28:17.425 Finally, what support is available for you? 28:17.882 --> 28:21.042 I'll talk a little bit later about the support available in Virginia. 28:21.042 --> 28:25.032 I know based on the chat, a lot of you aren't from Virginia, but hopefully you'll have some 28:25.032 --> 28:28.192 fun things to share as well later. 28:28.192 --> 28:34.946 Again, this is not a comprehensive guide, I could do a whole one-hour workshop on just creating OER. 28:34.946 --> 28:37.566 So this is going to walk you through the basics. 28:37.566 --> 28:42.135 What you do will depend heavily on the resources available to you, what support you have, what 28:42.135 --> 28:46.916 software you have, and what your institution has available to help you out with this. 28:46.916 --> 28:49.906 But this will give you some tips. 28:50.306 --> 28:56.035 First, creation tools. The tips for using different tools for creating content is to 28:56.035 --> 28:58.336 use what you have and use what you know. 28:58.336 --> 29:04.479 Now, a lot of the time people talking about creating OER, will list off the most popular things. 29:04.479 --> 29:08.660 Use your LMS like Canvas or Blackboard, use Pressbooks, use Overleaf. 29:08.660 --> 29:12.829 But if you know Word very well and you are used to writing in Word, 29:12.829 --> 29:14.849 draft your content in Word. 29:14.849 --> 29:19.010 You do not have to learn something brand new just for drafting your content. 29:19.010 --> 29:23.208 If you have something that you're used to working in, start there. 29:23.208 --> 29:28.292 You can always adapt and move content into another platform later if that's what's best for you 29:29.513 --> 29:33.102 And again, use what you have available. 29:33.102 --> 29:36.992 If something is recommended for you to use, but you don't have access to it, 29:36.992 --> 29:41.792 it's not worth paying extra money just to use a different software that someone recommends. 29:41.792 --> 29:46.362 Instead, use the things that are free, open, and available to you. 29:46.362 --> 29:51.886 Or if it's available to you, but not free to someone else, use what someone else has already bought for you. 29:54.155 --> 29:57.765 Another thing to think about, besides just where you're creating your content, 29:57.765 --> 30:00.000 is where you're hosting and sharing your content. 30:00.000 --> 30:02.503 And these might be two different things. 30:02.503 --> 30:06.423 So, like I said before, you can create your content in one tool 30:06.423 --> 30:08.089 and then post it somewhere else. 30:08.089 --> 30:12.467 Similarly, you can host your content in one place and share it somewhere else. 30:12.467 --> 30:15.903 The Open Textbook Library is an example of a referatory, 30:15.903 --> 30:19.732 which means it refers and points out to content that's hosted elsewhere. 30:19.732 --> 30:24.543 So you can have a textbook that's hosted on your institutional repository's website, 30:24.543 --> 30:28.170 like Virginia Tech does, but you can have it linked in the Open Textbook Library 30:28.170 --> 30:29.741 so more people can find it. 30:29.741 --> 30:35.010 A lot of the time this has done in OER contexts to make it easier to find 30:35.010 --> 30:37.979 resources that are housed all over the world. 30:39.620 --> 30:43.031 So what are some hosting and sharing tools you should be aware of? 30:43.031 --> 30:47.681 Well, there's Pressbooks, which is very popular for both hosting and creating content. 30:47.681 --> 30:51.239 You can write within it, and you can host your content there. 30:51.239 --> 30:56.229 There's LibreTexts, as I mentioned earlier, which can also host and create content. 30:56.229 --> 31:01.898 Although, I generally recommend creating elsewhere and then pulling into LibreTexts later. 31:01.898 --> 31:05.408 WordPress websites can also be a very popular, 31:05.408 --> 31:09.339 especially for courses that are housed outside of your LMS. 31:10.316 --> 31:14.115 Finally, there's your LMS itself. Your learning management system, 31:14.115 --> 31:16.210 whether this is Canvas or Blackboard. 31:17.303 --> 31:22.690 And OER Commons. VIVA Open has its own OER Commons hub where you can host content you 31:22.690 --> 31:28.376 created using the OER Author tool or share out links to content that's housed elsewhere. 31:30.000 --> 31:33.748 Similarly, you can host content somewhere that wasn't created there, 31:33.748 --> 31:38.327 like in your institutional repository or Manifold, which is a software similar to 31:38.327 --> 31:42.910 Pressbooks, but instead of creating the content within it, it's a place to share it out. 31:43.427 --> 31:49.557 And like I said earlier, you've got referatories like the Open Textbook Library and OER Commons. 31:51.412 --> 31:54.526 Here's some considerations as you're planning out your projects. 31:54.526 --> 31:58.331 Like I said earlier, you need to think about what you have available, what tools you want 31:58.331 --> 32:01.427 to use, and how you're going to structure it for your class, 32:01.427 --> 32:04.031 but you also have to think about the content itself. 32:04.031 --> 32:08.680 How are you creating this content and making sure that it's usable for not just your class, 32:08.680 --> 32:11.171 but anyone in the world who wants to access it. 32:11.171 --> 32:13.654 This is going to be an open educational resource, 32:13.654 --> 32:16.974 remember, which means it has to be usable for whoever finds it. 32:16.974 --> 32:20.551 Someone might be able to adapt it down the line to make it better, 32:20.551 --> 32:23.998 but don't you want your version of it to be 32:23.998 --> 32:26.107 the version that everyone says is the best? 32:26.535 --> 32:30.816 So things to think about as you're planning your project: aim for interoperability, which 32:30.816 --> 32:35.995 means having a modular, customizable design that aims to make something easy for people 32:35.995 --> 32:38.455 to integrate into their classroom design. 32:38.455 --> 32:40.515 Second, digital accessibility. 32:40.801 --> 32:45.469 Obviously we want to build everything accessibly from the very start of your project. 32:45.469 --> 32:50.441 No matter what you're doing, you don't want accessibility to be the last thing you do 32:50.441 --> 32:53.601 because that means you're going to have to go in and change things later on. 32:53.601 --> 32:58.520 Instead, start with an accessibility coordinator on your campus, an IT person that works with 32:58.520 --> 33:02.417 accessibility, and make sure they're helping you keep these things 33:02.417 --> 33:04.364 in the front of your mind as you're building your content. 33:04.364 --> 33:06.423 And finally, sustainability. 33:06.803 --> 33:10.533 Think about what you're going to do to update your work in the future and what support you 33:10.533 --> 33:13.333 can get to make that happen. 33:15.378 --> 33:20.548 There is something called the ALMS Framework created by David Wiley. 33:20.548 --> 33:24.959 The same man that came up with the five Rs, and the ALMS Framework is basically just the 33:24.959 --> 33:31.587 idea of how you courage downstream use of your OER by making it even more open. 33:34.252 --> 33:39.700 First of these is "Access to Editing Tools." Is the content published with something that 33:39.700 --> 33:44.107 can be edited afterwards and available in a format that can be revised? 33:44.107 --> 33:49.891 Whether that's the only format that's available in or whether there's an extra format available there as well. 33:49.891 --> 33:53.821 I generally recommend you have one example that's well-formatted good for printing, 33:53.821 --> 33:57.378 and another format that's good for remixing. 33:57.378 --> 34:02.087 That way you don't have to sacrifice looks for functionality. 34:02.087 --> 34:04.706 Second, Level of Expertise Required. 34:04.706 --> 34:08.458 How hard is it going to be for some to revise and remix your content? 34:08.458 --> 34:12.827 If you have a version of it available in Word, that makes it a lot easier for other 34:12.827 --> 34:19.795 people remix rather than, if the only version you have available was made in Adobe Illustrator, for example. 34:19.795 --> 34:26.169 Is it Meaningfully Editable? Which means it's not just easy to take a page out, 34:26.170 --> 34:31.621 but it's also easy to change around the sections of your book or even rearrange it. 34:33.239 --> 34:35.248 And finally, is it Self-Sourced? 34:35.248 --> 34:38.661 So is the format preferred for consuming the open content 34:38.661 --> 34:42.071 also the preferred version for revising and remixing it? 34:42.072 --> 34:46.899 This is where formats like Pressbooks and LibreTexts are particularly useful 34:46.899 --> 34:51.672 because they're online software that you can use to access 34:51.672 --> 34:58.642 content and also copy, remix, and put out your own versions of it within the same platform. 35:01.592 --> 35:05.312 But the most important thing you can do when you're creating content isn't to think about 35:05.312 --> 35:10.172 all these things by yourself and figure out how you're going to do all of this hard work. 35:10.172 --> 35:15.000 The best thing to do is to ask for help early and often. 35:15.000 --> 35:18.635 Seek help on campus for copyright and accessibility experts. 35:18.635 --> 35:23.555 Talk to instructional designers, librarians, and OER professionals, and use the support 35:23.555 --> 35:26.968 available in your community, so you're not going at this alone. 35:27.316 --> 35:34.496 To identify a system or campus leaders in your area, go to bit.ly/va-oer-contacts 35:34.496 --> 35:40.159 that will help you find a few people that are OER experts in Virginia near you. 35:42.101 --> 35:46.466 And also, get help in other ways. You don't have to just get support from people. 35:46.466 --> 35:51.569 You can also get support from money. And I know we all need that for a lot of this work. 35:51.569 --> 35:57.209 So funding and content hosting, are both available thanks to the 4-VA grants, VIVA grants, 35:57.209 --> 36:00.696 and other support that's available in your community. 36:00.696 --> 36:04.818 One thing I highly recommend is reaching out to listservs for support, 36:04.818 --> 36:06.798 whether you're in Virginia or not. 36:06.798 --> 36:11.017 For Virginia, obviously, there's the VIVA OER and OpenVA listservs. 36:11.017 --> 36:16.551 But outside of Virginia, you might look at the LibOER listserv, the CCC OER listserv, 36:16.551 --> 36:21.139 which is community colleges in California, but they're great for everyone to talk to. 36:21.446 --> 36:23.566 These groups can help you locate OER. 36:23.566 --> 36:26.176 They can help you talk through your project. 36:26.176 --> 36:31.709 And it's a great community of practice to talk to other people that are interested in this work. 36:31.709 --> 36:36.640 And finally, again, institutional support might be available for you as well. 36:36.640 --> 36:40.408 Ask, reach out for help, and see what's available. 36:41.901 --> 36:43.011 Alright. 36:43.360 --> 36:48.026 So that's the basics of creation, and like I said, it is not comprehensive at all. 36:48.026 --> 36:51.885 It's just the very basics, but I want you to think more about how 36:51.885 --> 36:56.785 creation doesn't just have to be something that you do with a whole lot of effort on your own. 36:56.785 --> 36:58.796 It can be something where you take it a piece at a time, 36:58.796 --> 37:04.035 figure out what you need to do, and then get help to do that work well. 37:04.225 --> 37:05.936 So finally, how do I adapt OER? 37:06.646 --> 37:11.633 And you might be thinking, usually this is structured: adopt, adapt, create. 37:11.633 --> 37:15.737 But in this case, this is structured: adopt, create, adapt, 37:15.737 --> 37:22.118 and that's because adaptation is a lot of the same stuff in creation, but with a twist. 37:22.118 --> 37:25.388 So, I wanted to get the basics of creation out first. 37:26.233 --> 37:28.247 So how do you adapt OER? 37:28.247 --> 37:32.434 Like I said, there are five R permissions included in all OER: 37:32.434 --> 37:35.413 You can retain them, revise, remix, reuse, and redistribute. 37:35.608 --> 37:40.533 But that revise and remix is very important because it's the basis of adaptation. 37:40.533 --> 37:44.623 It means you can take something that exists and make it work in your context. 37:46.309 --> 37:49.903 There are a few reasons you might adapt a resource, 37:49.903 --> 37:53.563 but before you begin, there's also some considerations you have to keep in mind. 37:53.754 --> 37:58.002 First, what needs to be changed versus what do you want to change? 37:58.002 --> 38:01.342 Second, what software and tools do you have at your disposal? 38:01.342 --> 38:03.212 What training do you need to do this work well? 38:03.212 --> 38:05.886 And what support is available for your work? 38:05.886 --> 38:10.146 So this should sound familiar because it's the exact same questions, 38:10.146 --> 38:13.186 well two or three of them, that I had in the creation section. 38:13.424 --> 38:17.574 When you're adapting content, you often have to think of it the same way as creating 38:17.574 --> 38:20.570 because you're creating something new out of something that already exists. 38:20.570 --> 38:22.570 But there are some differences. 38:22.855 --> 38:26.182 Approach adaptation, like editing. 38:26.182 --> 38:30.302 Whenever I talk to faculty about adaptation, I often get a little bit of concerns from 38:30.302 --> 38:35.205 people saying, "I don't know how comfortable I feel changing something that someone else made." 38:35.205 --> 38:38.735 But after remind them, you're not changing that version of the text. 38:38.735 --> 38:41.825 You're making a new edition for your class. 38:42.064 --> 38:45.934 Think of it like changing a draft to someone else's prepared for you. 38:45.934 --> 38:48.151 It's not that someone said, 38:48.151 --> 38:51.530 "This is my work and it's all mine, and I don't want to share it with anyone." 38:51.530 --> 38:55.820 No, they made it open because they want to support students around the world 38:55.820 --> 38:57.220 in learning this content well. 38:58.218 --> 39:00.330 Don't be afraid to make those changes. 39:00.330 --> 39:04.700 You're adapting it for your course because there's something that needs to be changed. 39:04.985 --> 39:09.386 And once you have created an adaptation, if it's small or if it's big, 39:09.386 --> 39:11.484 reach out to the original author and share your work. 39:11.484 --> 39:15.864 Say, "I really loved what you created, but I needed to change some things for my class." 39:15.864 --> 39:19.632 "Here's my edition in case you want to adapt some of it for your own use." 39:19.632 --> 39:22.106 This is how collaboration works. 39:22.106 --> 39:26.364 And finally, always give attribution. Technically, it's the law. 39:26.364 --> 39:30.284 So you have to provide attribution for the original creator for any changes you make 39:30.284 --> 39:32.753 to their work in your own updates. 39:33.657 --> 39:38.257 Attribution is the basis of all OER reuse. 39:38.257 --> 39:44.658 And a lot of the time it's something that faculty aren't necessarily ready to jump into, 39:44.658 --> 39:47.349 even if it seems like they're ready for everything else. 39:47.349 --> 39:49.059 Here's an example. 39:49.059 --> 39:52.379 Taken straight from Creative Commons website. 39:52.379 --> 39:55.853 When you create an attribution for a source, there's a few things you need to include: 39:55.853 --> 40:01.636 the title of the work, the author, the source link, and the license. 40:01.636 --> 40:06.476 That way anyone looking at it can immediately find out where it came from and 40:06.476 --> 40:08.285 what license it's used under. 40:08.476 --> 40:14.210 It's the exact same thing as citations, except with a much heavier legal emphasis. 40:14.210 --> 40:19.441 You can forget to cite something and people will say, "That's all right I know where that cam from." 40:19.441 --> 40:24.391 But if you forget to attribute something that you've specifically taken from someone else, 40:24.391 --> 40:27.251 that can be a legal problem. 40:28.293 --> 40:31.766 Again, providing links is one of the most important things because 40:31.766 --> 40:34.255 it helps users find that original work. 40:35.349 --> 40:39.419 So what can you change when you're doing an adaptation of a work? 40:39.419 --> 40:41.369 Well, you can change the format. 40:41.369 --> 40:44.059 Let's say you found an OER that's a PDF, 40:44.059 --> 40:47.262 but you really want it to be an e-book to make it easier for students 40:47.262 --> 40:50.001 with digital accessibility needs to read through it. 40:50.715 --> 40:52.817 Let's say, you want to do updates. 40:52.817 --> 40:55.467 You found something from 2014, and things have changed 40:55.467 --> 40:58.411 a little bit in your field since then, so you just need to tweak a bit. 40:59.029 --> 41:00.169 You want to add something. 41:00.169 --> 41:02.245 There's a chapter missing that you teach in your class, 41:02.245 --> 41:03.768 and you want to make sure that's included. 41:04.255 --> 41:05.529 You can delete something. 41:05.529 --> 41:08.726 Again, the complete opposite, take out the chapter you don't teach. 41:09.264 --> 41:14.424 You could add different things for accessibility, like alt-text to images, 41:14.424 --> 41:17.224 or you could completely translate and change the language of a text, 41:17.224 --> 41:21.935 My OER Starter Kit we mentioned at the beginning of this is currently being translated into French. 41:21.935 --> 41:24.808 So that might be something useful for you as well. 41:25.996 --> 41:27.686 And why might you make these changes? 41:27.686 --> 41:31.916 I think this is perhaps even more important because it can be easy to say, 41:31.916 --> 41:33.836 "I want to make a change to a book." 41:33.836 --> 41:39.106 But before you make changes to a book, a video, and an interactive resource that's an OER, 41:39.106 --> 41:42.056 you have to think about why you're doing it. 41:42.281 --> 41:45.021 Because, if it's not a good enough reason to make those changes, 41:45.021 --> 41:50.361 maybe you should just use it as is and adapt it like you would a commercial resource, 41:50.361 --> 41:53.519 where you tell students, "Just don't read chapter three." 41:54.851 --> 41:59.163 Why you might change a resource is because it improves ease of access for students. 41:59.163 --> 42:02.382 It can help you produce print copies if necessary. 42:02.382 --> 42:05.130 It can better align with your course learning objectives. 42:05.130 --> 42:08.550 You can have better DEI, or diversity, equity, and inclusion 42:08.550 --> 42:12.081 of the materials by changing examples to have the same sort of names 42:12.081 --> 42:14.318 that are present in your own student body. 42:14.318 --> 42:16.841 Or I just don't teach that chapter in this class. 42:16.841 --> 42:19.273 That's also good enough reason. 42:19.794 --> 42:22.504 Small changes can make for big results. 42:22.504 --> 42:27.404 Sometimes, all you need to do is tweak a little bit to really make a big change in your community. 42:27.404 --> 42:32.744 Like I said, thinking about how to make diversity and equity changes to a textbook 42:32.744 --> 42:37.179 can make your students feel more involved and included in the classroom. 42:37.465 --> 42:43.295 Think about what you can do, even if it's something small, to make an OER work for you. 42:44.722 --> 42:49.766 Finally, I'm going to talk about two types of adaptation projects you might have. 42:49.766 --> 42:51.236 First is remixed projects. 42:51.236 --> 42:54.925 It's when you take multiple resources and combine them with your own 42:54.925 --> 42:56.676 to make something new. 42:56.676 --> 43:01.319 Or you might combine two resources to fill a gap identified in one. 43:01.319 --> 43:05.998 This textbook is almost perfect, but this one fills in that one specific thing we cover. 43:05.998 --> 43:08.417 Put them together and make something else. 43:08.676 --> 43:14.346 Or you can take multiple resources from all over and create a reader or a resource list 43:14.346 --> 43:18.470 by taking chapters and articles and compiling them into an open course pack. 43:18.470 --> 43:24.235 A lot of you are used to maintain course packs already by taking readings from your library 43:24.235 --> 43:25.940 and creating a course pack for students to purchase. 43:25.940 --> 43:30.253 This is the same thing, except it's also open and free. 43:31.336 --> 43:33.356 Re-mixing can happen in a lot of different ways. 43:33.356 --> 43:35.816 And you don't have to just take something, 43:35.816 --> 43:39.026 one thing that exists and adapt it for your class. 43:39.026 --> 43:44.085 You can take a lot of different resources to make something unique and perfect for you. 43:44.418 --> 43:47.948 Another type of adaptation project are open pedagogy projects, 43:47.948 --> 43:50.417 and I mentioned this a little bit earlier. 43:50.893 --> 43:57.072 But open pedagogy is sort of a way of adapting during your class instead of before or after it. 43:57.273 --> 44:02.093 As I define it here, open pedagogy is the process of engaging students in the co-creation 44:02.093 --> 44:04.212 of content as part of their learning. 44:04.212 --> 44:08.491 Either as a way of demonstrating learning or as a way of encouraging it. 44:08.491 --> 44:13.338 Students can annotate, comment on, suggest edits to an open resource, 44:13.338 --> 44:16.308 or create the open resource as part of their learning. 44:16.498 --> 44:18.108 There's a lot of different ways you can do this, 44:18.108 --> 44:22.296 and I recommend checking out openpedagogy.org for some examples 44:22.296 --> 44:24.826 of how this has been done in other classes. 44:28.585 --> 44:32.565 All right, we're nearing the very end of my presentation now. 44:32.565 --> 44:36.245 So I'm just going to go into the key takeaways from what we've talked about today. 44:36.245 --> 44:38.285 First, you have options. 44:38.285 --> 44:43.399 You do not have to fully integrate your course with all OER to adopt resources like this. 44:43.399 --> 44:46.624 You can adopt, adapt, or create content for your course, and 44:46.624 --> 44:49.517 you can adopt to some OER without going all in. 44:50.040 --> 44:54.790 Second, start broad when you're searching for open content, and then expand your search 44:54.790 --> 44:59.186 to very specific things, like what you cover in week four, what you cover in week five. 44:59.186 --> 45:02.626 See what might be available there that can supplement what you use already. 45:03.530 --> 45:06.654 Third, use the resources already at your disposal. 45:06.654 --> 45:11.014 You might already have a large amount, of course notes that you could publish as an OER, 45:11.014 --> 45:15.436 or that you could adopt for your course in addition to open content. 45:15.864 --> 45:18.204 And finally, you don't have to do this work alone. 45:18.204 --> 45:22.726 There's often a lot of support people on your campus, that want to help you 45:22.726 --> 45:23.726 and to do this right. 45:23.964 --> 45:26.965 I'm one of those people where whenever someone reaches out to me for help, 45:26.965 --> 45:30.271 I get very excited because I think you didn't need to get money to do this. 45:30.271 --> 45:32.796 I can help you as much as I possibly can. 45:32.796 --> 45:36.419 I will be the point person to help you get your project done. 45:36.419 --> 45:41.969 They are likely people who are excited and energetic and happy to do this work with you 45:41.969 --> 45:45.769 to be a collaborator on your project and make it work. 45:45.769 --> 45:48.919 Find those people, and help them help you. 45:50.489 --> 45:53.865 You can learn more using The OER Starter Kit we mentioned, again, at the beginning 45:53.865 --> 45:55.464 of this presentation. 45:55.464 --> 45:59.141 I like to plug my own work just because I didn't put a lot of work into it. 45:59.141 --> 46:02.611 It's the basic overview of the sorts of things I covered today: 46:02.611 --> 46:05.121 What are OER? How do licenses work? 46:05.121 --> 46:07.941 How do you create them? And things of that sort. 46:07.941 --> 46:10.363 Check it out if you want to learn a bit more. 46:10.363 --> 46:12.539 And now, share your questions. 46:12.539 --> 46:16.699 We'll go ahead and go into the Q&A in the chat to see what you have questions about, 46:16.699 --> 46:18.879 and answer them as best I can. 46:18.879 --> 46:22.234 You can access my slides through this Bitly link here. 46:29.576 --> 46:32.156 Anita Walz: Thank you so much Abbey. 46:32.156 --> 46:39.936 This is an incredible presentation for people who are new to open educational resources. 46:39.936 --> 46:42.306 We've had a number of questions in the Q&A. 46:42.306 --> 46:48.186 Thank you very much for those of you who have added those and others that have answered them. 46:48.186 --> 46:56.246 I have a couple of questions as we're waiting for some more people to ask specific things, 46:56.246 --> 47:05.636 but what how would you describe to someone who is new to Open Educational Resources 47:05.636 --> 47:10.367 and looking at a resource... How do you know what you're looking at? 47:10.367 --> 47:15.000 How do you know if it's open? If it's in copyright? 47:15.000 --> 47:21.860 What steps would you suggest going through to determine what you're looking at and what 47:21.860 --> 47:23.840 you might be able to do with it? 47:24.107 --> 47:29.357 Abbey Elder: Yeah. That's a great question because a lot of the time when you're finding something, 47:29.357 --> 47:34.047 especially if it's a website that you're looking at or a more interactive resource, 47:34.047 --> 47:37.720 it can be hard to notice: Is this something that's openly licensed? 47:37.720 --> 47:40.750 It might be free and you know it's free because you got access to it. 47:40.750 --> 47:44.785 But being able to pull that apart specifically can take some more time. 47:45.000 --> 47:49.853 Not all the time are you going to have a big CC-BY icon right on the top of your page. 47:50.091 --> 47:55.921 So in those cases, I say to look around and see if you can find a marker that says 47:55.921 --> 47:59.681 Creative Commons or that explains what license something is under. 47:59.681 --> 48:04.822 Whether it's on the last page of a PDF or on the bottom of the website. 48:04.822 --> 48:08.333 There might even be an about us page that explains everything on this website 48:08.333 --> 48:12.751 is licensed a certain way. That can help you answer that question. 48:12.751 --> 48:18.121 Other things I might consider is checking out things that might be signs that something 48:18.121 --> 48:23.495 is clearly not open or free, but is shared in a free way. 48:23.495 --> 48:28.178 I've seen a lot more recently, people asking questions about content shared on illegal 48:28.178 --> 48:32.943 textbook sharing websites and asking, "Is this an OER? It's a free textbook." 48:32.943 --> 48:36.807 But if you look up the name and just do a little bit of digging, you can see that it's 48:36.807 --> 48:41.932 actually a commercial textbook that was illegally torrented and uploaded to this website. 48:41.932 --> 48:46.592 So, if you're on a real OER repository that shouldn't happen. 48:46.592 --> 48:50.362 But if people are asking around about something, or you found something randomly through a 48:50.362 --> 48:54.302 Google search, just dig into it a little bit more, and double-check 48:54.302 --> 48:57.307 that it does have a clear open license. 49:01.279 --> 49:06.099 Anita Walz: Thank you. 49:10.691 --> 49:18.931 So there are some questions here in the Q&A and also in the chat. 49:19.358 --> 49:24.250 I'm wondering if you can tell us, How do you attribute? 49:24.250 --> 49:28.342 If you're using somebody else's work, what are you required to do 49:28.342 --> 49:34.549 by a Creative Commons license in order to be fully above board? 49:34.778 --> 49:37.435 Abbey Elder: Yeah. Very good point. 49:37.435 --> 49:42.598 So if you're doing an adaptation of one book that you're using as the base 49:42.598 --> 49:48.126 for a new thing that you're putting out, then it's best to have the author of the original 49:48.126 --> 49:52.659 listed as a co-author on the final book and to have, on one of the very first pages, 49:52.659 --> 49:57.997 "This was adapted from 'the other book' by this author, available at this link." 49:57.997 --> 50:03.308 The same TALS acronym of title, author, source, and license 50:03.308 --> 50:04.308 that I mentioned earlier. 50:04.308 --> 50:08.187 Someone mentioned in the Q&A, when I combine material from multiple sources 50:08.187 --> 50:12.196 in an adaptation, what's the standard way of writing attribution part? 50:12.196 --> 50:15.546 That will depend again, on how much of each one you're using. 50:15.546 --> 50:19.684 If one of those books is the base for the whole thing, then you'll again, 50:19.684 --> 50:22.954 want to make sure that that author is listed as a co-author on the project, 50:22.954 --> 50:26.586 very upfront because they're the one that did the bulk of the work, 50:26.586 --> 50:29.465 and that they're attributed clearly at the very front page. 50:29.465 --> 50:34.535 And then any other pieces that are adapted into the text are under adaptations. 50:34.535 --> 50:39.054 You can have a separate page saying adapted from and a list of resources, 50:39.054 --> 50:45.000 or you can have them under each chapter or page that their content is used within. 50:50.872 --> 50:58.760 Anita Walz: Let's see. Let's take one of the questions from the Q&A. 50:58.760 --> 51:04.520 Once you adopt a specific Creative Commons license, for example, Attribution Only, 51:04.520 --> 51:07.709 and you're the author, can you change it? 51:07.709 --> 51:10.326 What happens? And could you change it? 51:10.326 --> 51:13.948 And what would that entail? 51:14.264 --> 51:16.929 Abbey Elder: Yeah. Very good question. 51:16.929 --> 51:21.829 So that specific question is something that I hear about a lot when people are just learning 51:21.829 --> 51:27.311 and getting started with open licensing their own work because it can be very scary 51:27.311 --> 51:30.771 to make something very open and then want to go back on that later. 51:30.771 --> 51:34.251 But legally, a Creative Commons license is irrevocable. 51:34.251 --> 51:37.391 Once it's attached to your work, it's attached to your work forever. 51:37.391 --> 51:41.674 But if you create a second edition of that work, that's separate from the original, 51:41.674 --> 51:44.294 then you can license it under a different license. 51:44.294 --> 51:48.243 You just can't change the license on the original work once it's out. 51:48.243 --> 51:49.626 It would be like saying, 51:49.626 --> 51:54.406 "I put this book out, and it's completely under my copyright." 51:54.406 --> 51:58.043 "And now I'm taking that all back. I don't want the copyright anymore, 51:58.043 --> 52:00.311 and I'm changing it completely." 52:00.311 --> 52:05.091 Once it's out, that's how it is, but you can put out a different license after the fact 52:05.091 --> 52:10.318 if you have a second edition or an alternate version of the text. 52:12.079 --> 52:14.539 Anita Walz: Thank you. 52:14.539 --> 52:22.616 Can you tell us if a faculty member wants to put an open license on their work, 52:22.616 --> 52:25.359 what would they need to do to do that? 52:25.359 --> 52:29.059 Do you have to apply somewhere? 52:29.345 --> 52:33.057 Abbey Elder: Very good question. Yes. I get that a lot as well. 52:33.057 --> 52:37.320 Ok, again I'm going to point everyone if you want to, to the Creative Commons website. 52:37.320 --> 52:40.175 It is very nice. They've had a lot of very clear answers to this, 52:40.175 --> 52:42.545 and I am not a lawyer. There you go. 52:42.545 --> 52:45.000 I've said it once, but I can answer this pretty well. 52:45.000 --> 52:48.621 If you want to put a Creative Commons license on your work, 52:48.621 --> 52:50.671 there's a couple of steps you can follow. 52:50.671 --> 52:54.851 First of all, put that there is a Creative Commons license on this work 52:54.851 --> 52:56.519 somewhere in the text of it. 52:56.756 --> 53:03.348 That have the icon for whatever creative commons license you're using available. 53:03.348 --> 53:08.268 And if possible, if you can get help with this as well, put in the metadata of the file, 53:08.268 --> 53:11.623 for whatever you're sharing, the information for 53:11.623 --> 53:13.795 the open license you're using as well. 53:13.795 --> 53:17.445 You do not have to go through an office. There's no US Copyright Office process 53:17.445 --> 53:19.829 for making something openly licensed. 53:19.829 --> 53:24.239 It's just a matter of making it clear and present within the item itself, 53:24.239 --> 53:28.809 So that other people looking at it, can clearly see this is openly licensed, 53:28.809 --> 53:32.874 just like how you'd want to be able to see by looking at something if you can reuse it. 53:33.857 --> 53:41.247 Anita Walz: So does that mean that I put words or the icon and for CC license or both, or... 53:41.484 --> 53:43.594 Abbey Elder: Ideally both. 53:44.736 --> 53:48.829 Anita Walz: Great. I think Preston wants to jump in with a couple of questions. 53:48.829 --> 53:51.122 Preston Davis: So yes thank you. 53:51.122 --> 53:58.462 There's a question about finding images for lab manuals. 53:58.462 --> 54:07.230 And specifically, if you know if pictures of models are allowed 54:07.230 --> 54:12.231 to be used in an OER text. 54:12.231 --> 54:17.909 Abbey Elder: That's one of those weird cases where I think it would depend on the model 54:17.909 --> 54:23.780 and how... its one of those things... how gung-ho the company 54:23.780 --> 54:28.489 that owns the models and the rights to them are about enforcing those rights. 54:28.489 --> 54:32.429 I don't want to say, "as long as they don't care, it's fine." 54:32.429 --> 54:37.609 But there is a fair use case to be made for having a picture of something that exists 54:37.609 --> 54:43.501 in a physical form that you took the picture of and are using under that right. 54:43.501 --> 54:47.312 There might be the need to say within the text, 54:47.312 --> 54:53.734 this is a picture of a copyrighted physical thing, but it's being used under fair use 54:53.734 --> 54:58.784 or the picture itself is openly licensed, but the item is not. 54:58.784 --> 55:01.955 This is where I would have to say talk to a real lawyer 55:01.955 --> 55:04.055 and not me on this one. 55:06.548 --> 55:09.434 Preston Davis: Yeah, that's a tough question. 55:09.434 --> 55:17.364 And we have another question about when I combine materials from multiple sources 55:17.364 --> 55:23.154 in the adaptation process, what is the standard way of writing the attribution? 55:24.296 --> 55:28.910 Abbey Elder: I mentioned this a little bit earlier, but it will depend on 55:28.910 --> 55:30.663 how much of each one is in the book. 55:30.663 --> 55:34.903 Another example, when it's not one book is the main piece of it. 55:34.903 --> 55:39.237 But you have a lot of little things that are being added into something 55:39.237 --> 55:44.179 that's bulk your work, is to have an attribution on each page 55:44.179 --> 55:48.469 that is made with something else. 55:48.469 --> 55:53.179 We have a textbook that was just put out by one of our authors, 55:53.179 --> 55:59.166 Parenting and Family Diversity Issues, that's the one, through Iowa State, 55:59.166 --> 56:05.336 where she took a lot of resources from Wikipedia, from existing open textbooks and combines them 56:05.336 --> 56:07.781 on different chapters of the book into something new. 56:07.781 --> 56:11.721 so instead of having one long page of attributions at the front of the book, 56:11.721 --> 56:15.781 she had a footnote on every single page saying here are the resources that were 56:15.781 --> 56:19.778 adapted for this page, so you can easily get back to those resources. 56:25.475 --> 56:27.810 Anita Walz: I'm going to jump in with a question. 56:27.810 --> 56:34.355 You mentioned something about no derivatives. Can you explain what that is? 56:34.747 --> 56:37.167 Abbey Elder: Thank you. 56:37.167 --> 56:43.091 There are different specific licenses under Creative Commons, from the very basic CC BY 56:43.091 --> 56:47.341 which is just, you can do whatever you want as long as you provide attribution for me 56:47.341 --> 56:53.971 to the very strict no derivatives and noncommercial which says, you can't sell it, 56:53.971 --> 56:59.728 you can't share it, maybe you can show people it, but you can't change it anyway. 56:59.728 --> 57:04.488 And no derivatives is just the license that says no changes, no adaptations. 57:04.488 --> 57:09.518 And that's the one licensed by and large the OER community will say, you can't put on an OER 57:09.518 --> 57:12.268 because it doesn't allow the five R permissions. 57:12.268 --> 57:17.265 Every other creative commons license though, should be allowed in used as necessary. 57:18.373 --> 57:24.016 Anita Walz: Thank you . The questions keep coming. This is great. 57:24.016 --> 57:28.176 They keep getting harder too which is also exciting. 57:28.176 --> 57:32.936 So one person wants to know what if I used an open source in my country, 57:32.936 --> 57:36.241 but it was not open for another country? 57:37.351 --> 57:45.000 I think this person is asking something that was... 57:45.000 --> 57:53.951 Actually, let's clarify what this person is asking. I'll just ask them to please clarify. 57:53.951 --> 57:59.811 There's another question about who owns what? 57:59.811 --> 58:09.387 So if you're at an institution, does university or college own what you made, 58:09.387 --> 58:18.807 do you own it? Can you put an open license on it, and Preston actually added an answer to that one. 58:18.807 --> 58:21.676 Do you want to elaborate, Preston? 58:23.085 --> 58:29.232 Preston Davis: Well, I think at each institution is going to have an intellectual property policy. 58:29.232 --> 58:33.896 The policies can differ from institution to institution. 58:33.896 --> 58:41.546 That being said, It's important to take into account what is the institutional policy? 58:41.546 --> 58:50.278 I would say in general terms, faculty retain ownership in most cases, 58:50.278 --> 58:57.872 but institutions maintain usage rights in most instances. 58:57.872 --> 59:05.562 Again, it can be dependent upon the actual policy that the institution had. 59:06.418 --> 59:10.288 I think that's the best way that I can answer the question, 59:10.288 --> 59:12.638 not being a lawyer. 59:13.235 --> 59:15.570 Anita Walz: I think that's probably accurate. 59:15.570 --> 59:18.403 It depends on the institutional policy. 59:18.403 --> 59:22.946 Instructors usually have some rights, but let's talk about student rights. 59:22.946 --> 59:32.446 So at my institution, we revised our IP policy three or four years ago to 59:32.446 --> 59:37.176 very clearly indicate that students own the intellectual property over their work, 59:37.176 --> 59:43.029 if they are not if they're not compensated for the work. 59:43.029 --> 59:50.589 And so student work, you would have to either compensate to obtain permission 59:50.589 --> 59:56.379 and to allow students to be able to opt out without an academic consequences. 59:56.379 --> 01:00:04.484 So there's a question in that has six up votes in the Q&A. 01:00:04.484 --> 01:00:09.154 How do you balance wanting to help students with not wanting to provide intellectual, 01:00:09.154 --> 01:00:13.909 free intellectual labor to the higher education industry? 01:00:13.909 --> 01:00:24.019 I think the answer to that is to ask permission with no strings attached, or to see if you 01:00:24.019 --> 01:00:33.478 can pay students to do some of the work. So student should have an option. 01:00:33.478 --> 01:00:39.279 I'm answering that for you. Sorry. Is there anything that you would add to that, Abbey? 01:00:39.279 --> 01:00:43.459 Abbey Elder: There was a bit more I think to that question about wanting to create OER, 01:00:43.459 --> 01:00:48.879 but not wanting to give something free to other people to reuse. 01:00:48.879 --> 01:00:53.094 The answer is under it I think did a very good job of saying, you can use 01:00:53.094 --> 01:00:55.317 a non-commercial CC license. 01:00:55.317 --> 01:01:00.117 You don't have to put it out and say the work your used 01:01:00.117 --> 01:01:01.437 can be reused however they like. 01:01:01.437 --> 01:01:05.497 Also you can get paid for your work as well. Depending on your institution, you might be 01:01:05.497 --> 01:01:08.861 able to get funding to support the creation of open content, 01:01:08.861 --> 01:01:13.597 or if there's content you've already created, then this is just a good way of getting it 01:01:13.597 --> 01:01:15.767 out and getting some more impact for your work. 01:01:15.767 --> 01:01:20.697 There's a lot of people right now looking into promotion and tenure, support for faculty 01:01:20.697 --> 01:01:22.437 adopting and using OER. 01:01:22.437 --> 01:01:26.373 So that might be another way to compensate people doing this work in the future, even 01:01:26.373 --> 01:01:30.000 if it's not, at your institution, a big thing right now. 01:01:31.379 --> 01:01:37.421 Anita Walz: Great. Thank you for that. There are a few other questions. 01:01:37.421 --> 01:01:43.557 Are there special considerations for creating or adapting multimedia OER materials? 01:01:43.557 --> 01:01:50.813 So where there are presenters, but there is audience participation. 01:01:52.431 --> 01:02:00.101 This is a new world of online... the old, new world of online learning. 01:02:00.101 --> 01:02:07.047 and incorporating people's work into an OER. 01:02:08.799 --> 01:02:14.039 I think what I would see behind that is, 01:02:14.039 --> 01:02:21.919 do we need to get permission from people who are involved, who are contributing ideas? 01:02:21.919 --> 01:02:26.188 How would you, how would you answer that question?. 01:02:26.521 --> 01:02:31.762 Abbey Elder: That's a really big question, I'll say. Specifically, before the example was included 01:02:31.762 --> 01:02:37.358 and I just saw the world of multimedia OER, I was thinking, yeah, that's very complicated 01:02:37.358 --> 01:02:41.618 because there's a lot more accessibility concerns to keep in mind this multimedia content, 01:02:43.045 --> 01:02:49.425 you have to put more into the transcripts, the captions, the descriptions for interactive content, 01:02:49.473 --> 01:02:52.368 like PhET sims, simulations, and things like that. 01:02:52.368 --> 01:02:56.233 But then when you look at events that are being shared, 01:02:56.233 --> 01:02:58.327 that's a whole other sort of situation. 01:02:58.327 --> 01:03:05.034 And I think it's a case where you have to, upfront, have a code of conduct, 01:03:05.034 --> 01:03:10.279 and an expectation for participants to understand what's being asked of them. 01:03:10.279 --> 01:03:15.000 For example, a lot of events at my institution, if we're going to be recording, we let people 01:03:15.000 --> 01:03:18.292 know what the very front, we're going to be recording this session. 01:03:18.292 --> 01:03:20.330 This is what to expect from that. 01:03:20.330 --> 01:03:25.844 And if you would rather not be recorded and not have your face or name shown, let us know. 01:03:25.844 --> 01:03:30.354 We might decide for this one to only put out notes from the session instead of the full 01:03:30.354 --> 01:03:33.432 recording because of that. 01:03:34.166 --> 01:03:37.982 It's a big balancing act, and I want to really quickly take that back to something 01:03:37.982 --> 01:03:44.021 you mentioned, Anita, which is the question of student created work and open licenses. 01:03:44.021 --> 01:03:47.321 Because that's one of the biggest things about open pedagogy when you're considering that 01:03:47.321 --> 01:03:52.401 for your classroom, that you want to keep in mind, is giving students the choice whether 01:03:52.401 --> 01:03:57.020 or not to openly license their work because they are the creative... 01:03:57.020 --> 01:04:00.426 creators of the things that they're putting out into the world. 01:04:00.426 --> 01:04:04.866 And even if you're having them create OER as part of an assignment, that they should 01:04:04.866 --> 01:04:09.059 be able to choose whether or not what they're making is shared out more publicly. 01:04:09.059 --> 01:04:13.292 Now you can make it clear to them why that's important and why you think that that's a 01:04:13.292 --> 01:04:18.487 valuable thing for them to do, but coercing or expecting something to be open, 01:04:18.487 --> 01:04:25.677 outside of what a student might want to do, can often make them more averse 01:04:25.677 --> 01:04:29.326 to working with you in the future rather than giving them the option and 01:04:29.326 --> 01:04:32.556 possibly making a better learning environment for everyone involved. 01:04:35.371 --> 01:04:38.453 Anita Walz: Great. Thank you. 01:04:38.453 --> 01:04:48.672 So if someone were starting out in creating OER, what advice do you think 01:04:48.672 --> 01:04:56.158 would be really critical for them? What would you encourage them to do first? 01:04:57.520 --> 01:05:02.562 Abbey Elder: The first thing that I would encourage them to do is to 01:05:02.562 --> 01:05:10.919 learn those basics of the Creative Commons licenses and types of OER and where you can find them 01:05:10.919 --> 01:05:14.277 before you decide to jump into any one specific thing. 01:05:14.277 --> 01:05:18.587 A lot of the time faculty members applying through even grants at our institution 01:05:18.587 --> 01:05:23.165 want to create something that already exists, and maybe if they had done a slightly 01:05:23.165 --> 01:05:27.795 deeper dive beforehand, they might've learned, there's something that's already basically here. 01:05:27.795 --> 01:05:32.684 I can just adapt that instead, or I was going to pay someone to do this work 01:05:32.684 --> 01:05:36.806 when we have staff on hand to support this kind of thing already. 01:05:36.806 --> 01:05:41.616 So I think the two things would be getting a good grasp of the basics and understanding 01:05:41.616 --> 01:05:44.324 understanding what support is available in your community. 01:05:44.324 --> 01:05:49.398 Because that'll give you a good stronghold for what you wanna do and how you can do it 01:05:49.398 --> 01:05:52.568 moving forward. 01:06:04.318 --> 01:06:07.488 Anita Walz: So we have a question. 01:06:07.488 --> 01:06:12.484 Preston Davis: So, I was actually looking to try to type an answer for that question, but 01:06:12.484 --> 01:06:14.689 Abbey Elder: It's a big one. 01:06:14.689 --> 01:06:19.121 Preston Davis: It's a tough question. So, I'm going to just read this out and 01:06:19.121 --> 01:06:24.519 maybe we all have our $0.02 to add to this, but... 01:06:24.519 --> 01:06:30.000 For somebody who teaches in the medical field, we see patients and they give us permission 01:06:30.000 --> 01:06:36.498 via sign documentation to picture their pathology for teaching purposes without 01:06:36.498 --> 01:06:38.079 patient identifying data. 01:06:38.079 --> 01:06:44.636 Any idea how this would work for OER material? Should we modify our documentation 01:06:44.636 --> 01:06:48.111 to obtain broader patient permission? 01:06:51.489 --> 01:06:55.009 I don't want to be the first one to answer this question. 01:06:55.009 --> 01:07:00.000 Abbey Elder: I can go ahead. I would say there's two ways to look at it: 01:07:00.428 --> 01:07:04.718 The first is you're already asking for permission to use something for teaching purposes, and 01:07:04.718 --> 01:07:06.298 that's what OER is. 01:07:06.298 --> 01:07:08.798 So that might actually cover it. 01:07:08.798 --> 01:07:13.543 But the second is because something that's OER is fully open and accessible to anyone 01:07:13.543 --> 01:07:18.693 to use, regardless of the purposes, then you might want to just put in an extra note that 01:07:18.693 --> 01:07:21.603 this is going to be openly licensed. 01:07:21.603 --> 01:07:25.701 Often the easiest way to explain it to people is to call it open source, even if that's 01:07:25.701 --> 01:07:27.543 not what it is. 01:07:27.543 --> 01:07:31.883 But similar to how in the medical field you might have something written out, how it actually 01:07:31.883 --> 01:07:36.363 is, but told to someone how they might understand it better. 01:07:36.363 --> 01:07:40.223 Having a quick explanation of what that means for the extra 01:07:40.223 --> 01:07:45.465 permissions is the easiest way to get that out of the way. 01:07:47.796 --> 01:07:53.145 Preston Davis: I'm glad to hear you say that because that was very similar to my thinking 01:07:53.145 --> 01:08:00.385 in terms of how I think the documentation should be as clear as possible as to 01:08:00.385 --> 01:08:07.536 how that information would be used, so it's always good to update the language. 01:08:07.536 --> 01:08:15.000 But the fact that permission was given should protect you currently. 01:08:15.000 --> 01:08:22.085 But I would encourage you to make sure that you're being as as clear and comprehensive 01:08:22.085 --> 01:08:25.995 as possible in terms of how you may be using that information. 01:08:30.912 --> 01:08:36.625 Abbey Elder: A very good question just came in the Q&A, which is a factor I noticed in adopting OER: 01:08:36.625 --> 01:08:40.103 the availability of courseware. Where do we look for open courseware? 01:08:40.103 --> 01:08:41.388 For example, for math. 01:08:42.054 --> 01:08:47.694 I know Sage Math is very popular. I'll say that as an open source mathematics software. 01:08:47.694 --> 01:08:52.758 My Open Math is one you mentioned as well. There are also question banks available. 01:08:52.758 --> 01:08:56.928 You often have to look a little bit closer because it's not going to be very easy to 01:08:56.928 --> 01:09:00.569 find just because faculty don't want to make question banks the easiest thing in 01:09:00.569 --> 01:09:03.279 the world for their students to locate. 01:09:03.279 --> 01:09:08.962 But if you reach out to people creating in My Open Math or in Sage Math 01:09:08.962 --> 01:09:11.620 and say, do you have something that you're willing to share? 01:09:11.621 --> 01:09:15.845 Then they might have something already set aside to share it with other faculty. 01:09:15.845 --> 01:09:22.113 It might just not be as easy to find as say, a lesson plan, where it's more up to you, 01:09:22.113 --> 01:09:28.620 how you use it and less... cheat bait. You know? 01:09:32.889 --> 01:09:42.010 Anita Walz: Great. We are at time. This has been a delight to hear from you 01:09:42.010 --> 01:09:50.304 and to have you, Abbey, field some of our questions. Thank you very much for being here and for doing this. 01:09:50.304 --> 01:09:53.377 We have an end of event survey. 01:09:53.377 --> 01:09:58.228 We'd love to love to hear from you all. 01:09:58.513 --> 01:10:02.989 On behalf of SCHEV's Open Virginia Advisory Committee, 01:10:02.989 --> 01:10:05.269 Thank you very much. 01:10:05.697 --> 01:10:10.187 We look forward to seeing some of you at our future events. 01:10:10.187 --> 01:10:19.976 I'm going to also put in the chat a link to... if I can find the right page, 01:10:19.976 --> 01:10:22.737 a link to the page where our recordings will be. 01:10:22.737 --> 01:10:26.697 And you can see past recordings of past events. 01:10:26.697 --> 01:10:33.637 The recording from this event will be on that page as well as in addition to a list of the 01:10:33.637 --> 01:10:39.394 links that we talked about in the session and thank you very much, 01:10:39.394 --> 01:10:43.200 Happy Open Education Week. Happy Friday. 01:10:43.200 --> 01:10:52.219 We look forward to seeing all the great things each of you does with this material. Thanks very much.