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April 17-18 2019
Vancouver, BC
SFU Harbour Centre Campus 515 W Hastings St

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Wednesday, April 17
 

8:00am

Breakfast, Registration
The Midtown 
Mediterranean Frittata with Foccacia Points
Home Fried Potatoes
Freshly Baked Bagels
Pastries
House-Made Fruit Preserves and Cream Cheese
Fresh Fruit Platter
Fruit Juices
Fair Trade Certified Coffee and Tea
GLUTEN FREE (GF), VEGETARIAN (V), VEGAN (VG) and DAIRY FREE (DF) options will be available.

Wednesday April 17, 2019 8:00am - 9:00am

9:00am

9:30am

Keynote: Heather Ross
Wednesday April 17, 2019 9:30am - 10:30am
Fletcher Theatre

10:30am

Break
Fair Trade Certified Coffee and Tea

Wednesday April 17, 2019 10:30am - 10:45am

10:50am

Community as infrastructure: Building a scalable, sustainable approach to open textbook publishing
Attendees will:
* Learn about alternative and collaborative approaches to open textbook publishing
* Reflect on role of community and collaboration in their own work, and consider what other communities they can connect with
* Find ways to contribute to wider discussions about open textbook publishing happening in the broader OER community

This session will share how Rebus’ efforts to fuse community and publishing process has evolved over the past two years, and our direction for the next two, with a hands-on demonstration of the next-generation version of our platform. This platform creates a space for the open education community to come together and self-organise around OER creation, with guiding structures for a collaborative approach to publishing, and a central focus on coordination within disciplines, institutions, regions and other ‘subcommunities’. In addition, the platform can be a place to gather and explore the challenges we are facing together as we build a new, more inclusive publishing system.

By facilitating hands-on open textbook projects and engaging deeply with others working to address the big questions in the OER space, Rebus can be a catalyst for the growing knowledge and experience within the community, and work to channel it into robust and essential infrastructure that can radically change how educational content is created, and who is able to access that process. In addition, we can work together to ensure that the values of the community are deeply embedded in any emerging systems, including accessibility, inclusivity, self-determination and more distributed & equitable power structures.

The workshop will also be an opportunity for anyone interested in this approach to offer feedback and contribute to the direction of the platform, particularly with regard to needs they see in their own contexts.

Speakers

Wednesday April 17, 2019 10:50am - 11:15am
Room 1400

10:50am

Implementing the WeBWorK open online homework system in second-year courses across a faculty of engineering
- Identify a variety of open online homework systems
- Describe challenges and their solutions in open homework problem development and deployment
- Recognize opportunities for further development of open online homework systems

In this session we will explore open online homework systems and their use in courses. We plan to use real-time polling to assess attendee’s previous experience with online homework systems and concerns in using or developing content for these systems.

Following this, we will describe our current project around implementing an online homework system in sixteen second-year courses across five departments at our institution. The WeBWorK Open Problem Library (OPL), widely used in mathematics, contains 33,000+ math problems, but very few engineering problems [1]. Students at our institution have shown preferences for WeBWorK over learning management system-based options [2].

Building on ~200 existing engineering OPL problems, we have already added another ~670 existing problems to OPL, have ~110 more existing problems to add, plus ~700 newly coded problems which we will add after testing in classes. We have also converted ~230 problems provided by collaborators using other systems. We have established 5 new subject areas/taxonomies, with 2 more to come. By project end, we will increase by nine-fold the total number of OPL engineering problems initially available, bringing WeBWorK to subject areas where it was previously inaccessible. We will discuss challenges in problem development and testing, developer experiences and best practices.

[1] http://webwork.maa.org/wiki/National_Problem_Library.
[2] AG d’Entremont, PJ Walls, PA Cripton (2017). Student feedback and problem development for WeBWorK in a second-year mechanical engineering program. Proceedings of the Canadian Engineering Education Association Annual Conference (CEEA 2017), Toronto, Canada.

Speakers
avatar for Agnes d'Entremont

Agnes d'Entremont

Instructor, Mechanical Engineering, University of British Columbia


Wednesday April 17, 2019 10:50am - 11:15am
Room 1420

10:50am

Moving Beyond a Checklist Approach to Accessibility in OER Design
In this session, I aim to:
1. Broaden peoples' perspective on accessibility and what inaccessibility can look like for different people in different contexts.
2. Empower people to be able to create OER with accessibility and inclusive design in mind from the beginning, and not as a retrofit.
3. Argue the importance of moving away from seeing accessibility as a pass/fail and instead see accessibility as an ongoing process that can always be improved.

In open education, we constantly talk about access and inclusion. These values inspire and guide our work. But despite our best intentions, we often fall short. The current checklist approach to accessibility is a helpful starting point to people new to web accessibility, but there are a lot of considerations that get left out in that approach.

In this presentation, I offer a way to think more critically about digital and print accessibility, especially as it relates to the design of open textbooks and open educational resources. I will highlight tenants of digital accessibility and accessibility checklists used in open education, such as the BCcampus Accessibility Checklist. From there, I will provide examples of how checklists fall short and how students can experience real barriers to access even if they don't have a traditional disability. For example, people who don't have the computer literacy to be able to comfortably navigate an online resource will have problems learning from a textbook that is only available online.

In addition, the current checklist approach to accessibility encourages us to see accessibility as a pass/fail, or as something that we can fix later. But if we can change our perspective and allow accessibility to influence our design decisions from the beginning of the process and continue to have it guide us all of the way through, the final OER that we produce will be a more effective learning resource.

This presentation will include an opportunity to incorporate feedback and discussion from attendees.

Speakers
avatar for Josie Gray

Josie Gray

Coordinator of Collection Quality, BCcampus
Josie is the Coordinator of Collection Quality at BCcampus. She manages the B.C. Open Textbook Collection and provides training and support for B.C. faculty publishing open textbooks in Pressbooks. Josie has been learning about and teaching accessibility best practices in the context... Read More →


Wednesday April 17, 2019 10:50am - 11:15am
Room 1410

10:50am

Open Educational Resources as a Campus Initiative
Session Objectives
-Audience will learn process for collaboration between staff/administration and faculty.
-How to create buy-in for faculty and staff/administration.
-Shared learning experiences - panelists will highlight the positive and negative of adopting open educational resources, challenges of implementing open educational resources, and applying pedagogy in online and face to face courses in undergraduate and graduate curriculums.

This session will be presented by one facilitator of the Faculty Learning Community and two faculty participants. The panel discussion will include perspectives from a faculty member who started as a novice and has graduated to intermediate and one who started as an intermediate and graduated to an advanced OER user. The facilitator will give perspectives on University administration buy-in and use, as well as the overall vision for the University moving forward. Each panel member will bring a unique background, pedagogical perspective, and research based vision to the discussion. The faculty members are influencers within the university community, both holding office in faculty governance, and the facilitator is a staff member who also held a position in faculty governance.


Wednesday April 17, 2019 10:50am - 11:45am
Fletcher Theatre

10:50am

Overcoming Barriers to Open Intercollegiate Collaborative Practice
1. Identify Barriers to an OER approach in Vocational Intercollegiate Collaboration
2. Compare and contrast best practices in collaborative scenarios
3. Reconstruct strategies for effective collaborative practices in OER

What we plan to cover in this session is to first be introduced to my research findings regarding collaborative practice from among several provincial vocational trades institutes. Second, to engage in some small group round table or chair activities where participants will have the opportunity to collectively share their professional collaborative experiences (good and bad) for the purpose of discovering some key strategies for better OER collaboration. Third, to come back together as a group to report out on some possible strategies for trades education to investigate for future OER projects.
Trades training is at an important crossroad in terms of pedagogy, program development, and content delivery. There is a growing opportunity for trades training to not only embrace OER as an option for content delivery, but there is also the opportunity for vocational education to become pioneers in the OER movement.
This session is designed to collectively tap into the varied, broad, and deep experiences of those participating and use appreciative inquiry methods to discover paths towards successful OER applications and future iterations. The participants in this session will have an opportunity to influence the trajectory of future OER in trades training.
There will be a twitter feed set up during the session where participants can interact with the content and process as well as developing an archive of questions and ideas for the future. There will also be a quick real-time poll using (possibly through Kahoot) at the beginning of the session.

Speakers

Wednesday April 17, 2019 10:50am - 11:45am
Room 1430

11:20am

The use of OER and OEP in vocational education
- Understand the present context of vocational education in Canada.
- Identify how the use of OER and OEP could benefit vocational education.
- Appraise different methods and technologies for using OER and OEP being used in vocational education.

Trades education lends itself nicely to the philosophy of OER and OEP.  Students are involved in the creation of their own hands-on skills from many sources during their apprenticeships.  Some apprentices pursue a life in trades due to difficulties they may have had in standard formal education.  By utilizing the same model of an educational system, the system is setting some apprentices up for failure.  Often the classroom-based training is a lecture based lesson that may or may not be followed up with a lab to test the hypothesis of the lectures.  The students are given resources such as textbooks, handouts, exercise books and lab books.  The use of OER and OEP in vocational education has proven to be beneficial to vocational students, especially those who have previously struggled academically.  The use of OER and OEP in vocational education would benefit from more research.
This presentation will discuss the current state of vocational education (from a Canadian context), how OER and OEP can benefit vocational education (cost savings as well as pedagogical benefits), and present methods being employed in my own practice that are seeing beneficial results. The presentation will have "check-in" points along the way using the interactive plugin for google slides, pear deck. Not only will this allow for interaction between the presenter and the audience but it is an example of some of the technology that I am using in vocational education.

Speakers

Wednesday April 17, 2019 11:20am - 11:45am
Room 1400

11:20am

OER Advocacy for Students, by Students
1. To learn of the work students are doing to advocate for open education on their campuses.
2. To learn about the current student lived experience today.
3. To get advice on starting a partnership with students on your campus to promote OER

The British Columbia Federation of Students (BCFS) and the U.S. Public Interest Research Group (USPIRG) has come together for a cross-institutional/cross-geographical panel that consists of student leaders from across North America who are active on their campuses and beyond through their organizations on open education advocacy. The panel will be facilitated by Aran Armutlu, Chairperson of the BCFS, and Kaitlyn Vitez, Higher Ed Campaign Director at USPIRG. We will begin with introductions and panelists will have an opportunity to introduce their perspective and what advocacy work they have engaged in. Following this, the facilitators will give a brief overview on how student governments and organizations work, and will start with two warm-up questions to begin the dialogue and conversations around recent successes in the student movement for OER. Following this questions and topics will be open to the floor. Facilitator questions will range from panelists’ experience and stories about using textbooks and/or OER, to questions on broad campaign strategy to engage students, faculty, administration, and government on the topic of OERs.

Speakers
avatar for Aran Armutlu

Aran Armutlu

Chairperson, BC Federation of Students
Aran is the Chairperson of the BC Federation of Students which represents over 130,000 students at 13 different colleges and universities across BC. The BCFS advocates for high-quality, accessible public post-secondary education in BC. Aran is a Douglas College graduate who is passionate... Read More →
avatar for Kaitlyn Vitez

Kaitlyn Vitez

Higher Ed Campaign Director, United States Public Interest Research Group
Kaitlyn serves as the Student PIRGs' lobbyist on Capitol Hill, working on campaigns to promote open textbooks, save student aid, and protect student loan borrowers. In 2018, she ran a successful national grassroots campaign convincing Congress to start a federal open textbook program... Read More →


Wednesday April 17, 2019 11:20am - 12:15pm
Room 1410

11:20am

What Is An Open Ancillary Platform and Why Is It Vital To The Future of OER in Higher Education?
1. Attendees will learn the current landscape of open and proprietary platforms for adaptive ancillary content.
2. Attendees will learn why the development of an open platform for ancillary content is vital to the future of OER in higher education.
3. Attendees will learn how they can support the development of an open platform for ancillary content.

This will be a panel presentation where members of this group will talk about what they’ve done so far and next steps. Open Oregon has hired a consultant to conduct an environmental scan of existing open and commercial platforms, assess what faculty need from an open platform, investigate the technical requirements of an open platform, and identify funding opportunities for an open platform. The final report will not be complete before the conference, but we should have a good deal of preliminary data. We want this to be an interactive discussion, a way to highlight the urgency of the project, and an opportunity to get more people involved.

Speakers
avatar for Jeff Gayton

Jeff Gayton

University Librarian, Southern Oregon University
avatar for Amy Hofer

Amy Hofer

Statewide Coordinator, Open Oregon Educational Resources
Amy Hofer, Coordinator, Statewide Open Education Library Services, is the OER librarian for Oregon's 24 community colleges and universities. You can visit the Open Oregon Educational Resources website at openoregon.org. By night she is a fiddler and square dance caller.
avatar for Genifer Snipes

Genifer Snipes

Business & Economics Librarian, University of Oregon


Wednesday April 17, 2019 11:20am - 12:15pm
Room 1420

11:50am

Free? Yes - Open? No. Journal Articles as OERs
1. Appraise participants of the different categories of open access in terms of copyright, ownership and user rights
2. Provide a forum to discuss how these issues impact on the ability to use and/or limit such outputs as OERs

Rather than seeing the production of academic journal papers as a purely research focused activity distinct from the educational practice; open access and open publishing should be regarded as one of the “emergent scholarly practices that espouse openness and sharing” Veletsianos & Kimmons (2012 p. 167). Terry Anderson (2013) contends that the first step in harnessing and maximising open access scholarly works is the need to understand licensing and copyright conventions and challenge what Rife (2008) refers to as ‘copyright folklore’.  Drawing upon our research regarding open access outputs amongst the EdTech community from 2010 to 2017 this presentation sets out to provide an interactive session with a high level of participation, acknowledging that the experiences and insights from the participants are as relevant as the presenters’.
•Online polling to ascertain participant’s knowledge of OA classifications such as Green & Gold access; copyright, licences and user rights. This poll will provide the stimulus for subsequent small group discussions.
•Presentation on OA Classification, copyright, licence and user rights - opportunity for clarification and illustration and sharing of examples from participants as well as presenters
•Drawing on the lessons and implications of these issues, discuss the role and position of open publishing as an integral element of the OER ecosystem

Speakers
avatar for Eamon Costello

Eamon Costello

Head of Open Education, Dublin City University


Wednesday April 17, 2019 11:50am - 12:15pm
Room 1400

11:50am

I can’t do it all myself! Collaborating with colleagues around the world on OER
By the end of the session, participants will be able to:
Explain how the Rebus Community can facilitate collaboration on OER
Evaluate potential benefits and challenges with this model, and offer possible ways to address the latter.

There are many people scattered across the globe with the skills needed to create excellent open educational resources; what many of us lack is the time to do it all ourselves. A number of ways to address this situation through collaborative creation of OER have emerged, including in-person and virtual sprints. The Rebus Community is facilitating another way: a kind of crowdsourcing model for students, faculty, staff, librarians, and others to get together online to create OER, with commitments ranging from a few minutes to a few months (or longer). One of these projects is a series of open textbooks for Introduction to Philosophy, which has nine planned volumes, each with a separate editor, and each with between 5 and 10 chapter authors. There are also others involved in the project, doing work from peer review to graphic design.

In this session Hugh McGuire from Rebus Community will speak about the collaborative open textbook building practice Rebus helps facilitate, and Christina Hendricks, lead editor for the Introduction to Philosophy series, will given an overview of how the project has evolved and some lessons learned. At least 10 minutes will be devoted to discussion: Participants will be asked to contribute their thoughts (possibly through an online platform such as Poll Everywhere) on potential challenges they can see with projects like this, and ideas on how to address them. We will also discuss together the potential for this kind of publishing model to address sustainability issues around OER.

Speakers
avatar for Christina Hendricks

Christina Hendricks

Professor of Teaching in Philosophy, Academic Director, Centre for Teaching, Learning & Technology, The University of British Columbia
Philosophy, OER, open textbooks, open pedagogy


Wednesday April 17, 2019 11:50am - 12:15pm
Room 1430

11:50am

Scaling up OER: Creating a Sustainable Program at a Polytechnic Institute
Articulate the value of policy in promoting OER sustainability
Identify strategies for institutionalizing sustainable OER practices

How do you continue to support quality OER projects at your institution as participation grows? As OER becomes more mainstream at institutions, the question of how to build a mature program with sustainable practices becomes significant. This presentation will discuss how a 2-year polytechnic institution is embedding processes and practices within existing infrastructure in order to build a sustainable OER program. Topics will include a brief review of the literature around sustainability best practices, the highlights from the SAIT institutional policy adopted in 2018, an examination of the steps taken to expand that policy into a comprehensive institutional plan, and a small group discussion with participants regarding activities that could be incorporated into their OER programs. Real-time polls will be used to gather participant feedback about current activities and participants will leave with a checklist of practices to promote sustainability.

Speakers
avatar for Jessica Norman

Jessica Norman

eLearning Librarian, SAIT Polytechnic
In Jessica’s current role as eLearning Librarian, she looks for new ways to apply technology to information literacy and instruction. Jessica sees exciting opportunities with OERs related to those topics, as well as diversity, engagement, and accessibility. Jessica has a MLS from... Read More →


Wednesday April 17, 2019 11:50am - 12:15pm
Fletcher Theatre

12:15pm

Lunch
The Executive Lunch 
A variety of wrap fillings which will include: Ham and Swiss, Smoked Turkey, Roast Beef, Mediterranean Chickpea, Free Range Egg Salad, Tuna Dill & Cucumber, Grilled Chicken BLT with Pesto, Canadian Italian
Butter Lettuce Salad with candied pecans, sliced pears, soft blue cheese, and balsamic dressing (pecans & blue cheese on the side)
Fresh Fruit Platter
Assortment of Squares and Bars
Fair Trade Certified Coffee and Tea
Juice and soda  
GLUTEN FREE (GF), VEGETARIAN (V), VEGAN (VG) and DAIRY FREE (DF) options will be available.

Wednesday April 17, 2019 12:15pm - 1:15pm
Lobby of SFU Harbour Centre

1:20pm

2:25pm

Open Pedagogy as an Exponential Accelerator in OER Creation
Attendees will see how to apply engaging open practices to improve learning and accelerate OER development. They will explore a model of student-driven interdisciplinary content learning through teaching and development of educational materials.

Tapping into the talent pool of undergraduate language students, we adopted Open Educational Practices (OEP) incorporating reusable or meaningful open assignments (Wiley, 2013) as the core curriculum for a language course. The reusable assignments allow students to perfect the living text through various collaborative editorial and pedagogical practices (Paoletti, 1995) focusing on vocabulary, grammar, and structure. In addition, the students create, edit and design ancillary learning materials under Creative Commons licenses with the objective of producing a meaningful stand-alone open educational resource for future iterations while exploring socially relevant topics.
The course activities enhanced scholarship and empowered the learner to leverage collaborative digital technologies, perfect language skills by teaching their peers, and have their course-work impact the world in a socially meaningful way by contributing to the open movement. This work embodying collaborative learning practices (Dillenbourg, 1999), in stark contrast to the competitive nature of our current educational system, offers the opportunity to extend open content creation to a much larger community while at the same time promoting a practice that allows the learner to participate actively in and contribute to the subject matter that they are studying.
Participants will be encouraged to engage via suggestions and open discussion throughout the presentation. A couple online polls will be used to capture participant opinions at various stages, and small group discussions will be used towards the end to share insights and ideas. Lastly, since this open resource is under continual development, an open invitation to future collaboration will be proposed to interested participants.


Wednesday April 17, 2019 2:25pm - 2:50pm
Room 1410

2:25pm

Striving for Information Justice: Strategies from a Teaching Librarian
Attendees will be able to create a definition of "information justice" and find their own examples of information injustice.
Attendees will be able to use/model for students a technique for interrogating sources that goes beyond the traditional criteria.
Attendees will be able to use/adapt OP assignments that result in positive changes to the information landscape.

In this presentation I will share actual examples, practices, and successes from my experience as a librarian and professor seeking to increase social justice within the information landscapes inside and outside of Academia. I will share how I used OER to supplement or replace dominant narratives in textbooks, as well as actual OP assignments used by Pierce College faculty as alternatives to “throwaway assignments.” The presentation will open with small-group discussions about what attendees imagine “information justice” means to them. After hearing from the groups, I will provide some surprising examples of information injustice prevalent in a college-level resources, including a textbook. I will then describe how in my role as professor I replaced a humanities textbook—problematic because of Western bias and lack of diversity--with an assortment of OER and library-based resources to create a more inclusive, authentic, and engaging curriculum. The audience will then participate in an activity I use to get students to critically evaluate information, which will require attendees to quickly research the credibility of a website. The activity is a chance for them to use the deep evaluation techniques I will model beforehand. These techniques show students how to interrogate sources and expose the hidden biases behind the dominant narratives that proliferate in many academic resources. Finally, I will describe several Open Pedagogy assignments that invite students to contribute positively to a more just information landscape.

Speakers

Wednesday April 17, 2019 2:25pm - 2:50pm
Room 1420

2:25pm

#ZedCredAhead! No Tuition & No textbook costs - the BC Adult Basic Education Zed Cred
 - Describe the BC ABE Zed Cred initiatives
- Recognize instructor and student impact by choosing OER
- Identify the development pathway for a Zed Cred

In this presentation, we will cover:
- Brief history of how the BC Adult Basic Education Zed Cred was initiated
- The development pathway and how we strategically targeted courses for OER development.
- Panel section - where 2 instructors will share what OER has meant in their teaching and how it has benefited their students.
- Upcoming milestones for the project.

This presentation will include audience engagement to help understand what sustainability of this project might look like. We'll use a liberating structure for this activity.

Speakers
avatar for Krista Lambert

Krista Lambert

Designer: Learning or Instructional, Justice Institute of British Columbia


Wednesday April 17, 2019 2:25pm - 3:20pm
Fletcher Theatre

2:25pm

Under Revision: The ‘Hows and Whys’ of Revising an Existing Open Educational Resource for Course and Program Fit
1.Share in-progress experiences and observations of a project to revise an existing open access text for better program and course fit
2.Share innovations associated with such a project
3.Brainstorm how and why similar projects might be undertaken

In 2018, we received a grant from Kwantlen Polytechnic University (KPU) and began a project to collaboratively modify an existing BCCampus Open Access textbook to improve its fit for sociology courses at KPU. Although already widely assigned in the department, the open text in question had drawbacks that present barriers to wider adoption by faculty. We proposed to abridge the text to 1) enhance its accessibility through its ease of use for both instructors and students 2) reflect the insight of a student advisory council and 3) eliminate and/or amalgamate several chapters in order to create a text that can easily be adapted to the three-month schedule typical of 1st year sociology courses. In this roundtable, we reflect on design, innovations, challenges, and dilemmas of this project. This roundtable will expose attendees to an ongoing project to revise an existing text, give participants ideas for how they might go about engaging in a similar project, and offer participants the chance to discuss their concerns and goals for engaging in similar project. Recognizing that the revision of open access resources is a new practice in academia, an interactive component will ask participants to brainstorm possible challenges and dilemmas they may face if undertaking a similar project in their field and faculty. Participants will then to team with other participants to think of existing institutional or other resources that can meet demands of those challenges or of what may need to be innovated to overcome them.

Speakers
avatar for Seema Ahluwalia

Seema Ahluwalia

faculty-dept of sociology, kpu
I am presenting a paper on Wednesday, April 17 with Rebecca Yoshizawa entitled :Under Revision: The ‘Hows and Whys’ of Revising an Existing Open Educational Resource for Course and Program Fit"


Wednesday April 17, 2019 2:25pm - 3:20pm
Room 1430

2:55pm

Student-Centered Design Components in Body Physics: Motion to Metabolism
Attendees should leave the session:

1) aware of several student centered design concepts,
2) familiar with several specific design features of the Pressbooks platform and how to leverage them in a student-centered way,
3) having considered what a student-centered format for presentation of content would look like in their own field,
4) having evaluated the possibility of creating and contributing student-centered OER content in their own field

The presenter will use Pressbooks as a digital media platform for presenting information. An internally linked Unit named "Cascadia OE Summit" will be added to the OER textbook being presented and the chapters in that unit will play the role of traditional "slides." This method will allow fluid transition between general presentation information and specific examples from the book itself, while also demonstrating the web-view features of the Pressbooks platform and allowing attendees to follow along on their own web-capable devices. Real-time polling will be used to engage the audience, receive feedback on the textbook design, and improve alignment of the presentation content with the demographics and learning desires of the audience.


Wednesday April 17, 2019 2:55pm - 3:20pm
Room 1420

2:55pm

Using Learning Data to Drive OER Content Improvements
Describe ways to use data to identify areas in a course in which students struggle, and improve content and assessments associated with those outcomes.

With the rich data streams generated by today’s digital learning tools, there are huge opportunities to assess the effectiveness of OER content and make data-driven, iterative improvements. An ongoing problem in higher education is that teaching materials and courseware are either not assessed for effectiveness or are assessed using only measures of satisfaction rather than of actual learning gains. When we use data to guide where and how we improve learning content, it creates a virtuous cycle producing even more effective instructional tools and practice to continue improving student success.

This session will discuss the work that Lumen Learning is doing to identify the most difficult
outcomes in each course as revealed by rigorous analysis of a wide range of learner data, work to understand why students are struggling in these areas, and improve the content and assessments associated with these outcomes in order to measurably improve student success. All the content improvements made through this process are released CC BY.

Speakers
avatar for David Wiley

David Wiley

Co-Founder and Chief Academic Officer, Lumen Learning
I've spent over 20 years creating, clarifying, elaborating, and evangelizing the core ideas of open education to students, faculty, institutions, companies, and governments. I've also worked to place a solid foundation of empirical research beneath these core ideas. Now, my colleagues... Read More →


Wednesday April 17, 2019 2:55pm - 3:20pm
Room 1400

3:20pm

Break
Fair Trade Certified Coffee and Tea
Study Bars
Crispy Kale, Fruit and Nut, Greek Yogurt Cranberry, Hemp Chocolate
GLUTEN FREE (GF), VEGETARIAN (V), VEGAN (VG) and DAIRY FREE (DF) options will be available.

Wednesday April 17, 2019 3:20pm - 3:35pm
Lobby of SFU Harbour Centre

3:35pm

Black, pink, blue, green, orange: creating clear and accessible illustrations
1. Demonstrate the importance of accessible images
2. Provide enough understanding of colour blindness to support quality image-making
3. Provide simple guidelines that will guarantee clear and accessible images

One of the best things about open education is the opportunity to better serve students who have been limited by a lack of accessible educational material. Since images and illustrations are a key part of all kinds of educational material, the open education community should commit to creating excellent accessible graphics. My presentation will show that thoughtfully crafted images will benefit all students, not just students with colourblindness or visual impairment.

I will look at mathematical illustrations, drawing on research and experimentation I have done as part of my work developing an accessibility-focused style guide for CLP, UBC’s series of open calculus textbooks. I will present the guidelines I have developed for creating effective images, covering all of the key features of a good illustration, from colour choice to captions. Because colour choice presents a marked design challenge, my focus will be on accessibility for students with colourblindness. I will show how colourblindness affects perception, and which colour combinations are easy to distinguish for all viewers.

If it is feasible (this may depend on the venue and the number of attendees) I would like to ask participants to draw some images themselves and to discuss their drawings with them.

Participants will come away from this session with valuable, actionable knowledge that will help them to create excellent slides, videos, websites, and textbooks.

Speakers

Wednesday April 17, 2019 3:35pm - 4:00pm
Room 1400

3:35pm

Collaborative Approaches to Open Learning Resources Development
◦Learn how this project was developed through community consultation and collaboration  
◦Understand how collaboratively-built modules can create practical, personalized content for your community.

This presentation will cover the development, creation, and takeaways of an Open Learning Module focused on soft skills for Indigenous trades students.

The approach to building content was a collaborative model which involved students, Indigenous services, Elders, employers, the Learning and Teaching Centre, and the Library.

Together these teams focused on the best ways to help students develop their skills in communication, conflict resolution, assertiveness, relationship-building, question-asking, and more.
After providing an overview of the project, there will be a discussion of the project’s successes, takeaways, and next steps, followed by a brief question period.

Speakers
avatar for Lin Brander

Lin Brander

Liaison Librarian & Collections Coordinator, British Columbia Institute of Technology
BCIT
avatar for Rosario Passos

Rosario Passos

Instructional Development Consultant, British Columbia Institute of Technology
Open pedagogy; integrating OER in existing curriculum and issues of quality in OER


Wednesday April 17, 2019 3:35pm - 4:00pm
Room 1420

3:35pm

Implementing an OER at Scale with Synchronized Print and Online Components Using Open, Collaborative Technologies
- Learn techniques for overcoming the challenges of developing a large OER project
(large in several different ways - number of faculty, number of courses, and
number of features).

- Understand many of the pedagogical and technological features that are possible when using PreTeXt to create an OER.

This session will share the challenges and experiences of seven faculty who co-authored and self-published an OER package (print, eBook, online homework, ancillaries) for a year-long basic algebra sequence at a school with 150 math instructors and 9000 basic algebra students annually. We will also showcase features of that OER package that arise from the authoring software PreTeXt, including a dynamic, interactive, accessible, and portable eBook, a synchronized print edition, and synchronized online homework.

Our challenges included development funding, collaboration logistics, version control, an evolving curriculum, licensing, print logistics, and synchronizing the demands of eBook, print, and online homework. We will share the solutions we settled on which may be of use to others in similar endeavors.

Participants will be introduced to and guided through an exploration of the interactive components of the eBook and online homework, which can be accessed on any mobile device or laptop.

Speakers
AC

Ann Cary

Math Instructor, Portland Community College


Wednesday April 17, 2019 3:35pm - 4:00pm
Room 1430

3:35pm

Open Access (OA) Database Evaluation Project: Insights and Treasure
In addition to learning about the evaluation project's process, participants will be able to:

- Discover a variety of open access databases recommended for community and technical college populations.

- Learn criteria found useful for comparison and how effective it was/is in this type of review work.

- Consider challenges of OA database as research tools/academic resources.

In this presentation, we will describe and explain our open source database evaluation group project that we led in Summer 2018. This project, which was coordinated by the LWTech librarians, was conducted with a group of regional community college librarians, including many from the Washington Community and Technical Colleges Library Consortium (who all subscribe to Ex Libris's Alma and Primo products). This is the second of two years of review, and is the first time this extensive work was done with the voluntary help of so many academic librarians.

We will cover our initial survey criteria and share how this manifested in a final spreadsheet. We will share the experience of librarians participating in the study, what worked well, challenges, and insights gained in the form of survey data and comments received. We will give comparative search examples to highlight useful versus problematic database features. We will use real-time polls to direct the relevancy of the discussion to the audience and small group discussions to engage and solicit feedback from the audience to guide the continuation of our OA database evaluation.

The conversation will conclude with implications on the offerings of these "free" resources and the potential relevance (or lack of relevance) the content contained within is to the academic communities we are serving. The OA review will be connected to the rest of the OE work being done at LWTech and throughout Washington, and we will discuss future possibilities for similar projects.


Wednesday April 17, 2019 3:35pm - 4:00pm
Room 1410

3:35pm

Changing Teaching Styles by Using and Integrating Online OER Into an Offline Environment
1. Participants will be introduced to problems and solutions and tools pertaining to using online technology in an offline situation.

2. Participants will be introduced to WAMAP, SBCTC High School 21+ courses and the use of laptops in education programs in the Washington State Prison system.

3. Participants will receive specific case study examples of how teaching methods have been adjusted and how technology has been used in the classroom setting, to accommodate multi-level classrooms in an offline environment.

IT Infrastructure
How do we get “online” tools like Canvas to work in a prison or other offline situations and deliver content to an inmate in his/her cell, or at a home where the internet is not available?
--Ray Pulsipher will lead a discussion about the "nuts and bolts” of putting together an offline system. We will have some "prison laptops" available for the participants to see and use. They will be loaded with an offline version of an SBCTC High School 21 canvas course, so they will be able to see how it works.

Converting Content
How do we adapt an online course to use in an offline situation?
--Les Scott will lead a discussion about using YouTube videos that are OER to enhance curriculum.
Participants will have a chance to use the Yummy, YouTube video down loader and import videos into a canvas course.
Case Studies
How has our classroom changed because of technology: Gail Peet Teaches Math 64, Math 90, Accounting, Quick Books, Excel and GED Preparation at the same time, in the same classroom! Les Scott teaches GED Preparation and High School 21 at the same time. Ray Pulsipher Teaches Computer Programming, Cloud and Mobile Game Design at the same time.
--The panel will lead a discussion about how this has become possible using OER and computer classrooms. Participants will have a chance to use WAMAP and Math Antics Videos.

Speakers
RP

Ray Pulsipher

CSE Instructor, Peninsula College


Wednesday April 17, 2019 3:35pm - 4:30pm
Fletcher Theatre

4:05pm

Centring Student Voices in the Open Education Conversation
To centre the voices of students (many of whom are international students) within the open source education conversation.
To explore how open education and remix culture allows students to engage in active learning.

This session will be led by students of Arley Cruthers' Introduction to Applied Communications class. Over the course of the semester, 50 students worked together to conduct original research and create a report on open education at Kwantlen Polytechnic University. Students were then challenged to remix this research to a different audience using a different medium. This presentation will be one of the remixes. Attendees will explore the students' research findings through an interactive multimedia activity.


Wednesday April 17, 2019 4:05pm - 4:30pm
Room 1400

4:05pm

Insights from the Use of OERs in Education Research Methods Courses
This presentation reports on preliminary insights from the adoption of OERs in M.Ed. research methods courses delivered face-to-face and online. The study examined students’ and instructors’ perspectives on the usability and value of OERs in research methods courses. Findings from students’ and instructors’ surveys and focus-groups will be discussed.

Objectives:
  • To share instructors’  insights into the challenges of using adapted OERs in campus delivery and online delivery
  • To share narrative accounts of student and faculty experiences in using OERs in the M.Ed. education research methods course.
  • To offer an opportunity to discuss how different dimensions of OERs can be improved for student learning.

The use of OERs reduces educational costs for students. Beyond this financial benefit, OERs have the potential to facilitate students' learning by allowing for the incorporation of multi-modal (e.g., videos, audios) learning tools as well as other interactive features (e.g., application activities to test learning with immediate feedback). For teachers, it facilitates keeping course material current by easily adding, removing and modifying content. OERs afford the possibility of building on material currently available through common creative license. The perspectives of M.Ed. students taking these courses and faculty teaching them will be examined to identify how these resources facilitate learning and their overall quality across several dimensions (e.g., visual appeal, clarity, interactivity, etc.). In this presentation, we will first provide an overview of existing research on the implementation of OERs in higher education. We will follow with a presentation of a study examining students’ and faculty perspectives on the implementation of OERs in and M.Ed. research methods course. Their perspectives and preferences for OERs will be presented and implications for adoption, adaption, further development, and implementation of OERs in graduate courses will be discussed.

Speakers
TH

Trista Hill

Research Assistant, Thompson Rivers University


Wednesday April 17, 2019 4:05pm - 4:30pm
Room 1420

4:05pm

Open Education Resources to Support Students with Disabilities in Trades and Technical Programs
Speakers
avatar for Helen Lee

Helen Lee

Instructional Designer, Justice Institute of British Columbia


Wednesday April 17, 2019 4:05pm - 4:30pm
Room 1410

4:05pm

What we learned: Faculty motivation, perceptions, usage, and institutional support of OER correlated with student success data
Attendees will gain further insight into the perspective of faculty “early-adopters”.  Their motivation to adopt OER, experience with the OER implementation process and OER quality, the impact of OER on their pedagogy, and student engagement.
Attendees will learn about the process of gathering quantitative data from multiple institutions.
Attendees will consider how their own institutional cultures support OER.

The intent of our presentation is to share the findings of a research study we conducted to examine factors that seem essential to successful OER implementation: faculty motivation, student perceptions, and level of institutional support. Making a difference is key to our work with OER.   It motivates faculty to embrace the challenges and opportunities that come with OER implementation and it can attract positive attention from administrators who can cite innovations being made that reduce student costs.  Our survey findings were compared against student success data in pre/post OER adoptions to learn what correlations (if any) may exist between these “essential” factors for OER implementation and student success.  We will include a real-time poll asking the audience to consider aspects of their institutional climate and how this might relate to both OER advocacy and implementation and student success.

Our research study applied three three elements of the Open Education Group’s COUP framework (outcomes, usage, and perceptions). Community college faculty across Oregon were surveyed to identity their motivations for moving to OER, barriers they faced, pedagogical changes they made, the importance of institutional support, and student perceptions. Considering all these facets, we then measured the student success data across pre/post OER adoptions. Did motivation, perception, and institutional support correlate with higher rates of student success? What were the key things that mattered to our faculty? Come find out! We’ll share perspectives from across institutions and the results of our student success data.

Speakers
JL

Jennifer Lantrip

Reference Librarian, Umpqua Community College


Wednesday April 17, 2019 4:05pm - 4:30pm
Room 1430

5:00pm

Social Event- All Welcome!
Unwind after an exciting day at the conference by joining us for this fun social event!
Sponsored by: Open Oregon Educational Resources

Where? Lamplighter Public House 
Donnelly Group
92 Water St, Vancouver – map 

When? 5:00pm – 7:30pm + includes 1 drink ticket and appies.

Wednesday April 17, 2019 5:00pm - 7:30pm
Lamplighter Public House 92 Water St
 
Thursday, April 18
 

7:15am

Breakfast
Breakfast Deli Platter 
Assorted Breads and Toaster
Assortment of Ham, Prosciutto, Emmental, Applewood Cheddar, Provolone
Sliced Hard Boiled Eggs
Tomatoes
Breakfast Bars made with Seeds, Nuts, Oats, and Honey
Fresh Fruit Kebabs
Fair Trade Certified Coffee and Tea
GLUTEN FREE (GF), VEGETARIAN (V), VEGAN (VG) and DAIRY FREE (DF) options will be available.

Thursday April 18, 2019 7:15am - 8:15am
Lobby of SFU Harbour Centre

8:15am

8:30am

Designing for Open: Educational Design and Open Pedagogy
This workshop briefly introduces open pedagogy and showcases a diverse set of examples of open pedagogy in practice. Participants will then discuss design issues such as assessment, sustainability, and ethical issues, and will make a plan for revising or creating a new open pedagogy activity in their own context.  Session Objectives
After attending the session, participants will be able to:
  1. Explain what they take open pedagogy to be and give examples
  2. Evaluate approaches to practical issues that should be taken into consideration when engaging in an open pedagogy project
  3. Formulate a plan for implementing an open pedagogy project in their own context


The term “open pedagogy” refers to an access-oriented commitment to learner-driven education wherein learners and instructors are co-creators of knowledge and educational tools that contribute the public knowledge commons. While open pedagogy implies an overall teaching philosophy and course design principles, it can be taken on as a project-based approach so that open pedagogical practices can slowly be integrated into a course. This workshop begins with a brief overview of debates around the concept of open pedagogy before showcasing a diverse set of examples of open pedagogy in practice. Uniting our examples are principles such as teaching students how to share their work, making projects sustainable, and “renewable assignments” in which learners work with instructors and their peers to create or adapt OER as part of their program of study. The facilitators and participants will then engage in an interactive activity design to elicit several practical issues and a discussion of how to address them. Such issues could include:
  • Addressing the potential exploitation of student labour to create resources
  • Respecting students’ desire for privacy 
  • Helping students understand copyright and how to evaluate the choice of licenses for their work
  • Developing appropriate assessment rubrics for open pedagogy projects
  • Developing a sustainable model for open pedagogy projects
  • Introducing open pedagogy through small teaching practices.

In the last portion section of the workshop, participants will plan and discuss with others one or more open pedagogy projects they hope to implement in their own contexts.


Speakers
avatar for Will Engle

Will Engle

Strategist, Open Education Initiatives, The University of British Columbia
Teaching and Learning Centre Staff
avatar for Christina Hendricks

Christina Hendricks

Professor of Teaching in Philosophy, Academic Director, Centre for Teaching, Learning & Technology, The University of British Columbia
Philosophy, OER, open textbooks, open pedagogy
avatar for Gill Green

Gill Green

Professor, Okanagan College
Property rights, war crimes, GIScience, & open pedagogy.
avatar for Rajiv Jhangiani

Rajiv Jhangiani

Associate Vice Provost, Open Education, Kwantlen Polytechnic University
LW

Lucas Wright

University of British Columbia



Thursday April 18, 2019 8:30am - 10:30am
Room 1400

8:30am

Researching Open Education: Practical Guidelines for Dancing with an Octopus
Though openness is often assumed to be a democratizing approach to education, scholars have noted that its practice appears to be much more complicated and unequal (Gourlay, 2015; Veletsianos & Kimmons, 2012). This workshop will explore guidelines and principles for research and policy development in the field of open education that aim to foster a culture of openness in a pragmatic and supportive manner. Through two perspectives (policy focused and grassroots initiatives), workshop participants will examine considerations for conducting research in this area and identify factors that may be instrumental in fostering a culture of openness and/or developing policy recommendations. Factors that are critical to attend to when conducting open education studies will be shared and used as a template for participants to explore in their own setting. Participants will also identify and discuss their own specific tensions and potential conceptual, practical and technical challenges experienced as they consider developing a culture of openness in their context.  

Speakers
avatar for Boyoung Chae

Boyoung Chae

Policy Associate, eLearning & Open Education, Washington State Board for Community and Technical Colleges
avatar for Elizabeth Childs

Elizabeth Childs

Professor & Program Head, Royal Roads University (RRU)
At RRU we are designing a Masters program with openness, networked learning and digital mindset as core design principles.


Thursday April 18, 2019 8:30am - 10:30am
Room 1420

8:30am

Strategies for Scaling and Sustaining OER Initiatives
  • What are common challenges around growing OER adoption, and what are successful strategies for tackling these challenges?
  • What models are institutions pursuing to sustain their OER initiatives, and why?
Whether you are starting up or scaling up, this workshop invites participants to explore common challenges around growing OER adoption, and successful strategies for sustaining initiatives at your institution. During the session, you’ll use Lumen Learning's OER Champion Playbook to identify strategies to help you achieve your goals for making a significant impact with OER. We’ll also invite the group to share the lessons learned. Attendees will take away a planning template that can clarify actions to take when you return to campus after the Summit.


Speakers
avatar for Amanda Coolidge

Amanda Coolidge

Senior Manager of Open Education, BCcampus
Amanda Coolidge is the Senior Manager of Open Education at BCcampus. She leads the BC Open Textbook Project as well as the Open Education initiatives in the province of British Columbia, Canada. The BCcampus Open Education team produces Open Educational Resources (OER) – textbooks... Read More →
JC

Julie Curtis

VP Strategy & Communications, Lumen Learning
avatar for Amy Hofer

Amy Hofer

Statewide Coordinator, Open Oregon Educational Resources
Amy Hofer, Coordinator, Statewide Open Education Library Services, is the OER librarian for Oregon's 24 community colleges and universities. You can visit the Open Oregon Educational Resources website at openoregon.org. By night she is a fiddler and square dance caller.
avatar for Alyson Indrunas

Alyson Indrunas

Director of Teaching and Learning, West, Lumen Learning
Bikes. Anything about bikes.
avatar for Mark McBride

Mark McBride

Library Senior Strategist, SUNY


Thursday April 18, 2019 8:30am - 10:30am
Fletcher Theatre

8:30am

Critical Learning Design and the Untextbook Sprint
This session forms part of a series of events associated with a project called Rethink Learning Design. In this three hour workshop we invite a broad range of educators to challenge existing instructional design/learning design models, technologies, and artefacts such as textbooks in the context of critical pedagogy and open. By aligning open with critical pedagogy, and in challenging instructional design models and the notion of the textbook and the form it needs to take, we will undertake a series of rethinking, visioning, and retooling activities. Participants will leave this session with some collaboratively created models for doing critical instructional design as open education practices, and will have helped identify key themes for an untextbook on critical instructional design.  


Learning goal: Experience frustration, inspiration, and action in creating space for the convergence of critical pedagogy, learning design, and open.


Participate: Want to join in sharing your ideas or questions right now? You can do that over on the RethinkLD SPLOT site rethinkldsplot.opened.ca 




Speakers
avatar for Michelle Harrison

Michelle Harrison

OLFM, Thompson Rivers University
avatar for Michael Paskevicius

Michael Paskevicius

University of Victoria
Michael Paskevicius is an Educational Developer in the Centre for Innovation and Excellence in Learning at Vancouver Island University and a Ph.D. candidate with the University of Victoria. His research focusses on open educational practices, emerging technologies, and knowledge management... Read More →


Thursday April 18, 2019 8:30am - 12:45pm
Room 1530

10:30am

Break
Fair Trade Certified Coffee and Tea

Thursday April 18, 2019 10:30am - 10:45am
Lobby of SFU Harbour Centre

10:45am

Adding Interactivity to OER to improve student learning
Years of learning science research tells us that students learn by doing - interacting with the content through questions, activities, and simulations.  The ability to deliver immediate, targeted feedback to students on their understanding of a concept is one of the key benefits of digital learning tools.  Yet, much of OER remains static text and video.  There’s a good reason for this: interactive content has traditionally been difficult to create, often requiring content authors to have programming skills in addition to subject expertise.  
New tools such as H5P are making it easy for anyone to author interactive content and include it in their course.  In this session, we will discuss ways to identify opportunities in a course for enhancing content with interactives, and look at various options for creating interactive content.  Participants can come to the workshop with an idea for an interactive that they wish to explore, and will work in small teams creating interactives in one of several subject areas.  Participants will leave with an understanding of available tools for authoring interactives and some experience beginning to author in one of these tools.
Note: This will be a hands-on session, please bring a laptop

Speakers
WK

Wendy King

Course Product Manager, Social Sciences, Lumen Learning
LW

Lucas Wright

University of British Columbia


Thursday April 18, 2019 10:45am - 12:45pm
Room 1420

10:45am

Data driven improvements to OER to Strengthen Learning
Open educational resources provide permissions that allow us to revise and improve open content. When we combine OER with learning data, we can identify where to focus these improvements to strengthen learning. This workshop introduces participants to analytical methods and openly licensed tools you can use to assess how well OER content supports learning. Learn what types of data contribute to this process, how to analyze it and interpret findings. Join a community-wide collaboration to measure the effectiveness of OER content and make iterative, continuous improvements to better support learning. Bring a device so you can try out the toolkit and even contribute recommended improvements to OER being used by thousands of students.

Speakers
avatar for Norman Bier

Norman Bier

Executive Director Simon Initiative; Director, Open Learning Initiative, Carnegie Mellon University
Norman Bier has spent his career at the intersection of learning and technology, working to expand access to and improve the quality of education. He is currently the Executive Director of the Simon Initiative and the Director of the Open Learning Initiative (OLI) at Carnegie Mellon... Read More →
avatar for David Wiley

David Wiley

Co-Founder and Chief Academic Officer, Lumen Learning
I've spent over 20 years creating, clarifying, elaborating, and evangelizing the core ideas of open education to students, faculty, institutions, companies, and governments. I've also worked to place a solid foundation of empirical research beneath these core ideas. Now, my colleagues... Read More →


Thursday April 18, 2019 10:45am - 12:45pm
Fletcher Theatre

10:45am

Engaging students and advocating for OER
Speakers
avatar for Kaitlyn Vitez

Kaitlyn Vitez

Higher Ed Campaign Director, United States Public Interest Research Group
Kaitlyn serves as the Student PIRGs' lobbyist on Capitol Hill, working on campaigns to promote open textbooks, save student aid, and protect student loan borrowers. In 2018, she ran a successful national grassroots campaign convincing Congress to start a federal open textbook program... Read More →
avatar for Aran Armutlu

Aran Armutlu

Chairperson, BC Federation of Students
Aran is the Chairperson of the BC Federation of Students which represents over 130,000 students at 13 different colleges and universities across BC. The BCFS advocates for high-quality, accessible public post-secondary education in BC. Aran is a Douglas College graduate who is passionate... Read More →


Thursday April 18, 2019 10:45am - 12:45pm
Room 1400

12:45pm

Lunch
Bento Boxes (3 options) Grab and Go
1) Chicken Gado Gado on Indonesian noodles with coconut peanut sauce
2) Maple Glazed Salmon encrusted with sesame and topped with blackberry port sauce on noodles
3) Tofu Gado Gado on Indonesian noodles with coconut peanut sauce
Includes: 
Green Salad
Japanese Crab Salad or Spinach Gomae
Orange Slices
Fresh Juice & Soda
GLUTEN FREE (GF), VEGETARIAN (V), VEGAN (VG) and DAIRY FREE (DF) options will be available.

Thursday April 18, 2019 12:45pm - 1:45pm
Lobby of SFU Harbour Centre

12:45pm

BCOEL Meeting (Meeting Open to Everyone)
Speakers
avatar for Lin Brander

Lin Brander

Liaison Librarian & Collections Coordinator, British Columbia Institute of Technology
BCIT


Thursday April 18, 2019 12:45pm - 1:45pm
Room 1400