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

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Presentation [clear filter]
Wednesday, April 17
 

10:50am PDT

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
ZW

Zoe Wake Hyde

Rebus Foundation


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

10:50am PDT

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 PDT
Room 1420

10:50am PDT

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 PDT
Room 1410

11:20am PDT

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 PDT
Room 1400

11:50am PDT

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 PDT
Room 1400

11:50am PDT

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, University of British Columbia, Vancouver
Philosophy, OER, open textbooks, open pedagogy, accessibility
ZW

Zoe Wake Hyde

Rebus Foundation


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

11:50am PDT

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

Librarian, Southern Alberta Institute of Technology
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 PDT
Fletcher Theatre

2:25pm PDT

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 PDT
Room 1410

2:25pm PDT

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
avatar for Kathy Swart

Kathy Swart

Library Faculty, Library/Media Services, Pierce College
Critlib and open, open education to rectify false narratives, information and Latin America


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

2:55pm PDT

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 PDT
Room 1420

2:55pm PDT

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 PDT
Room 1400

3:35pm PDT

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 PDT
Room 1400

3:35pm PDT

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 PDT
Room 1420

3:35pm PDT

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 PDT
Room 1430

3:35pm PDT

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.

Speakers
avatar for Sue Wozniak

Sue Wozniak

Faculty Librarian, Lake Washington Institute of Technology


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

4:05pm PDT

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 PDT
Room 1400

4:05pm PDT

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 PDT
Room 1420

4:05pm PDT

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 PDT
Room 1410

4:05pm PDT

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
avatar for Jennifer Lantrip

Jennifer Lantrip

Interim Library Coordinator, Umpqua Community College


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