Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free, open webinar on how the use of OER can support more open pedagogical models. As faculty develop open educational resources (OER), a variety of challenges emerge, including identifying useful content, aligning it with course objectives, and measuring outcomes but opportunities for improvements in student autonomy and success are also possible. Speakers will include college instructors and students sharing how the use of OER can enhance teaching practice and increase student success.
Date: Wed, November 12
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Christie Fierro, Communications Instructor, Tacoma Community College will share how she involves students in selecting and creating supplementary open content and in creating meaningful assessments of their learning.
Brent Riffel, History Instructor, College of the Canyons will examine the process of developing OER, and discuss best practices for implementing it in the classroom in a manner that enhances student success.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources and Distance Learning, College of the Canyons and CCCOER Advisory President will facilitate the discussion.
1. Opening up Pedagogy in
Communication & History Class
Christie Fierro, Tacoma Community College
Brent Riffel, College of the Canyons
James Glapa-Grossklag, College of the Canyons
Nov 12, 2014, 10:00 am PST
2. Collaborate Window Overview
Audio & Video
Participants
Chat
Tech Support available at:
1-760-744-1150 ext. 1537, 1554
3.
4. Agenda
• Introductions
• CCCOER Overview
• Open Pedagogy in Communication Class
• Audience Discussion
• Adopting OER in History Class
• Questions & Answers
5. Welcome
Please introduce yourself in the chat window
Christie Fierro
Communication Professor
Tacoma Community College
Washington State
Brent Riffel, PhD
History Professor,
College of the Canyon
California
James Glapa-Grossklag
Dean, College of the Canyons
President, CCCOER-Advisory
California
Co-Moderator: Una Daly
Director of Community College Consortium
Open Education Consortium
6. Community College Consortium
for OER (CCCOER)
• Expand access to high-quality
materials
• Support faculty choice
and development
• Improve student success
http://oerconsortium.org
Come In, We're Open gary simmons
cc-by-nc-sa flickr
17. A tutorial discussing copyright and
Creative Commons
https://www.youtube.com/watch?v=
2aI1JiNggCg
18. The student submits a proposal.
What is realistic for the time frame?
How will this project demonstrate meeting the
learning objectives?
Proposal-writing-bade by Daniel X. O’Nell is CC BY https://flic.kr/p/kecJ6q
19. Let the student write the rubric
Rubric Highway by Jen Hegna is CC BY NC SA https://flic.kr/p/9cBJr4
20. Provide feedback and allow time for revision
Feedback checklist by AJ Cann is CC BY SA https://flic.kr/p/fzviyT
33. “As a student, I came to
learn from others. I
assumed that my voice
was not a part of my
education process. I
assumed that what I read
from my text books was,
and is, the definitive
word. OER taught me
that my perception was
incomplete.”
Joanne Eller
34. “OER changed how I
view my self as a
student. Now, I am
more engaged in my
education. I feel
empowered. Being a
part of the process
increases my desire to
learn.”
Joanne Eller
35.
36.
37. Option by Hope For Gorilla is CC BY NC https://flic.kr/p/7jQRo
38. Christie Fierro
cfierro@tacomacc.edu
Except where otherwise noted, this
work by Christie Fierro is licensed under
a Creative commons Attribution 4.0
International License
40. Adopting OER in History Class
Brent Riffel, PhD
History Professor
41. Developing OER in History Courses
Brent Riffel, Ph.D.
Associate Professor of History
College of the Canyons
Valencia, California
42. • The Pros and Cons of OER
• Engaging Students with
OER
• Identifying OER Texts
• Useful Resources
• Lessons Learned
• Closing Thoughts/ Looking
Ahead
Objectives
43. • Expanded Access (Students can learn
anywhere around the world, around the
clock)
• Scalability (possibility of wide distribution)
• Enhancement of existing class materials
(with OER, faculty can reach various
intelligences)
• Cost (if not free, then often substantially
reduced)
• Ongoing Improvements (Through constant
sharing and collaboration, OER is never
static, and it’s getting better all the time!)
OER Pros
44. OER Cons
• Fatigue (It’s hard to sustain OER since
faculty have few incentives to update materials)
• Quality Control (Many resources may be of
dubious quality and accuracy)
• Access barriers (Significant roadblocks
remain in terms of distributing material that is
culturally relevant and accessible to all types of
learners.)
• Technology concerns (OER generally
require that students be versed in basic software
knowledge. Returning students may be daunted
by the idea of replacing the traditional text with
something “high-tech”)
45. Engaging Students with OER
As instructors,
we’re
competing for
our students’
time, so
developing
engaging
course
material is
essential.
46. This is
especially
true when
we consider
that
students
often
multitask
when
working on
class
material.
47. In terms of identifying valuable OER texts,
the same rules apply as when selecting a
traditional set of readings:
• Cost
• Course Alignment
• Reading Level
• Is the material engaging, value-added
material?
One more thought . . . It’s been useful to
think of a text as not only a book, but also a
narrative that can be delivered in virtually
any medium
Identifying
OER Texts
48. This OER text served
as the template from
which I’ve
developed readings
for my courses. I
thought this would
be plug-and-play. A
year later, I’m still
tinkering with this
text to fit my
students’ reading
comprehension
levels.
49. History Instructors
have a lot of options
for open source
primary documents
that can often be
woven into the
narrative you’re
building from
secondary material.
50. Lessons Learned
•The Wealth of OER is daunting -
collaboration is key to making
sense of it all (reaching out to
colleagues was highly beneficial)
•Process is often as important than
Product (Developing OER is an
ongoing effort)
•Texts aren’t the core of the
course. Without realizing it, I was
already mixing and matching for
years to adapt to student needs
51. Another early lesson learned . . . a flipped classroom
that assigns lengthy open source videos isn’t likely
to be very engaging.
Note the length
52. Lots of good
material here, but
I consider this to
be an a la carte
menu, as almost
all OER has to be
tailored to fit your
course. The lesson
learned here was
that one size does
not fit all.
53. YouTube is mostly
useless for my video
needs, primarily
because of captioning
issues and lack of
content quality.
Video sites like
IntelecomOnline
require a license, but
offer high-resolution
material at a
reasonable price.
54. Keeping current is key. . . There is a mountain of
amazing new podcast material available every week,
usually via iTunes, and students can access them via
their mobile phones.
Note the length,
however!
55. Lecture
capture has
come a long
way,
including
several free
options that
allow for a
variety of
formatting
options. This
is where my
“flipping”
and online
instruction
efforts are
headed.
This one is free,
but clunky. My
college has
excellent, free
lecture capture
56. Another lesson
learned :
Look for the
logo!
It’s common
knowledge for
most of us by
now, but
still worth
repeating:
Because OER
are remixed
and reused,
shared and re-shared,
standard Fair
Use
protections
don’t apply.
57. One more lesson: I’m not a
technophobe, but I’m not Steve
Jobs either. Asking for technical
support almost always yields
dividends.
58. Closing Thoughts/ Looking Ahead
Closing Ahead/ Looking A
Those of us who see the value of OER might consider evangelizing to our peers.
59. Sources
1. Ubuntu, open source platform, http://www.ubuntu.com
2. Time Use on Average Weekday for full-time University and College Students,
http://cdn.theatlantic.com/static/mt/assets/business/Screen%20Shot%202012-06-
25%20at%205.11.35%20PM.png
3. Annie Murphy Paul, “You’ll Never Learn,”
http://www.slate.com/articles/health_and_science/science/2013/05/multitasking_while_studyin
g_divided_attention_and_technological_gadgets.html
4. Catherine Locks, et al. History in the Making: A History of the People of the United States of
America to 1877, http://upnorthgeorgia.org/?page_id=2181
5. History Matters, The U.S. History Course on the Web, http://historymatters.gmu.edu/
6. David Blight, HIST 119: The Civil War and Reconstruction Era, 1845-1877,
http://oyc.yale.edu/history/hist-119
7. National Repository of Online Courses, http://www.thenrocproject.org/#/
8. MIT Open Courseware, http://ocw.mit.edu/index.htm
9. Intelecom Online Resources Network, https://intelecomonline.net/
10. Dan Carlin, Hardcore History Podcast, http://www.dancarlin.com/hardcore-history-series/
11. Screencast-o-matic,, http://www.screencast-o-matic.com/
12. College of the Canyons, Distance and Accelerated Learning,
http://www.canyons.edu/Offices/DistanceLearning/Pages/default.aspx
13. Rhea Kelly, "Two-Thirds of Faculty Unaware of Open Education Resources," Campus
Technology, http://campustechnology.com/articles/2014/10/29/two-thirds-of-faculty-unaware-of-
open-education-resources.aspx
61. Questions?
Christie Fierro: cfierro@tacomacc.edu
Brent Riffel: brentriffel@canyons.edu
James Glapa-Grossklag: James.Glapa-
Grossklag@canyons.edu
Una Daly: unatdaly@oeconsortium.org
Thank you for coming!
Notas del editor
ELLUMINATE/CCC Conference Opening Script
[Start recording…] Welcome to the ________ Webinar for DAY, MONTH, YEAR [sponsored by].
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At the upper left of your screen, you should see the Participants window, which lists the participants in this session. You can use the icons underneath this window to:
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The Community College Consortium for OER is a community of practice dedicated to promoting the adoption and development of open educational resources to enhance teaching and learning. We were founded to support the community college mission of open access through creating awareness and development of openly licensed, low-cost education materials to make college more affordable and accessible for students. We provide regularly scheduled online and face-2-face workshops for faculty and staff who are engaged in OER projects.