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Models Supporting OER in Higher Education [clear filter]
Wednesday, November 2

10:30am EDT

The Village People: Creating Infrastructure for OER Degree
In order to develop an infrastructure to support OER degrees at a large multi-college system, a number of roles have been identified to support the identification and provision of OER courses towards degrees. The roles include a mix of District-level personnel, college administrators, management, faculty, librarians, instructional designers, student services personnel and more.

This panel discussion will provide an opportunity for participants to learn about the roles, responsibilities, successes and lessons learned and how these roles have affected scaling of OER.

The panel will include several people in these roles who will also be able to share their reasons for joining the project and their experiences:

Alisa Cooper, Co-chair Maricopa Millions Project and English Faculty Glendale Community College
Tracey Haynie, Math Faculty, Scottsdale Community College
Hazel Davis, Library Faculty, Rio Salado College
George Gregg, Chemistry Faculty, Glendale Community Collee
Lisa Worthy, Psychology Faculty, Glendale Community College

Additionally, the members of the audience will be asked to share their models and roles for scaling their OER projects.

avatar for Lisa Young

Lisa Young

Faculty Director, Center for Teaching and Learning, Scottsdale Community College
I serve Scottsdale Community College as the Instructional Design and Educational Technology faculty member.I am passionate about helping our students learn whether it be through excellent instructional design, the use of educational technology to resolve and mitigate instructional... Read More →

Wednesday November 2, 2016 10:30am - 11:20am EDT

10:55am EDT

Collaborations and divisions: Sharing, strategizing, and supporting nascent institution-wide OER initiatives in higher education
Since the 12th Annual Open Education Conference, staff members at Boise State and Clemson University have sought to establish institution-wide initiatives around open educational resources (OER). Despite holding a shared identity as public universities, these two institutions-one located in the Northwestern and one in the Southeastern United States-harbor distinct cultures, climates, and agendas as they relate to the sustainable implementation and support of OER initiatives. Simply stated, common solutions for spreading awareness and adoption of OER at Boise State and Clemson seemed unlikely.

Yet, over the last year, administrators, librarians, researchers, and technologists of both universities have consulted each other, surveyed additional institutions, interviewed outside representatives, analyzed strategic materials, vetted technology partnerships, developed pilot programs, built digital infrastructure, and recruited campus populations, under the notion that open education is appropriate for and important to the missions of their respective institutions. And while administrative programs have now been established at the institutional level, certain variables remain that help and hinder proliferation of OER at each university.

If minimal institutional support, a lack of technological tools for sharing and adapting resources, inconsistent skills and time for users, varying quality or appropriateness of resources, and issues of trust between faculty and administrators can be considered common threats to the creation of long-lasting OER programs in higher ed., the members of this panel (having faced these stakes firsthand) claim that the best approach toward tackling such problems is an open one that spans disciplines, departments, and institutions.

In pursuit of sharing novel experiences and identifying common ground, panel members will discuss their recent research and experiences in founding, supporting, and sustaining OER initiatives at universities in the U.S.

avatar for Jonathan Lashley

Jonathan Lashley

Senior Instructional Technologist, Boise State University

Wednesday November 2, 2016 10:55am - 11:20am EDT

11:30am EDT

Fundraising for 'Free' - one pathway of sustainability
One of the challenges for OERs is sustainability, especially in light of offering many open educational resources at no cost. This session focuses on MIT OpenCourseWare's annual fund efforts. We'll share lessons learned in running online fundraising campaigns and the stewardship activities that can inspire sustained giving for the long-term.

avatar for Yvonne Ng

Yvonne Ng

External Outreach and Annual Giving Manager, MIT OpenCourseWare
Marketing, social media, fundraising, and stewardship.

Wednesday November 2, 2016 11:30am - 11:55am EDT

1:15pm EDT

Collaborative OER Course Design and Development
Presenters will share a collaborative course development process used to create hybrid OER courses for a 2015 project funded by the Chancellor's Innovation Fund of the Virginia Community College System. They will discuss how to select OER materials that align with course objectives, the advantages and disadvantages of faculty collaboration, and the benefits of hybrid course design. This model can serve any discipline.

avatar for Laura Young

Laura Young

Associate Professor of English, Northern Virginia Community College

Wednesday November 2, 2016 1:15pm - 1:40pm EDT

1:40pm EDT

Winning Friends and Influencing People: OER and Higher Education Affordability
Higher Education stakeholders, including students, parents, faculty, administrators, legislators, state higher education boards, trustees, alumni, and donors are all concerned about the high cost of education and its impact on students. Positioning OER within the broader context of college affordability creates interest in the creation and use of OER, as well as powerful allies for OER initiatives. Approaches and examples of how to communicate OER value for affordability efforts and influence these varied stakeholders will be included in this presentation. Portland State University and its use of OER and the creation of open textbooks in the context of university initiatives to increase affordability by reducing student costs for course materials will be described as one example. Insights and lessons learned will also be highlighted.


Wednesday November 2, 2016 1:40pm - 2:05pm EDT

2:15pm EDT

Pay or Pay It Forward: Navigating the Licenses in Credentialing and Credit Partnerships
As a vanguard in the effort to connect meaningful credentials and college credit to its OER-based online college courses, Saylor Academy has facilitated a range of diverse institutional and partner agreements to widely distribute its twenty-two credit-recommended courses, while also honoring the rights of the original content creators. This presentation seeks to examine the question: How does a college credit recommendation change how the retained rights of content creators will be communicated to the benefactors of the recommendation.

This presentation pays particular mind to the reserved rights of third party content creators, especially commercial rights, in contexts where students may incur tutoring costs, proctoring costs, and/or tutition and fees while leveraging Saylor Academy credit-recommended courses for their own purposes. We will share examples of innovative business models which interpret that critical first modifier in the license code's prohibition against using materials for "primarily commercial purposes."

We will also briefly discuss threats and opportunities for alternative credentialing and credit-potential courses which arise from the need to respect the Share Alike and No Derivative works langauge of the licenses.

Context: For over eight years, we have published our courses under a Creative Commons Attribution license. For licensing purposes, we have defined a "course" as the structure, syllabus, learning outcomes, unit descriptions, and the framing text that accompanies resources curated from third parties. Much of these curated, third party educational materials which populate the courses are Public Domain or are licensed variably under the other Creative Commons licenses. Since 2012, twenty-two Saylor Academy courses and counting have been recommended for college credit by ACE and/or NCCRS. A larger share of our courses have also passed muster with an international credentialing authority called Qualifi, a UK Awarding Organization with ability to extend Office of the Qualifications and Examinations Regulator recognition to testing centers located throughout the English-speaking world. Thus spreading the utilization of Saylor Academy exams for practical benefit worldwide.

avatar for Nathan Thompson

Nathan Thompson

Education Project Manager, Saylor Academy
Instructional design and pedagogy Communicating with subject-matter experts OER, credit, and credentialing Fun stuff: non-fiction storytelling, podcasts, NBA

Wednesday November 2, 2016 2:15pm - 2:40pm EDT

2:40pm EDT

The Advantages of Creation and Sharing: OER in Higher Education
Located within the College of Earth and Mineral Sciences (EMS) at Penn State, the John A. Dutton e-Education Institute serves as the College's learning design unit and oversees the College's online offerings. Working in close partnership with the College's five academic units and Penn State World Campus, the Dutton Institute has helped create more than 130 online courses that are part of 18 fully online certificate and degree programs.

In 2008, the Dutton Institute launched the College's Open Educational Resources initiative as a strategic effort to make the College's online courseware accessible to teachers and learners around the world who are not be able to afford to enroll in its courses or who don't need to earn academic credit. Since that time, faculty across the College have voluntarily contributed the content of 71 online courses, 4 non-credit modules, and 9 additional sets of resources, all related to topics in the Earth and mineral sciences (meteorology and atmospheric science, energy and mineral engineering, geography, geosciences, and materials science and engineering).

Making the resources available to the public was actually the easy part! The hard work has been in the form of engaging faculty in the initiative, managing the resources, promoting the availability of the resources to others within the institution and around the globe, and making the OER truly "open" - providing the right to access, adapt, and reuse; ensuring such rights are non-discriminatory (i.e., provided to everyone, everywhere); and making no limits on their use or form.

In this session, we will share our story from the very beginning of our OER efforts, highlighting the challenges we have faced, the lessons we have learned, and the issues we still confront. We will also examine how our OER initiative has helped our own faculty and students and has contributed to our international reputation for accessible, quality education. In addition, we will discuss how the suit against Berkley's open content may affect our OER offerings.

avatar for Stevie Rocco

Stevie Rocco

Director of Learning Design, Dutton Institute, Penn State

Wednesday November 2, 2016 2:40pm - 3:05pm EDT

3:15pm EDT

Factors Influencing Faculty Innovation and Adoption of OER in Higher Education
This session will review the status and findings of a research study that examines the adoption process and use of faculty created OER in higher education. Faculty that use OER and have support from administration extend the institution's outreach, augment collaborations among colleagues, and benefit the global community (Perkins, 2010). However, the extent of those benefits depends on the very donations of intellectual energy and time faculty and administration are willing to contribute (Perkins, 2010). The study described in this session seeks to describe the innovation and adoption process of OER, which includes the attributes faculty believe constitute a valuable and sustainable OER and what instructional supports are meaningful to the use of faculty created OER. New innovations that improve student learning, are efficient, and save money are prevalent in higher education. Now is the time to find out why some faculty support and adopt OER while others stop.

Research studies on OER and faculty adoption have been implemented in certain global regions. For example, The Teacher Education in Sub Saharan Africa (TESSA) program developed OER to promote innovative and sustainable pedagogical change aimed to improve education in higher education institutions (Murphy & Wolfenden, 2013). Hodgkinson-Williams and Gray (2009) studied a program at the University of Cape Town with respect to key attributes of OER, to find out how to make the transition processes from traditional materials to OER more effortless for the educators. In Canada, faculty and instructional designers reviewed a large number of OER and identified challenges for potential reuse in a variety of higher education disciplines (DeVries, 2013). There is a lack of research being performed in the United States on this global issue. New studies such as this performed in the United States are putting the innovation and adoption of OER into a new context and support future innovation and adoption.


Virginia Coleman-Prisco

Assistant Professor, Mercy College

Wednesday November 2, 2016 3:15pm - 3:40pm EDT

3:40pm EDT

Massachusetts Community Colleges Go Open! A New Statewide Initiative
OER is growing in Massachusetts! A new statewide OER initiative, funded by the federal TAACCCT grant, kicked off this year for the Massachusetts community colleges. While many of the 15 community colleges had an existing OER project, this new initiative seeks to develop a collaborative process where faculty can work together to adopt, adapt and if necessary, build, high quality OER materials for courses that are common across the state.

Led by Sue Tashjian and Jody Carson of Northern Essex Community College in Haverhill, MA, this project began with the development of an OER council that included representation from each of the 15 community college campuses. The council's main focus is to promote an Open philosophy and to encourage collaboration on OER adoption and development across the state. Go Open grants are the council's main project, scaled from NECC's Adopt Open initiative. These mini-grants solicit proposals from faculty across the state seeking to "Go Open" in their courses. The council also supports statewide events which promote and provide training on OER pedagogy and is selecting a common OER repository where materials can easily be found and shared.

Sue and Jody will share the model of the initiative they developed including their role as consultants to the other colleges, the Go Open grant proposal written by the council, the resources collected so far and an update on the project. The presentation will also include information on the benefits and challenges to working with 15 very different and independent community colleges and share some of the unique ideas developed through the collaboration. And, of course, all the materials that go with this work!

avatar for Jody Carson

Jody Carson

Program Coordinator, Early Childhood Education, Northern Essex Community College

Wednesday November 2, 2016 3:40pm - 4:05pm EDT
Thursday, November 3

9:00am EDT

OER Advocacy: Lessons and Strategies
This mega-panel will discuss lessons learned about effective OER adoption advocacy.

avatar for Nicole Allen

Nicole Allen

Director of Open Education, SPARC
Nicole Allen is the Director of Open Education at SPARC, a global coalition working to make open the default in research and education. A decade and a half ago, Nicole was an undergraduate student frustrated with the cost of textbooks. Today, she is an internationally recognized policy... Read More →
avatar for Sarah Faye Cohen

Sarah Faye Cohen

Managing Director, Open Textbook Network
avatar for Amanda Coolidge

Amanda Coolidge

Director, Open Education, BC Campus
Amanda Coolidge is the Director 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, toolkits... Read More →
avatar for Rajiv Jhangiani

Rajiv Jhangiani

Open Studies Teaching Fellow & Psychology Professor, BCcampus
I am the University Teaching Fellow in Open Studies and a Psychology Professor at Kwantlen Polytechnic University in Vancouver, BC, where I conduct research in open education and the scholarship of teaching and learning. I also serve as the Senior Open Education Advocacy & Research... 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 November 3, 2016 9:00am - 10:15am EDT
Grand Ballroom

10:45am EDT

The HOW of Adapting an Open Textbook
Adapting or modifying educational resources is what gives open the competitive advantage over its commercial counterparts. Adapting an educational resource means that a faculty member can change the content to best suit the learning outcomes of their course; it means that students can take an active role in adapting and changing material for assignment and assessment purposes. However, adapting is rarely done across open educational projects. BCcampus's Open Textbook project is one of the few open projects to have successfully completed a series of adaptations on a number of open textbooks. This presentation will walk you through the steps of HOW to adapt an open textbook. Participants will be introduced to a step-by-step approach to adaptation, including technical format considerations and style guide supports. Participants will leave the session with an adaptation toolkit, produced by BCcampus, that is CC licensed and can be adapted for the needs of each institution or project.

avatar for Lauri Aesoph

Lauri Aesoph

Manager, Open Education, BCcampus
Lauri supports the development and sharing of open educational resources in British Columbia. She has project managed and led workshops and webinars on the adoption, adaptation, and creation of open educational resources. She also provides technical and instructional design support... Read More →

Thursday November 3, 2016 10:45am - 11:10am EDT

11:10am EDT

Is Your Institution Ready for OER? SUNY's OER Institutional Readiness Process
Open Educational Resource (OER) initiatives are underway on multiple campuses across SUNY and are already saving students hundreds of thousands of dollars, while enabling faculty to rethink, innovate, and create. The State University of New York Faculty Advisory Council on Teaching and Technology (FACT2) organized a task group composed of faculty, instructional designers, librarians, and students, to propose a systematic and complete framework for SUNY campuses to assess their readiness to develop and/or curate, implement, support, scale up, and sustain OER.

Based on an existing Institutional Readiness process developed to achieve excellence in online teaching and learning, the OER Institutional Readiness process is designed to build capacity and sustainability both on individual SUNY campuses and system-wide. It will be driven by measurable outcomes based on mission and goals.

In the process of working toward our goals and outcomes we had to address issues ranging from the technical challenges of making curated OER easily available to faculty to strategies for changing campus cultures based on traditional textbooks and learning materials. OER is not just about saving students money, it is also about empowering faculty to create, use, and reuse learning materials optimally, flexibly, and creatively.

The Task Group Charge was:

Standardize a definition of OER

Engage the SUNY community and other OER experts to determine the necessary elements for a successful campus-wide OER implementation.

Use the Open SUNY Institutional Readiness Process as a model to adapt for assisting campuses to build their own capability to implement a successful OER initiative.

Create a potential set of tools that would be helpful to campuses for implementation of OER (consider the tools used in the Open SUNY Institutional Readiness Process as a starting point).

Determine where there would be benefits for benchmarking and sharing best practices between campuses to advance the development and implementation of OER across the SUNY system.

Guide SUNY campuses in using OER to improve the academic quality of educational offerings

Our Outcomes/Deliverables Were:

1--The Ensuring Success in the OER Implementation Process Rubric

7 categories 28 Indicators

Institutional Support of OER

Technology Support of OER

OER Integration into Course Development & Instructional Design

OER Course Delivery

Supporting Faculty in the use of OER

Supporting Students in the use of OER

Evaluation and Assessment of OER initiative

2 -- A Three Step Self Assessment Process

This process allows you to explore the benefits your campus can experience from implementing OER. A successful OER implementation requires a strategy that includes addressing the following criteria: financial and human resource commitment from campus leadership; infrastructure and support; accessibility; sustainability; and copyright and licensing. The provided rubric, process, and assessment tools will help you identify the resources you already have and what you may need to move forward with OER.

Overview of Process & Campus Commitment & Expectations (1-2 hours virtual or on campus)

Self-Assessment (facilitated, - day on campus)

Implementation Planning (facilitated,1/2 day on campus or virtual)

3 --A recommended set of tools to be used in the process:

Scoring forms

Gap analysis template

Best practices template

Implementation Plan template

List of Support Resources across SUNY


Tony DeFranco

Coordinator of Learning Technology Services, Tompkins Cortland Community College

Mark McBride

SUNY, Monroe Community College

Thursday November 3, 2016 11:10am - 11:35am EDT

11:35am EDT

Scaling up OER Publishing with a Networked Approach
This presentation will outline development of long-term sustainability and operations plans for an open access textbooks and OER publishing program. The first stage in Open SUNY Textbooks' (OST) development was initially funded by grant money and participating library contributions towards author and peer review incentives and copy editing services. The primary output were open access textbooks.

In the second phase of development, OST (based at SUNY Geneseo), along with the system-level SUNY Academic Technology (ATIS) office and partner SUNY libraries, are developing a scaled-up, networked approach to digital learning and publishing development within the system, using curated OER content, course supports, editorial services, and instructional technology development and design, based on a new funding model. The presenters will discuss the partnerships under way in SUNY; the developing collaborations with Lumen Learning; and share strategies for developing business models to fund open educational resources and publishing.

The guiding vision for is this plan is to empower campuses across the SUNY system to provide OER adoption and support by:

Improving OER scale-up by providing insight on potential service models.

Evaluating the impact of cost structures and pricing on all constituents.

Advocating for increased awareness of OER and benefits to students and faculty.

We will offer:

Flexible models for participation that allow customized participation at different levels of cost.

A facilitated framework for assessing campus readiness for OER success that includes a rubric, process, and assessment tools.

A mentorship network that includes professional development to build OER expertise across campuses.

Copy editing, peer review, and open and modular publishing platform.

Grant funding for implementation and professional development incentives.


Mark McBride

SUNY, Monroe Community College
avatar for Kate Pitcher

Kate Pitcher

Library Director, SUNY Geneseo and Open SUNY Textbooks
Kate Pitcher is Head of Technical Services & Collection Development at the State University of New York (SUNY) College at Geneseo, where she is also a member of the library’s publishing team and chair of the scholarly communications team. At SUNY Geneseo, she worked in reference... Read More →

Thursday November 3, 2016 11:35am - 12:00pm EDT

1:15pm EDT

Roadway to Success: The Intersection of Guided Pathways and Z-Degrees
Lansing Community College is a Guided Pathways school, as such, it has created clear Program of Study (degree) maps that define the courses students take, and the order in which they are taken. The goal of Guided Pathways is to increase timely completion of degrees while focusing on the educational needs that best match the students' goals. Another main initiatives at Lansing Community College is Operation 100% in which the goal "is nothing less than 100% completion for the students in degree, certificate, and/or transfer pathways." Through the adoption and successful use of OER and Open Materials both the Operation 100% initiative and Guided Pathways can be strengthened as the research shows that students who use OER are able to complete more coursework since there is no cost for course materials. Therefore, creating Z-degrees within Guided Pathways is a way the presenters believe Lansing Community College will be able to support their students needs best. This session focuses on the collaboration between the Guided Pathways Coordinator, the OER Project Manager, the Operation 100% Faculty Project Manager, full-time and adjunct faculty in advocating for the implementation of sustainable Z-degrees within Guided Pathways. Both the challenges associated with the beginning stages of creating Z-degrees and strategies to overcome these will be addressed. The presenters of this session envision Guided Pathway Z-degrees to be able to rapidly take off at their institution and therefore make Lansing Community College a national leader in this area.


Christine Conner

Guided Pathways Coordinator, Lansing Community College

Mark Kelland

Professor, Lansing Community College

Thursday November 3, 2016 1:15pm - 2:05pm EDT

2:15pm EDT

Open Education in Virginia's Higher Education Institutions: an environmental scan
What is the status of open education initiatives at Virginia two- and four-year institutions? Is infrastructure in place to support faculty who are interested in course redesign using open educational resources (OER)? Are there common obstacles that impede or prohibit OER adoption?

The State Council of Higher Education in Virginia (SCHEV) wanted to find out more about these and other issues affecting the introduction and growth of open education at member institutions. Consequently, SCHEV's Open Virginia Advisory Committee (OVAC) developed and distributed a survey to members in January 2016. Seventeen institutions were initially contacted, with response data currently being collected and evaluated. Here are some preliminary results.

Interest in OER is pervasive, although the stage of institutional programs varies widely, with the Virginia Community College System serving as a model for 4-year institutions. As the predominant learning management systems used, Blackboard and Canvas allow faculty to share learning materials seamlessly at their institutions. Moreover, instructional design support is readily available to faculty who are integrating OER into their courses.

Nevertheless, the lack of 1) policies addressing OER, 2) demonstrable high-level administrative support, and 3) integration into institutional strategic plans are examples of the greatest challenges to institution-wide, not to mention state-wide, movement toward real growth in open resources to replace expensive learning materials. The detailed findings of the OVAC survey of two- and four-year institutions in Virginia will be presented during this talk, as will legislation affecting open education that has been introduced in the Virginia Assembly. Representatives of two- and four-year institutions will share their perspectives and answer questions.

avatar for Claudia Holland

Claudia Holland

Head, Scholarly Communicaton and Copyright, George Mason University
Claudia C. Holland is Head of Scholarly Communication and Copyright in the Mason Publishing Group, George Mason University Libraries. She leads the libraries’ scholarly communication initiatives and educational outreach, and has served as the University’s Copyright Officer since... Read More →
avatar for Wm. Preston James

Wm. Preston James

Director, Northern Virginia Community College
I have worked in higher education for 20 years… as faculty, administrator, and consultant. As Director of Instructional Services at NOVA, I oversee the online learning and educational technology services, manage instructional training and certification, and lead the OER initiative... Read More →

Thursday November 3, 2016 2:15pm - 3:05pm EDT
Friday, November 4

10:30am EDT

Designing Effective Open Educational Practices and Policies at Community Colleges with the Community College Consortium for Open Educational Resources (CCCOER)

A key component in many successful community college adoption campaigns has been participating in communities of practice (CoP). Members of the CCCOER community of practice from across the US and Canada will share how participating in and leveraging the community activities supports their design of effective open educational practices and policies at their college.


  • Quill West, Open Education Project Manager, Pierce College District, CCCOER Advisory board president.

  • Sue Tasjian, Jody Carson, Northern Essex Community College, co-leaders of the Massachusetts Community College Go Open project.

  • Regina Gong, OER Project Manager, Lansing Community College

  • Jason Pickavance, Director of Educational Initiatives at Salt Lake Community College

  • Alisa Cooper, Glendale Community College Faculty, co-chair of the Maricopa Millions OER project.

Educause’s definitive Communities of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education (Cambridge, Kaplan, Suter, 2005) identified 4 key activities that support the identified purposes of a CoP:

  • Develop Relationships and Build Trust

  • Learn and Develop Practice

  • Carry Out Tasks and Projects

  • Create New Knowledge

Develop Relationships and Build Trust

CCCOER members build community through participating in an active online discussion forum where new information and activities related to open educational practice and policy are shared.  Members use this forum to get expert advice on finding and adopting OER, motivating faculty, involving students, and many other topics.   Both asynchronous and synchronous online meetings are scheduled monthly to further support interactions.

Learn and Develop Practice

Monthly webinars and advisory meetings feature OER thought leaders from within the community and outside.  These activities keep members tuned into new research findings, OER collaboration opportunities, and open education policy updates. Members are strongly encouraged to share their early project successes during online meetings and get feedback on various approaches. The CoP involves members in selecting specific topics for meetings and the annual member survey provides another vehicle to involve members in developing the focus for the CoP. Volunteering to serve on the executive team gives members experience in helping to build a CoP that reflects the diversity of its members.

All professional development webinars and other online meetings are recorded and provide ongoing artifacts for exchanging new knowledge.  A campus OER toolkit is being revised to reflect new and evolving understanding of open educational policies and practices.

Carry Out Projects and Create New Knowledge

CCCOER panel presentations and workshops are organized at regional and national conferences to provide an opportunity for members to work together in-person, promote their OER adoption successes, and share new knowledge with colleagues throughout higher education.  Panelists will describe how their participation in the CCCOER has informed and strengthened their local OER projects and helped them create and exchange knowledge with newcomers and experienced OER practitioners alike.

CCCOER works with over 250 colleges in 21 states and provinces to promote open educational practices and policies to expand access and to enhance teaching and learning at community colleges.


Una Daly

Director Community College Consortium for Open Educational Resources (CCCOER), Open Education Consortium
Una Daly is the Director of Community College Consortium for Open Educational Resources (CCCOER), a partner in Achieving the Dream’s OER Degree Initiative and the California Zero Textbook Cost Degree program. She also was OER Library Services Manager for the California Open Online... Read More →

Friday November 4, 2016 10:30am - 11:20am EDT

11:30am EDT

SUNY Open Educational Resources: Improving Faculty Discovery and Adoption
During 2015-2016 eight campuses from the State University of New York (SUNY) collaborated on a SUNY Innovative Instruction Technology Grant (IITG) to trial a support model designed to allow librarians and instructional designers a framework with which to guide teaching faculty in accessing discovery tools through SUNY Affordable Learning Solutions, Lumen Learning while utilizing local talent in SUNY libraries and instructional design offices; modularizing and improving interoperability in the collection of existing Open SUNY textbooks; and embedding assessments in OER courses. The overarching goal of the service model was to:

- increase OER adoption
- improve OER alignment with course learning outcomes and
- increase student completion and success in OER courses

This model was tailored to take a specific next step forward for SUNY; by using the power and collective knowledge of established relationships on individual campuses, the aim was to further develop a systematic approach to SUNY's use and creation of OER.

In this presentation, teaching faculty, librarians and instructional support staff from Monroe Community College, Fulton-Montgomery Community College and Buffalo State College will discuss the first-year results of this model wrap-around service. Faculty will offer insights on the un/necessary presence and leveraging of OER-champions on their campus in fostering course-level and institutional changes. Librarians and instructional designers involved in the project will provide a ground-level view of how the service model operates on individual campuses and how collaborative partnerships with other SUNY campuses have developed. The course support teams that worked with faculty to adopt OER is a model that all campuses in SUNY are utilizing to scale OER using the Open SUNY Textbook as the SUNY OER Hub to build an OER community of practice in SUNY.

As a means of assessing both this service model for faculty and the impact of OER on student success, surveys were distributed to faculty and student participants during the Fall 2015 and Spring 2016 semesters. The results of those surveys indicated that:

- Students and faculty rated OER has being equal or better than publisher content

- Students overwhelming wanted printed versions of OER, but ranked the digital components of OER highly

- Faculty indicated the cost of course materials are a concern when selecting course content to teach from

In consideration of these findings and with the ending of IITG funding, the presenters will posit how this forward-thinking, success-orientated path potentially answers the challenges of sustaining and scaling this service model to positively impact SUNY's sixty-five campuses and 460,000 students.


Friday November 4, 2016 11:30am - 11:55am EDT

1:15pm EDT

Course Redesign Pilot for OER Implementation at George Mason University: A University-Wide Effort
Successful course redesign for OER implementation requires a university-wide effort, with faculty working together with their academic departments, libraries, instructional design units, university presses/publishers, centers for faculty excellence, as well as other stakeholders across the university. Among the stakeholders, librarians play a critical role, assisting faculty with locating and identifying digital resources, open educational resources, and public domain materials, as primary or supplementary course materials. In order to reduce instructional costs for students, and to improve teaching and learning outcomes, George Mason University has recently launched a pilot project focusing on innovative and accessible course redesign which integrates use of open educational digital materials. In Spring 2016, competitive grants were awarded to 11 faculty to lead the redesign of 20 undergraduate and graduate courses across 10 disciplines. Courses in the pilot include those that (1) have high enrollment numbers; (2) required courses for majors; (3) count in the Mason Core (general educational requirements); or (4) carry high textbook costs. The redesigned courses using open educational resources will be taught in Fall 2016 or Spring 2017. In this presentation, we will provide an update on the course redesign pilot for adopting, assessing, and developing OERs; we will describe the role of Mason University Libraries and other university stakeholders in the course-redesign OER project; and we will share Mason faculty and student perspectives about integrating OERs into the redesigned courses.

avatar for Claudia Holland

Claudia Holland

Head, Scholarly Communicaton and Copyright, George Mason University
Claudia C. Holland is Head of Scholarly Communication and Copyright in the Mason Publishing Group, George Mason University Libraries. She leads the libraries’ scholarly communication initiatives and educational outreach, and has served as the University’s Copyright Officer since... Read More →
avatar for Darlene Smucny

Darlene Smucny

Assistant Director, Digital Learning, Stearns Center, George Mason University
Darlene's work at The Stearns Center (GMU) focuses on online course quality, online faculty development, services, and support. Offering an experienced instructor’s perspective of online teaching and learning, Darlene shares guidance, tips, and resources for getting started and... Read More →

Friday November 4, 2016 1:15pm - 1:40pm EDT

1:40pm EDT

Canvas Network's transition from passive promoter to active promoter of open education
Canvas Network was born in 2013 as an open platform for open education. You could say that openness is in our DNA.

We believe openness is critical to making learning accessible for everyone and to ensuring that creativity and innovation thrive in education. That's why, at the start of 2016, we conducted an internal review of our primary mission-to promote openness, innovation, and experimentation in education. We discovered that although Canvas Network is an open platform, some of our policies and practices have actually hindered our ability to champion open education. This, and concerns voiced by open education advocates about the status of MOOCs, was the impetus for a new strategy to further align our mission with the open education movement.

In 2014, David Wiley declared that "MOOCs "_ have done more harm to the cause of open education than anything else in the history of the movement. They have inflicted this harm by promoting and popularizing an abjectly impoverished understanding of the word "open.'"

Wiley's statement reflects the view that MOOCs and MOOC providers have hijacked the term "open," replacing the movement's definition and popularizing their own. Our strategy is to embrace-and be embraced by-the open education movement by striving to achieve the true meaning of openness. This type of change will require an internal cultural shift, which we plan to bring about through new policies and processes, as well as a campaign to encourage educators (both teachers and administrators) to embrace open education when they launch courses on Canvas Network.

We began this shift by envisioning what our ideal open, online platform would look like. First, it would have a low barrier to entry for learners. It would offer more courses with Creative Commons than private licenses. And it would make content accessible to other instructors and designers to retain, reuse, revise, remix, and redistribute.

When we compared our ideal platform with the reality of Canvas Network, we discovered that only 40 percent of our courses had Creative Commons licenses and only 25 percent were publicly-viewable with the course URL. Only 21 learning resources from our courses had been shared to Canvas Commons, a learning object repository where teachers can access all or parts of courses for reuse. The takeaway: Having the ability to deliver open education is not the same as promoting open education.

Our team identified three goals we could implement right away with a target completion date of March 1, 2017:

* Increase the number of publicly-viewable courses to at least 60 percent, which will lower the barrier to entry for learners.
* Increase the number of Creative Commons-licensed course materials to 60 percent.
* Contribute at least 300 courses and/or objects to Canvas Commons.

In this session, you will learn about our efforts to shift Canvas Network from being a passive to an active promoter of open education through policy changes and an educational campaign. We also want to take the time to hear your questions, comments, and suggestions.

avatar for Hilary Melander

Hilary Melander

Senior Product Manager, Instructure
I am passionate about life, learning, challenging myself, and striving for excellence.My journey with Instructure started over 5 years ago as an Instructional Designer for Canvas Network. Today I am a Product Manager focusing on Canvas Discussions, the Course Import Tool, and the... Read More →

Friday November 4, 2016 1:40pm - 2:05pm EDT

2:40pm EDT

The Open Textbook Network: the value of working together to advance open textbooks
During our four years of experience with open textbooks at the University of Minnesota, we discovered several reasons why faculty don't adopt open textbooks. While the barriers might appear to be small, they are significant enough to stop faculty members from making the change. These barriers include:

- Faculty don't fully understand how financial stress impacts students academically.

- Faculty aren't aware that open textbooks are an option.

- Faculty don't know what open textbooks are or confuse them with electronic textbooks.

- Faculty don't know where to find open textbooks.

- Faculty are skeptical of the quality of open textbooks.

With the support of the Hewlett Foundation and the University of Minnesota Libraries, we were able to develop and deploy solutions and strategies to help faculty overcome these barriers. The Open Textbook Library, now hosting upwards of 215 complete open textbook titles, has built these titles' credibility and increased faculty exposure to open textbooks by incentivizing textbook reviews by faculty from institutions across the country.

At the invitation of our partner libraries, we've visited dozens of schools to seed and support their open education programs. As a result, our partner institutions' data shows that nearly 40% of their faculty attendees adopt an open textbook. This small pilot group of faculty has saved students nearly $410,000 in textbook costs in less than three years. It took outreach, education, conversations, and strategies to engage faculty with the textbooks. And it works.

While workshops have shown to be successful, workshops alone are not enough. What can our growing community of faculty and libraries who visit the Open Textbook Library do to further open textbooks on their campuses? Enter the Open Textbook Network.

The Open Textbook Network (OTN) is a consortium of institutions workingξto:

- help facultyξovercome barriers to adoption of open textbooks

- increase institutional capacityξto support faculty adoption and use of open textbooks

- collaborativelyξdevelop new understandingsξand best practices of open textbook adoption and use.

With close to 40 members representing 150 campuses across the country, the OTN is pooling the experience and expertise of our members to address the most pressing needs in open textbook adoptions. This presentation will introduce attendees to the Open Textbook Network and offer the chance for representatives from our member schools in attendance at OpenEd16 to share stories from their institutions of how Open Textbook Network programming supported their program development and their results. The panel will also discuss the benefit a network-approach to open education has made on their campuses. Join us to hear these perspectives on the value of working together to increase awareness and adoptions of open textbooks, demonstrate impact, and ultimately advance open education on individual campuses.

avatar for Sarah Faye Cohen

Sarah Faye Cohen

Managing Director, Open Textbook Network

Friday November 4, 2016 2:40pm - 3:05pm EDT

3:15pm EDT

Achieving the Dream's OER Degrees College Panel

Last June, Achieving the Dream (ATD) announced the largest initiative of its kind to develop degree programs using high quality open educational resources (OER) at 38 community colleges in 13 states.  The program is designed to help remove financial roadblocks that can derail students’ progress and to spur other changes in teaching and learning and course design that will increase the likelihood of degree and certificate completion.  

Grantee colleges have been busy this summer and fall developing OER courses and planning the delivery of their OER Degree programs with cross-functional teams of stakeholders including faculty, librarians, administrators, and other staff.   Grant partners Lumen Learning, the Community College Consortium for Open Educational Resources (CCCOER), and SRI International are providing technical assistance, community of practice, and research support to grantees

Come and hear from a panel of four college leaders on their early successes, lesson learned, and challenges ahead in rolling out OER Degree programs to students over the next few years. Topics include fostering faculty and administrator engagement, effective professional development, creating awareness among students, measuring outcomes, and creating sustainable policies.


  • Clea Andreadis, Vice-Provost, Bunker Hill College, MA

  • Mark Johnson, Department Chair, English and Modern Languages, San Jacinto College, TX

  • Cynthia Lofaso, Psychology Professor, Central Virginia Community College, VA

  • Carlos Lopez, Vice-President of Academic Affairs, Santa Ana College, CA


Una Daly

Director Community College Consortium for Open Educational Resources (CCCOER), Open Education Consortium
Una Daly is the Director of Community College Consortium for Open Educational Resources (CCCOER), a partner in Achieving the Dream’s OER Degree Initiative and the California Zero Textbook Cost Degree program. She also was OER Library Services Manager for the California Open Online... Read More →
avatar for Richard Sebastian

Richard Sebastian

Director, Open and Digital Learning, Achieving the Dream
As Achieving the Dream’s Director of Open and Digital Learning, Dr. Sebastian helps ATD’s Network colleges advance open and digital teaching and learning practices to support equitable outcomes for students and facilitate whole college transformation. Dr. Sebastian is a national... 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 →

Friday November 4, 2016 3:15pm - 4:05pm EDT