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

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

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
Friday, November 4

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