open educational resources faculty workshop

OPEN to Possibilities

A collaboration between

UAlbany Libraries, Ed-Tech Center, & SUNY OER Services. Made possible

by SUNY IITG

November 3, 2017

Piedra, Nelson & Chicaiza, Janneth & López, J & Martinez, Oscar & Tovar, Edmundo. (2010). An approach for description of Open Educational Resources based on semantic technologies. 1111 - 1119. 10.1109/EDUCON.2010.5492453.

Today’s Agenda

9:30 Welcome & Introductions

9:50 Intro to OER & CC

10:30 Faculty Guest Speaker – Dr. P.D. Magnus

11:00 Evaluation Activity

11:45 Lunch

12:30 Searching & Remixing

2:00 Course Design Considerations

2:45 Bb Organization, Next steps, Workshop Survey

Your Support / Superheroes!

Elaine Lasda, M.L.S.Associate Librarian University Libraries – DEW 201

Julie Slichko, Ph.D.Instructional DeveloperEd Tech Center – LC 27

Introductions – Please Introduce yourself

1. Name

2. Department

3. Course you are redesigning

4. Semester you are hoping to teach

How we got here…

Innovative Instruction Technology Grants

• Enhance teaching and learning

• Develop instructional talent

• Create communities of practice cross-discipline & institution

• Improve instructional practices

• Extend teaching and learning environments

http://commons.suny.edu/iitg/

A Three-Pronged Course Redesign Program to Incorporate OERs into Online Classes:

Instruction, Interaction, Incentive

(Tier II , $20,000)

Project Objectives

1. Development of online course materials • 300 students,12 courses, saving $43,500/semester.

2. Sustainable course redesign model • Workshop, Consultation, Community of Practice

3. Incentive for participation• $1,500 stipend upon completion of program

Faculty Perspective

Dr. P.D. MagnusAssociate Professor of Philosophy, OER Author

University at Albany

Criteria for Evaluating

OERs

What makes a textbook "Good"?

http://boredomrage.com/wp-content/uploads/2016/10/bad-textbook-example-20151008-12.jpg

http://boredomrage.com/wp-content/uploads/2016/10/bad-textbook-example-20151008-5.jpg

http://thefederalistpapers.org/education-2/disturbing-look-what-we-found-inside-these-three-liberal-textbooks

http://www.mathstatica.com/spot_the_error/nelsenexercise.gif

https://memegenerator.net/img/instances/500x/57138318/have-to-learn-mechanics-and-uses-a-textbook-the-examples-in-the-textbook-are-way-to-easy-for-the-exa.jpg

What are some "unscientific" ways we choose textbooks?

http://clipartix.com/thumbs-up-clipart-image-1337/

http://www.collegeopentextbooks.org/about-us/contactus/34-cot/cot-category/101-evaluation-criteria

Rubrics

Adapt the rubric to meet your needs!

• How are you going to check the accuracy of OER content?

• What is the major relevant content that must be included in the OER?

• What are your course objectives, and of those, which does the OER help fulfill?

• How will you evaluate the assignments and assessments in the OER?

• What diversity/inclusion criteria are important for your discipline and the OERs used?

Peer Review of OERs

https://textbooks.opensuny.org/volunteer-with-ost/reviewer-info/peer-review-guidelines/

Search, Edit & Remix

Laura K. MurrayOER Coordinator & LibrarianSUNY OER Services & CUNY OER

What should Landin do next ?

A. Review the open resources to see if they support/align with his objectives

B. Add more open resources to provide students with additional information

C. Add learning activities prior to the midterm

D. Implement a midterm paper instead of midterm exam to assess learning.

More is not Better

CC-BY-SA-3.0Spiderweb-marketing

solutions

Practice and Feedback are Crucial !

“Practice is the most important ingredient

of effective instruction;

it speeds up learning,

aids long-term retention,

and facilitates recall.”- Barbara Seels (1997)

FreeGreatPicture.com -

To begin with the end in mind means to start with a clear understanding of your destination.

It means to know where you are going so that you better understand where you are now so that the steps you take are always in the

right direction.

- Stephen R. Covey, The Seven Habits of Highly Effective People

Backward Design Model

Identify Desired Results

Determine Acceptable Evidence

Plan learning experiences and

instruction

Wiggins & McTighe (2011) Understanding by Design

RESOURCES

Learning Outcomes/

Course Objectives

Summative Assessments Teaching and Learning Activities Resources to Support

How will my students be different after taking this

course?

What will they be able to do?

How will I know that the students have

changed?

What activities will allow me to provide

timely feedback?

What resources do my students need to

engage in the learning activities?

Course Design Worksheet

Coming Soon to a Blackboard Near You

Blackboard Organization

CC BY-SA 3.0 Nick Youngson

Questions

Freegreatpicture.com

Please take a moment to fill out our survey.

Blackboard Organization > Workshop > Workshop Survey