Faculty Speed Session 2022
Brad Severa
Author
03/22/2022
Added
7
Plays
Description
Faculty discuss OER projects for Open Education Week 2022.
Faculty Speed Sessions (10 minutes each)
Session one: Pressbooks- Brian Moore, Ph. D. Professor of Music Education & Music Technology, and Sabine Zempleni, M.S. Assistant Professor of Practice Nutrition and Health Sciences
University of Nebraska-Lincoln
Session two: Converting a Program to OER- Allan Donsig, Ph. D. Professor and Vice Chair Mathematics, Nathan Wakefield, Ph. D. Associate Professor of Practice Mathematics and Guy Trainin, Ph. D. Professor Teaching, Learning & Teacher Education
University of Nebraska-Lincoln
Session three: Adopting an OER Textbook- Carolyn Brown Kramer, Ph. D. Associate Professor of Practice Psychology
University of Nebraska-Lincoln
Session four: Skyepack- Kim Carlson, Ph. D. Biology Department and Tyler Trame, Skyepack representative
University of Nebraska at Kearney
Session five: Creating OER Video- Congrui (Grace) Jin, Ph. D. Assistant Professor Civil and Environmental Engineering Department
University of Nebraska-Lincoln
Searchable Transcript
Toggle between list and paragraph view.
- [00:00:01.880]Okay.
- [00:00:02.120]I guess we can go ahead and begin.
- [00:00:03.960]Welcome to this week's speed session for Open Education Week.
- [00:00:09.520]My name is Jeff Kosse I'm
- [00:00:11.040]an instructional designer in the Center for Transformative Teaching.
- [00:00:14.960]I'm co-hosting today with Brad Severa
- [00:00:18.440]He's a technology support specialist in
- [00:00:22.000]ITS here at UNL.
- [00:00:24.680]And we have five panels set up.
- [00:00:27.800]They're going to speak for 10 minutes each and then we should have about 10 minutes
- [00:00:31.120]left for questions and answers at the end.
- [00:00:35.000]If we or if you do happen to have questions, please put those in the chat
- [00:00:39.080]and we'll try to address those in the time that we have remaining.
- [00:00:44.360]So we are
- [00:00:47.240]a little pressed for time here with so many groups.
- [00:00:50.400]So we will go ahead and begin.
- [00:00:52.560]Brian Moore and Sabine Zempleni will be going first.
- [00:00:56.720]So go ahead. The floor is all yours.
- [00:00:59.960]Okay. Hello, everybody.
- [00:01:01.760]My name is Sabine Zempleni, and I'm a I'm in nutrition
- [00:01:04.720]and health sciences here at UNL And Brian, I will be talking a little bit
- [00:01:09.720]about Pressbooks and our experience with that.
- [00:01:13.280]I started using Pressbooks
- [00:01:15.840]when I, I was working on in an on
- [00:01:20.280]an open educational resources for my life nutrition through the life cycle class.
- [00:01:25.760]And I are you I'm a I'm
- [00:01:29.320]big in co-creation and collaboration with students.
- [00:01:32.320]So we created that together.
- [00:01:34.280]So if you're interested in the details
- [00:01:36.680]I have a poster you can go to and I walk you through the process.
- [00:01:40.520]But in a nutshell, basically, the students from two semesters,
- [00:01:46.000]they wrote their own textbook as an exam preparation.
- [00:01:49.760]And then I had student workers coming in and helping me to combine
- [00:01:53.800]those those student written textbooks.
- [00:01:57.840]And one of my my big questions was what what would students
- [00:02:02.040]want from a textbook if they if they can design it themselves?
- [00:02:06.840]And so that was the general idea how I came to Pressbooks.
- [00:02:10.640]I Brian do you want to talk about your project.
- [00:02:13.760]Sure. So I'm not. Good morning, Brian Moore.
- [00:02:16.200]I'm in the school of music
- [00:02:17.240]and music education and music technology is areas that I work in.
- [00:02:21.600]And I got into using the Pressbooks for two courses online courses
- [00:02:26.080]that I created, one in the digital music production and composition,
- [00:02:31.200]and another one in developing music notation, reading skills
- [00:02:35.520]And so the idea behind using the Pressbooks we need
- [00:02:38.120]I wanted something that was interactive, but that could also work with audio,
- [00:02:42.680]especially being in music and also with video And so I found
- [00:02:46.320]it was a very easy way to be a take a across platform work.
- [00:02:51.000]And one of the really nice benefits was its ease of integration
- [00:02:55.240]with Canvas Week, which we can, you know, talk about it a little bit
- [00:02:59.720]now. So for me, it was the same thing
- [00:03:02.160]as I really like the ease of integration and I really like the
- [00:03:08.040]I like that it was free.
- [00:03:09.440]So that was great. But what?
- [00:03:12.680]So one of the things that was really difficult for me
- [00:03:16.040]is that the idea was that students develop their own ideas
- [00:03:20.120]what the textbook should look like.
- [00:03:22.160]But press book really is really a very
- [00:03:25.200]a platform that assumes a very traditional textbook.
- [00:03:29.160]So they give you they give you a template and you have to use that template.
- [00:03:33.800]And then you can have a lot of text and you can integrate your pictures and.
- [00:03:38.880]Yeah. And things.
- [00:03:40.920]And so that was a little bit tricky because it forced us to constantly
- [00:03:44.560]work around around that whole thing.
- [00:03:48.440]Do you want to add something or I'm going to share my screen just really quickly.
- [00:03:52.440]I'm going to show you the how this
- [00:03:55.520]textbook looked in looks in canvas right now.
- [00:03:58.480]And one of the things that I fell upon was that as you create
- [00:04:02.120]a Pressbooks things are organized into chapters.
- [00:04:05.640]And so this is how there's an easy export into canvas.
- [00:04:09.320]But each of these would be one of the chapters in the Pressbook
- [00:04:13.240]And so when I go there, there's
- [00:04:14.840]this is what it looks like in the in the Pressbook
- [00:04:17.160]with all the links and everything that's that's working that way.
- [00:04:20.240]However, what I also did find this kind of found this out by working through this.
- [00:04:25.520]I actually created chapters that were that were just simply
- [00:04:29.040]mapped to the day and the time with the online course.
- [00:04:32.800]And it's the same content.
- [00:04:34.240]And all these chapters are really are just links back to the book.
- [00:04:38.160]So these particular chapters, it's always pointing to the same thing.
- [00:04:42.160]What was really nice though, about the Pressbooks approach inside of canvas,
- [00:04:47.280]because I'm logged in as a faculty member because I'm the author of the book,
- [00:04:51.520]I can actually edit my Pressbooks right from here.
- [00:04:55.720]And I can do this is the interface that I, you know, kind of work with.
- [00:04:58.760]I can either do the with the WYSIWYG or or particular that way
- [00:05:02.720]and then if I make a change here, everyone gets it in the entire book.
- [00:05:06.480]Students, of course, don't see that edit link,
- [00:05:11.280]but it was a really nice extra benefit that I could use the same content
- [00:05:16.280]for initial presentation review and also help
- [00:05:20.320]the students sequence through the course It was kind of a really nice benefit
- [00:05:25.080]and the exporting,
- [00:05:26.240]I can help people with that later on, but the exporting literally takes about 3
- [00:05:29.760]minutes to do it.
- [00:05:32.160]Yeah.
- [00:05:32.400]So, so you'll see that it works really well.
- [00:05:35.000]If there's one professor working with, working with textbook
- [00:05:39.280]and not to be the downer and they always this this whole idea.
- [00:05:44.760]I try to work collaboratively
- [00:05:46.880]with students, and that's where I quickly reach the limits.
- [00:05:50.480]It doesn't really have it doesn't
- [00:05:53.880]so it doesn't really have a common function that is hidden.
- [00:05:57.400]And so we often were working with the student work as we were working
- [00:06:01.640]at the same time on the chapter while the students were studying from it.
- [00:06:07.080]And then it was really tricky because the only thing we could do
- [00:06:10.280]was typing in color
- [00:06:13.400]in different colors, comments into that.
- [00:06:16.240]And we, we, we decided at the end, well, yeah, it's,
- [00:06:20.320]it's what it is and I see how a book is edited.
- [00:06:24.040]But, but it was I really wish it had a, it had a common
- [00:06:28.040]function has more collaborative tools because that was a real issue
- [00:06:32.240]with Pressbooks.
- [00:06:34.120]And I think
- [00:06:34.640]also it's definitely based on the metaphor of a textbook.
- [00:06:39.440]So you know, a book has pages which are grouped into chapters
- [00:06:43.640]which are grouped into sections.
- [00:06:45.080]So you kind of have to work with that.
- [00:06:47.480]And if you're okay with that kind of a format, this is a really good structure.
- [00:06:51.560]And it was fairly easy to integrate audio clips with video clips.
- [00:06:57.560]The one limitation is I always like embedding everything in the same material.
- [00:07:02.600]There is a 24 meg limit on videos, but it also forced me to be really succinct
- [00:07:07.320]and made it made updating and changing things out actually,
- [00:07:11.600]you know, fairly easy.
- [00:07:12.640]So and I liked the fact that was cross-platform,
- [00:07:15.120]so that seemed to work out quite well.
- [00:07:19.000]Yeah.
- [00:07:19.240]So another another advantage that I have mentioned is that
- [00:07:23.240]and I think that's more an OER advantage is really on an open platform
- [00:07:29.040]And so I had lately quite a few comments from people outside of academia
- [00:07:35.320]that discovered the textbook and said, Well, this is really great.
- [00:07:38.720]I always was looking for a nutrition textbook,
- [00:07:42.400]so it's really open to everybody.
- [00:07:45.040]I had other professors
- [00:07:46.400]from other universities make a comment and said, Oh, I really like that book.
- [00:07:50.160]Can I use that for my students?
- [00:07:52.240]And so I think from that standpoint, it's also
- [00:07:55.840]also really a nice, nice idea to use Pressbooks.
- [00:07:59.640]And I use 100% of the time as an online book.
- [00:08:03.320]There is the ability to export as a PDF or an epub.
- [00:08:07.200]I didn't find there was any great benefit to doing that.
- [00:08:10.680]So I just, you know, kind of left it that way.
- [00:08:14.080]I know we've only got about 30 seconds left.
- [00:08:15.960]I Brad has my contact information.
- [00:08:17.920]I have a 1230 class and I have to teach it.
- [00:08:20.080]But I would be, I love talking about it.
- [00:08:22.440]And if anybody would like to reach out to me and get more information or see
- [00:08:26.280]a sample of the book or get some help I would love to help you with that.
- [00:08:30.480]Yeah, same here.
- [00:08:31.760]So would contact Brad and then again as the
- [00:08:34.760]I think Brad Brian you have a poster as well.
- [00:08:36.920]I saw so we both have.
- [00:08:38.640]So if you want to have more information about that
- [00:08:44.480]Thank you.
- [00:08:45.080]Okay. Thank you.
- [00:08:47.400]And up next, we have Alan Dansig, Nathan Wakefield
- [00:08:51.040]and Guy Trainin and go ahead
- [00:08:56.880]Oh, so I'm.
- [00:08:58.080]Let me
- [00:08:59.920]share my screen
- [00:09:05.360]not that
- [00:09:06.360]the pictures of us are really necessary, but there
- [00:09:10.560]there is a second picture of us and
- [00:09:14.560]I think perhaps we should start by having everybody introduce themselves.
- [00:09:18.040]So let me ask Guy to introduce himself and then Nathan and I'll follow up I am.
- [00:09:23.720]I'm Guy Training.
- [00:09:24.760]I'm a professor of the Department of Teaching Learning and Teacher Education,
- [00:09:28.640]and I work in mainly at least undergraduate
- [00:09:33.040]with the Elementary Teacher Education Program,
- [00:09:35.800]which is a fairly large program with five to 600 students.
- [00:09:39.160]And at any given moment,
- [00:09:43.840]and I'm Nathan Wakefield.
- [00:09:45.240]I'm the director of first year mathematics programs.
- [00:09:48.240]And so I am part of all of our first year courses,
- [00:09:52.440]which ranges from our intermediate algebra up through our calculus,
- [00:09:56.640]two And so there's a big group of students in there.
- [00:09:59.920]And I was the team lead for conversion of two OER textbooks
- [00:10:05.040]as well as the platform management platform
- [00:10:07.920]manager for conversion of all of our First-Year courses into OER
- [00:10:14.280]so I'm Alan Dansig
- [00:10:16.600]as it says, I'm the vice chair in the math department.
- [00:10:20.120]We, we moved all of our first at this point,
- [00:10:22.440]if you take a first year math course, you will not have a textbook.
- [00:10:26.320]There may be a course packet to buy for
- [00:10:30.080]15 to $30
- [00:10:32.440]from the bookstore, but the textbook is entirely online
- [00:10:36.200]and we find this combination of course packet and textbook to work very well.
- [00:10:41.640]And so we, we've sort of moved
- [00:10:44.800]all of our courses across to this system
- [00:10:48.680]and just to complete the elementary education program,
- [00:10:52.800]what we've done is we moved about 75% of our coursework
- [00:10:56.720]to OER and not low cost but mostly and no cost.
- [00:11:01.400]There are some classes that remained
- [00:11:03.080]with a with some textbook for a variety of reasons.
- [00:11:09.120]So let's get this to work.
- [00:11:12.640]We go to the next slide
- [00:11:20.880]so we're going to present you all with what we think of
- [00:11:24.200]is three different problems that we're going to talk about that
- [00:11:27.680]you might encounter when you think about how you're going to take an entire program
- [00:11:32.120]and move it over to an OER with multiple classes and multiple sections.
- [00:11:36.640]And so the first problem we want to introduce
- [00:11:38.760]is the problem of how do you create what is really the equivalent of thousands
- [00:11:43.160]of pages of content that you would find in typical textbooks for an entire program?
- [00:11:48.520]How do you create that amount of data that you're going to share with the students?
- [00:11:52.760]And so I'll let Alan and Guy go ahead and take the first stab at answering that.
- [00:11:58.800]I have a very simple answer.
- [00:12:00.800]I want to say steal it, because that's memorable.
- [00:12:03.480]But of course, what you want is I mean, there's a lot of material
- [00:12:06.560]is available under Creative Commons licenses on the Web.
- [00:12:10.880]And so
- [00:12:11.840]it's not stealing, but it is, you know,
- [00:12:14.600]taking advantage of existing resources especially.
- [00:12:18.280]I mean, there can be subtleties in terms of the approach, but
- [00:12:21.440]that is an important foundation.
- [00:12:23.200]And that was important for for all of our efforts.
- [00:12:26.200]I mean, we always started with with
- [00:12:29.280]something that we could build on and then adapt.
- [00:12:32.480]And it was important to find something good that fit
- [00:12:35.560]much of the philosophy of what we were trying to do.
- [00:12:38.160]So I'll stop there, there Guy.
- [00:12:40.320]And our approach is a little bit different because our task was a little bit
- [00:12:44.000]different what we but steal it is the the way to think about it, what
- [00:12:50.200]we've relied on extensively are journals, especially at practitioner journals.
- [00:12:55.840]So we've working with pre-service teachers.
- [00:12:58.160]They're going to become teachers.
- [00:12:59.400]They need teacher level materials.
- [00:13:01.280]There are some very good
- [00:13:04.200]journals out there.
- [00:13:05.520]The university has the license to use them.
- [00:13:08.600]So integrating them at the core, at the cost level is fantastic.
- [00:13:12.320]What it did require is for professors to really change the way
- [00:13:17.760]they think about their class, because our goal then is to be
- [00:13:22.160]the one piece that is missing when you don't have a classic textbook,
- [00:13:25.760]and that is textbooks have an organizing mechanism.
- [00:13:28.640]And I'm sure Allan's the work that they've done, they have an organizing
- [00:13:31.760]mechanism around that, so that to preserve that but in our case,
- [00:13:35.120]what happened is we took on as instructor, as instructors,
- [00:13:40.240]the role of organizing the materials for students and seeing the connections
- [00:13:45.760]and seeing the templates
- [00:13:47.160]while we're using things that have been written by lots of different people.
- [00:13:51.600]So we are kind of there helping to translate and connect
- [00:13:54.720]instead of delivering the material itself.
- [00:13:59.840]And so I'll add onto that
- [00:14:03.520]our language was carefully chosen here,
- [00:14:05.800]equivalent of thousands of pages of content.
- [00:14:08.760]I don't know about all of your fields, but in our field it certainly is the case.
- [00:14:12.640]The textbooks get thicker as new editions come out,
- [00:14:16.000]and a lot of times that stuff that we don't need or necessarily
- [00:14:19.720]want to emphasize in our courses, but maybe someone in another university
- [00:14:23.240]wanted that.
- [00:14:23.760]And so they added it so that they could sell more copies of it.
- [00:14:27.920]One of the things we did is we we streamlined the things that
- [00:14:30.720]were in our textbook
- [00:14:32.080]so that was the things
- [00:14:33.000]that we wanted to emphasize, as was the things that we wanted to teach.
- [00:14:36.440]So I say equivalent of thousands of pages.
- [00:14:39.560]Our book isn't a thousand pages, it's not 100 pages either.
- [00:14:42.680]It's more than that.
- [00:14:43.480]But it is the things that we want to talk about as opposed to
- [00:14:46.840]the things that everybody else in the country was their pet peeve
- [00:14:52.200]So I think we
- [00:14:53.000]need to move on to the next comment.
- [00:14:56.120]Oh, and it is a jump to slides.
- [00:14:59.360]And the second part is organizing the work involved.
- [00:15:03.840]And it's crucial.
- [00:15:05.960]You know, it's from my point of view, it's crucial to find someone like Nathan
- [00:15:09.200]who can take the leadership, can take a leading role in organizing this work.
- [00:15:13.680]And and and so you need people who really understand
- [00:15:17.240]the course to provide that connective tissue, as Guy mentioned.
- [00:15:20.840]And you also need people working on it.
- [00:15:24.160]We hired our graduate students who teach the course
- [00:15:27.800]and bring a lot of skill and pedagogical understanding
- [00:15:32.360]and they played a leading role in doing this work.
- [00:15:34.880]But it was crucial to have a team.
- [00:15:36.840]It was not a one person job. I'll stop
- [00:15:41.920]and am.
- [00:15:43.280]Yes, graduate students, they're bright, they're capable,
- [00:15:47.920]and they have the motivation to get some of that work done.
- [00:15:51.680]The second thing is because we've had courses
- [00:15:55.360]that were more independent than all of First-Year Math courses.
- [00:15:59.800]So what we've done is we've tackled one course at a time.
- [00:16:03.920]So we had the grad students reach out to the people teaching.
- [00:16:06.720]We got together
- [00:16:07.960]and we made a list of the things we're interested.
- [00:16:11.000]They worked with their librarian to connect to all the pieces,
- [00:16:13.760]and then we moved.
- [00:16:14.400]So it's it's the one bite at the time approach.
- [00:16:19.200]And also using the demonstration.
- [00:16:21.680]So once you have one course transferred, you have now a template
- [00:16:25.640]that other people can look at, say, Oh, this is what it's supposed to look like.
- [00:16:29.200]And every time you do that, it gets a little bit easier.
- [00:16:33.400]And the only thing that I'll
- [00:16:34.960]add is think carefully about who's on your team.
- [00:16:38.080]The best person for managing the team might be different than the best person
- [00:16:41.640]for writing, who might be different than the best person for editing.
- [00:16:44.840]And if you think carefully what those jobs are, that will help a lot
- [00:16:50.000]So let's move on to our last topic, which is
- [00:16:58.200]sustaining things.
- [00:17:00.800]Text textbooks feel like you adopt a textbook and then you're done.
- [00:17:03.880]But of course, three years later, the publisher changes it and it may be
- [00:17:07.760]or may not be the best choice anymore, but you have three years of stability,
- [00:17:12.040]and only OER's are a little more complicated.
- [00:17:14.840]The ability to edit and revise is great, but it also means it's an ongoing process.
- [00:17:20.520]And so there's this this serious issue of sustaining things.
- [00:17:25.720]And I think maybe I should ask Nathan to talk a little bit about that when
- [00:17:30.760]I think that having a
- [00:17:32.880]plan in place for sustaining is is key at the outset.
- [00:17:37.040]What is it going to look like to edit it?
- [00:17:38.720]And are you creating a system that you will be able to edit?
- [00:17:41.960]The other people will be able to edit.
- [00:17:44.000]So having that in mind, starting on day one,
- [00:17:47.360]I think is key to having this
- [00:17:50.760]a sustainable system
- [00:17:54.960]and you have to be prepared
- [00:17:57.440]that as new people,
- [00:17:58.840]both faculty and graduate students, maybe even adjunct instructors,
- [00:18:03.480]come in, they need to be introduced to that early, as early as possible.
- [00:18:08.400]And it's always an option, especially for us, at least with New faculty.
- [00:18:13.920]Sometimes they want to go in a different direction
- [00:18:15.920]and you can't force them, or at least we don't.
- [00:18:18.560]And but what you can do is introduce them early and say there are resources
- [00:18:23.720]if you need to adapt something
- [00:18:25.480]or if you need to, if you need to want to make changes.
- [00:18:29.160]But we are here for you and we will help you do that.
- [00:18:33.480]Because otherwise, if somebody is already halfway through a syllabus
- [00:18:37.160]and then you're saying, oh, and by the way, we're not using a textbook
- [00:18:40.840]that's too late, they've already worked really hard.
- [00:18:43.800]And they feel and
- [00:18:47.120]I'm happy to say the list.
- [00:18:48.840]So you
- [00:18:49.840]you got to have a system at the beginning, just before the beginning
- [00:18:52.680]of every semester who's new.
- [00:18:54.960]Let's identify them.
- [00:18:56.080]Let's try to see how we support them to make sure that they understand
- [00:18:59.440]how this is going to play out.
- [00:19:03.360]And I think at this point,
- [00:19:05.400]we should say thank you very much for your interest and
- [00:19:10.880]in stop
- [00:19:15.200]that was great.
- [00:19:15.720]Thank you.
- [00:19:17.440]Up next, we have Carolyn Brown Kramer.
- [00:19:20.480]Hello.
- [00:19:21.240]Can you hear me?
- [00:19:21.840]Okay, Yes.
- [00:19:24.400]Okay, fabulous.
- [00:19:25.640]I'm going to share
- [00:19:28.880]can make my the minimum share
- [00:19:34.080]So my name is Carolyn Brown Kramer.
- [00:19:35.960]I am an associate professor of practice in the UNL Department of Psychology.
- [00:19:42.200]And I adopted an OER text in fall.
- [00:19:46.520]2018. So I'm going to talk about that experience.
- [00:19:51.440]I want to start by pointing out
- [00:19:53.480]the need for OERs in the course context in which this took place.
- [00:19:58.320]I was teaching a small learning community section of 22 students
- [00:20:03.000]of a 200 level social psychology class.
- [00:20:07.680]I taught it.
- [00:20:08.440]This was my third time teaching it back in Fall.
- [00:20:11.040]2018.
- [00:20:12.280]This particular group of students has a high percentage of underrepresented
- [00:20:16.080]minorities, first generation students and Pell eligible students.
- [00:20:19.520]So they were a special specific subset
- [00:20:24.080]of the UNL population of students.
- [00:20:27.960]And at the beginning of the semester I mean, I had I had known that
- [00:20:32.160]there was a need, but I started out by surveying my students to ask them
- [00:20:36.920]What is your need with regard to
- [00:20:40.240]affordable text materials?
- [00:20:42.680]So I asked them a few questions.
- [00:20:45.160]How much money did you spend on textbooks this semester?
- [00:20:47.920]So we have this pie chart showing how many people spend less than $100.
- [00:20:52.280]100, 200?
- [00:20:53.680]200 to 300.
- [00:20:54.840]400 and over $400.
- [00:20:58.080]Notably, look at the size of this pie wedge over here,
- [00:21:01.480]saying that they spent over $400 in that one semester.
- [00:21:06.200]So a third of my class
- [00:21:09.000]these were that this particular
- [00:21:11.040]learning community gets a stipend for textbooks.
- [00:21:14.920]And so even with the stipend, they're paying a large amount of money
- [00:21:18.720]out of pocket.
- [00:21:19.840]And particularly given that a lot of these students are First-Generation
- [00:21:23.480]students, Pell eligible students, they just really struggle with that cost.
- [00:21:30.000]I ask them, does the cost of textbooks impact
- [00:21:32.160]which classes and or how many classes you decide to take? And
- [00:21:37.040]so over 30%.
- [00:21:38.720]34% say, yeah, that would affect definitely
- [00:21:41.840]or probably would it would affect what classes I decide to take.
- [00:21:44.920]So clearly, students are
- [00:21:46.760]taking into account the cost of textbooks in their course decision making.
- [00:21:51.320]And as you know, as much as we would like to imagine that our our materials
- [00:21:56.800]don't impose a burden on our students, for some students, it really does.
- [00:22:00.920]And then last I asked, did you have you ever decided
- [00:22:03.720]not to buy a course textbook because of the cost?
- [00:22:06.600]And two thirds of them roughly said yes at some point or another.
- [00:22:10.560]I just didn't buy the book.
- [00:22:12.280]And if you're anything like me, you really struggle with this
- [00:22:15.360]because students who don't have the book can't keep up.
- [00:22:19.960]They fall behind because they don't have it on day one.
- [00:22:23.040]There's this weird period of, well, I can't do the first couple of assignments
- [00:22:27.240]and so then just right off the bat, they're falling behind.
- [00:22:29.800]So based on that prior experience with this particular population of
- [00:22:34.760]students and other students, I said, Okay, yes, this is really important for me.
- [00:22:38.960]Plus, because it was a smaller class, it was a cohort based class,
- [00:22:44.560]I felt like we could really get to know each other
- [00:22:46.840]and they could be okay with this adoption of an OER.
- [00:22:50.600]And it was my
- [00:22:51.280]third time teaching that particular class.
- [00:22:54.320]I taught the the course before another institution the number of times.
- [00:22:58.080]So it wasn't my first rodeo, so to speak.
- [00:23:01.760]So in summer of 2018, I got a grant through the Star Initiative
- [00:23:07.640]to adopt and adapt.
- [00:23:08.960]So there are these three different levels adopt, adapt, create OER materials.
- [00:23:14.400]So I did the ADAPT level, so I adopted a book
- [00:23:17.600]and then I created a bunch of materials around it.
- [00:23:19.680]We'll kind of talk through what that is.
- [00:23:21.840]So what my process looked like was in the summer of 2018, I got started
- [00:23:28.120]and this was my big summer project as a professor of practice.
- [00:23:32.120]Happily, I don't have tons of research to do.
- [00:23:34.280]So this was my summer teaching project.
- [00:23:36.680]So I spent a lot of the summer
- [00:23:37.880]identifying and vetting potential OER textbooks within social psychology.
- [00:23:41.960]The context of this class,
- [00:23:44.000]I selected the one that I liked the best that I felt best aligned with my course
- [00:23:48.200]goals and learning objectives and student characteristics.
- [00:23:52.000]And then you might remember
- [00:23:53.160]this was when we were transitioning from Blackboard to Canvas.
- [00:23:56.600]All of the work that goes along with that.
- [00:23:59.000]So I was that was the other aspect of this is
- [00:24:02.240]I was like, Well, if we're going to switch to a new LMS,
- [00:24:04.880]maybe I'll switch my textbook as well and just do it all at once.
- [00:24:08.520]So it's a very big Band-Aid to be ripped off
- [00:24:12.560]all at once.
- [00:24:14.240]Then the following semester, once the semester started,
- [00:24:17.800]there was clearly a lot more that continued onward.
- [00:24:21.920]So I spent lots and lots of time that semester adapting and developing
- [00:24:26.240]the materials to really accompany
- [00:24:29.240]the textbook that I had selected
- [00:24:33.440]The one of the things that I'll talk about here in a few moments
- [00:24:36.400]is that all of the OCR texts I was looking at
- [00:24:42.400]one of them had pretty good ancillaries, and the others just didn't.
- [00:24:48.480]They had very lackluster ancillaries or sometimes none at all.
- [00:24:51.960]And so I spent a lot of time creating some of that from scratch or adapting
- [00:24:57.400]what I had previously done in order for it to go along really well with the book.
- [00:25:02.360]I also, again, with the ripping off
- [00:25:04.640]the Band-Aid, I adopted a different teaching format.
- [00:25:07.640]So instead of doing sort of a lecture activity lecture
- [00:25:10.960]activity, I adopted a new format called Inter Teaching.
- [00:25:14.240]I have a citation here, and if anybody's interested,
- [00:25:16.880]get me up and I'm happy to talk through it, basically.
- [00:25:19.560]Students are required to complete some pre class work.
- [00:25:23.480]They come in, they do
- [00:25:26.840]individual assessments, they get in small groups.
- [00:25:29.240]They do the assessment together with their peers.
- [00:25:32.160]And by the end of the class period, they turn in this beautiful document
- [00:25:36.680]going through all of Bloom's levels of the Bloom's taxonomy,
- [00:25:41.440]applying the course material to that day's assigned reading.
- [00:25:45.480]And then the following class period, we would come back.
- [00:25:48.080]I would do any clarifying lecture and activities in that period of time.
- [00:25:53.480]So the text that I ended up using worked really well for that inter
- [00:25:57.360]teaching format.
- [00:25:58.120]But again, it did require an awful lot of time
- [00:26:01.280]and work on my side creating those materials.
- [00:26:05.280]And I will say, for anybody who's considering
- [00:26:08.560]doing something like this, there are there are tremendous
- [00:26:12.720]wonderful, supportive resources available that come from all sorts
- [00:26:15.960]of different places around campus libraries, instructional design.
- [00:26:19.080]ITS, just a fantastic team of folks from
- [00:26:23.280]all corners stepped up and said, Hey, how can I help you with this?
- [00:26:26.600]And so
- [00:26:28.040]kudos to them for their role in the success.
- [00:26:31.760]Looking back at the end of the semester,
- [00:26:33.680]I surveyed my students at the end, beginning and end.
- [00:26:37.680]And so at the end of the semester,
- [00:26:40.280]overwhelmingly any comments about affordability,
- [00:26:43.200]they're like, yes, we love the affordability of this book.
- [00:26:47.040]They also found it to be of high quality, easy to use and current,
- [00:26:50.920]which was a big consideration for me because I have found that often
- [00:26:56.120]OER materials are not updated as frequently as traditional textbooks
- [00:27:01.040]which might come up with a new edition every two years or three years.
- [00:27:04.960]The OERs that I considered
- [00:27:08.480]I think some of them have not been updated since I did this
- [00:27:12.200]in fall 2018 and others are older still. So
- [00:27:17.440]be aware of that.
- [00:27:18.680]The other thing I asked them of of interest here
- [00:27:22.160]is the particular book that I use because
- [00:27:25.120]it's open access,
- [00:27:28.200]a for profit company called Flat World
- [00:27:30.840]Knowledge came in, they got the book and then they what they called wrap it,
- [00:27:35.560]they wrap additional ancillaries and activities
- [00:27:40.200]and an online interactive website for students.
- [00:27:43.520]And for that they charge $29.
- [00:27:45.760]And so at the end of the semester I said, what would you prefer
- [00:27:48.840]this thing that has all these interactives and all this cool stuff
- [00:27:51.960]for $29 or the version that you got which cost you $0?
- [00:27:55.960]And overwhelmingly they said, I want the free version.
- [00:27:58.880]It was, it met my needs.
- [00:28:01.960]So taken all together
- [00:28:04.000]considerations and recommendations,
- [00:28:07.280]it clearly took substantially more time
- [00:28:10.000]to do all of this versus just a
- [00:28:14.360]adopt an existing textbook.
- [00:28:16.800]This selection is a lot more limited.
- [00:28:18.680]So there were three social psychology textbooks
- [00:28:21.960]from which I could select instead of ten.
- [00:28:25.680]As I mentioned there less frequently revised ancillaries
- [00:28:30.760]ancillaries are lacking.
- [00:28:32.560]If you are a DIY person, that is fantastic and you will probably really
- [00:28:37.000]want to run with this versus if you're somebody who wants something
- [00:28:40.400]a little bit more prepackaged, it might be a challenge for you.
- [00:28:44.480]Like I said, this was my I don't know.
- [00:28:47.560]I had taught it many times in the past, and so because of that, I had
- [00:28:52.040]lots of good materials I could already draw from.
- [00:28:54.520]So if I were doing it for a new prep, it would be, I think, much more daunting.
- [00:28:57.880]So just for anyone who's considering that
- [00:29:00.920]OER adoption conversion process, think about that.
- [00:29:04.920]But then just big question, what do you want to do that
- [00:29:07.480]your current materials don't support? Well,
- [00:29:10.400]consider spending a little bit of time
- [00:29:12.000]finding or investigating OER materials that might do what you want
- [00:29:17.040]if what's out there already, is it doing it for you?
- [00:29:21.480]That is all I have.
- [00:29:22.640]I also have to run off to class here, but please feel free
- [00:29:26.120]to shoot me an email or ask whatever questions you might have.
- [00:29:29.680]I'm always happy to share my experiences.
- [00:29:33.200]Thank you.
- [00:29:34.000]Thank you and have a good class
- [00:29:37.520]coming up next, we have Kim Carlson and Tyler Train.
- [00:29:42.560]Go ahead. Hi, everybody. I'm Kim Carlson.
- [00:29:45.080]I'm a professor and the co-chair
- [00:29:46.480]of the biology department at the University of Nebraska at Kearney.
- [00:29:50.120]My main responsibilities,
- [00:29:52.080]besides being the co-chair, are teaching and research, mainly teaching.
- [00:29:55.760]I've been part of the UNK leadership team for OE.R.
- [00:29:58.680]since its inception in 2015.
- [00:30:01.280]And I've taught a number of my classes as OER classes,
- [00:30:05.440]with the exception of my main class, which is genetics.
- [00:30:09.200]I've always used the
- [00:30:09.920]textbook for that class because I saw the task
- [00:30:13.160]of taking this content heavy book and turning it into an e-book.
- [00:30:17.960]I also have no help to do this.
- [00:30:19.640]I'm the solo person that teaches this course.
- [00:30:21.880]I have no graduate students to help me.
- [00:30:24.200]I don't want to go and figure out copyright or anything like that.
- [00:30:28.200]I just don't have the time.
- [00:30:30.080]And I thought this would be a tedious, terrible task to actually do.
- [00:30:34.640]Then last semester, during my 37th semester of teaching genetics,
- [00:30:39.440]I actually got into an argument with the bookseller, my representative
- [00:30:44.440]for the book that I had used since I started teaching genetics at UNK.
- [00:30:49.040]And they actually took my online platform
- [00:30:51.840]away from me four weeks into the course and told me I couldn't use it anymore.
- [00:30:55.880]I'd have to upgrade to their new edition of the book and I didn't want to do that.
- [00:31:00.360]The new edition was over $200.
- [00:31:02.280]There is no used books, and they weren't going to give me any of the ancillary
- [00:31:06.440]and happened to be kind of serendipitous because my colleague down the hallway
- [00:31:10.800]comes down to my office and said, I got the strangest call.
- [00:31:14.560]This this young guy named Tyler just called me and said that, Hey,
- [00:31:18.200]there's this company called Skyepack, and they can take your class
- [00:31:21.120]and make an e-book for you that tell him to call me.
- [00:31:24.480]Well, then he called me
- [00:31:26.240]and I'll let Tyler talk about Skyepack,, but I want to tell you my experience.
- [00:31:29.560]So as I said, I was very having done OER for a long time,
- [00:31:33.640]very not optimistic about this.
- [00:31:36.880]And then I got
- [00:31:37.800]to talk to Tyler, and I talked to Bailey Grimes.
- [00:31:41.000]She's my instructional designer that's been assigned to me.
- [00:31:44.280]What I ended up
- [00:31:45.200]doing was sending all my PowerPoints I had been using, sent them to Bailey.
- [00:31:49.520]She converted everything into modules.
- [00:31:52.160]I also would never use the book in the order that it was presented
- [00:31:55.520]because I hated how the book was organized.
- [00:31:58.240]She's made everything into modules for me.
- [00:32:01.040]She's not a scientist, and what I do is I go in and edit it.
- [00:32:04.840]It cost me nothing to do this except some time every week.
- [00:32:09.320]And in fact, it's been a wonderful, easy process.
- [00:32:12.600]I spent about an hour a week working on this, some weeks,
- [00:32:17.000]and I'm currently I started using it this semester because of the big fight
- [00:32:20.840]I got in with the book company.
- [00:32:23.080]I didn't want to give them any more money, so we started using
- [00:32:26.000]this and I'm still in the process of finishing it.
- [00:32:29.200]I can tell you my students like it a lot better
- [00:32:32.320]and their grades have improved and they've had their first test
- [00:32:36.600]and normally you get that distribution where you have all the CS in the middle
- [00:32:40.520]and it went this way.
- [00:32:41.480]This time I have more A's than I've ever had,
- [00:32:44.120]and the students say It's because of the book that we created.
- [00:32:46.680]So I want to show you really quick what they did in everything.
- [00:32:50.640]No content goes out without me approving.
- [00:32:53.040]it first, everything I have goes right along with what I teach in class.
- [00:32:57.920]So there's nothing extraneous that I don't want in there.
- [00:33:01.080]There's nothing to confuse the students.
- [00:33:03.800]So let me see if I can share this
- [00:33:07.720]ok So this is my book.
- [00:33:10.160]This is one of the modules is this changes in chromosome structure.
- [00:33:13.560]It has objectives
- [00:33:15.680]and then it talks about structural rearrangements.
- [00:33:18.800]And then I love these YouTube videos that Bailey found.
- [00:33:22.560]I don't have to worry about copyright infringement
- [00:33:24.720]anything that she takes care of, all that the company takes care of that
- [00:33:29.520]figures in here for them.
- [00:33:31.960]And then here's another video
- [00:33:34.040]and then they have practice questions and it does link to a grade book.
- [00:33:38.120]I can go to the grade book.
- [00:33:40.080]I can see how my students are doing.
- [00:33:42.120]I don't use this for anything right now.
- [00:33:44.240]But I also can tell in there how long they actually spend in the class.
- [00:33:51.160]Here you can see this is how many drafts we've gone through so far.
- [00:33:54.680]I go in, I click on a draft
- [00:33:58.880]and all I have to do if there's something
- [00:34:02.000]I don't like, if it was this module, all I'd have to do is highlight
- [00:34:05.360]it and say, Hey, delete this, add this, and Bailey takes care of it,
- [00:34:09.280]lets me know when it's ready.
- [00:34:10.760]And then together we decide that it's ready to be released to the students
- [00:34:15.200]and the bonus is Once again, it cost me nothing
- [00:34:18.360]but my students get this for $39 and they have access to it.
- [00:34:23.200]And they really seem to like it.
- [00:34:24.960]So it falls under the OER umbrella for the campus.
- [00:34:29.160]So it can be marked as an OER course and
- [00:34:33.800]since I could talk about Skyepack, all day and how wonderful they are,
- [00:34:37.800]but I'm going to turn it over to Tyler so he can really tell you about Skyepack,
- [00:34:42.080]So Tyler no.
- [00:34:43.640]Yeah.
- [00:34:43.840]Kim I appreciate the appreciate all the other kind words.
- [00:34:46.920]It's always a blast building, building these courses out.
- [00:34:49.880]I'm also joined by our CEO, Eric Eric Davis,
- [00:34:54.680]as I thought he might want to mention mention a few words.
- [00:34:57.040]But really what's funny
- [00:34:58.760]is Kim's Kim's exact case we see this time and time again right?
- [00:35:02.560]Like we always think this is a unique thing.
- [00:35:04.840]We're never going to find this type of instructor again.
- [00:35:07.680]And then there's dozens of these instructors across departments across the
- [00:35:13.560]U.S. who all
- [00:35:14.880]have the same problem and care deeply
- [00:35:18.640]about their students getting quality materials for inexpensive price.
- [00:35:22.400]Right. That's that's the key.
- [00:35:23.560]So I'm going to I'm going to actually turn over to Eric.
- [00:35:26.160]We're going to play a little hot potato here.
- [00:35:29.080]And I'm going to let Eric, tell
- [00:35:30.760]a little bit more about about us as a whole and.
- [00:35:34.720]Yeah,
- [00:35:36.680]yeah, thanks for inviting me.
- [00:35:40.760]Just a couple of things.
- [00:35:42.800]And I have I could pull up some slides, but I think it's probably just easier
- [00:35:47.840]to chat about about what we do
- [00:35:51.280]really we got started at Purdue University,
- [00:35:53.640]so I also teach at Purdue University in Entrepreneurship,
- [00:35:58.880]the certificate program for Entrepreneurship
- [00:36:01.520]so I felt some of the same pain that faculty members have where you
- [00:36:06.440]are trying to choose resources for your students
- [00:36:09.080]and you end up can't you often, at least for me,
- [00:36:12.200]could never find one resource that really did what I wanted it to do.
- [00:36:18.080]And so
- [00:36:20.200]what we have discovered, we're really in some respects
- [00:36:23.840]a learning design, instructional design firm that's figured out
- [00:36:28.280]that the bottleneck often is access to
- [00:36:34.240]effective and efficient support because that migration
- [00:36:38.960]from sort of that standard textbook
- [00:36:42.800]is, as we've heard,
- [00:36:45.880]time consuming.
- [00:36:47.040]There's a lot of heavy lifting.
- [00:36:48.520]And what we have tried to do
- [00:36:51.520]is say, okay, let's provide the back end support
- [00:36:55.880]for faculty to make that transition
- [00:36:59.480]because you know, it's more affordable for for students.
- [00:37:03.320]But what we've also found is that it's
- [00:37:07.400]not just an affordability initiative.
- [00:37:11.960]When you have the access to the design team and resources
- [00:37:15.640]that we have and really expertize to go out
- [00:37:18.760]and find and curate content but
- [00:37:21.920]then you can also start to address,
- [00:37:25.000]you know, through a more backwards design approach,
- [00:37:29.160]know, you may have wanted to do some changes
- [00:37:32.240]in your teaching strategy in in the way your course is structured.
- [00:37:37.040]But the textbook really doesn't isn't conducive to that.
- [00:37:41.520]So it also becomes a student engagement initiative
- [00:37:44.840]that is supported by this
- [00:37:49.080]there is, you know,
- [00:37:50.720]not just the student engagement piece, but
- [00:37:55.640]in some campuses,
- [00:37:56.920]there's also, you know, the Quality Matters initiative.
- [00:38:00.040]So all of our designers have gone through appropriate quality
- [00:38:03.840]matters training and can support that initiative.
- [00:38:07.200]And more recently, we've got a handful of, of clients.
- [00:38:11.480]So so we're all over the U.S.
- [00:38:13.800]We support I think, over 300 campuses now
- [00:38:18.800]in these initiatives.
- [00:38:20.200]And one of the things
- [00:38:22.880]we're seeing also is for certain majors.
- [00:38:26.640]So some universities are starting to embed certifications or micro credentials.
- [00:38:32.040]That's a lot of extra heavy lifting for faculty to try to figure out
- [00:38:35.400]how to take their existing curriculum and then all of a sudden integrate
- [00:38:39.320]this this new certification or micro credential.
- [00:38:43.160]So the nice thing is, is we support that in and still try to do it all.
- [00:38:49.720]All that support for, you know, significantly less than then they're going
- [00:38:54.320]to get in a traditional resource
- [00:38:58.320]falling in under that low cost resource.
- [00:39:00.440]OER resource price range.
- [00:39:02.760]So I don't know if that was helpful, but hopefully, I mean,
- [00:39:05.640]I could certainly go on and on and talk about other case studies. But
- [00:39:10.680]but we
- [00:39:11.160]thank you for the opportunity to to chat with you all
- [00:39:14.960]Thank you.
- [00:39:17.720]Great. Thanks.
- [00:39:18.360]And just a reminder, if you have questions, please post those in the chat
- [00:39:22.320]and we will conclude the panel with Grace
- [00:39:26.000]Jin Okay.
- [00:39:29.760]The only
- [00:39:38.720]ok I will share
- [00:39:40.160]my screen so.
- [00:39:46.360]Oh, well,
- [00:39:52.880]this is the class
- [00:39:55.560]I was working on OER materials.
- [00:39:59.280]This is a required
- [00:40:02.360]class for the senior students in civil engineering.
- [00:40:06.520]So what I do there is to convert the textbook into different modules.
- [00:40:12.720]So I have many modules on numbers
- [00:40:16.280]and the unique module before the semester starts.
- [00:40:20.760]I uploaded those lectures live as the reading materials
- [00:40:26.520]for those students are the slides are the
- [00:40:31.120]you can see the materials though.
- [00:40:35.440]I am going to teach all these materials from the textbook.
- [00:40:39.440]I convert the material into the slides
- [00:40:43.880]And so after the class was taught
- [00:40:49.360]I was teaching the class I didn't directly use the slides.
- [00:40:53.760]I will write down on the,
- [00:40:56.880]on my notebook.
- [00:40:58.400]So after the class I will also upload how to use them
- [00:41:04.240]notebook because some students want to see
- [00:41:07.160]the stats on the proclamation.
- [00:41:10.640]So I think those are important too
- [00:41:13.440]so basically all the materials associated
- [00:41:16.600]with each module, I will upload them so you can see unit module.
- [00:41:21.320]I have a lot of videos those videos
- [00:41:26.240]I have many different types of videos.
- [00:41:28.880]Some of them are YouTube videos.
- [00:41:31.280]Let me show you, this class has a lot of experiments,
- [00:41:35.480]so for some experiments I can see I can find
- [00:41:40.160]the teaching videos from YouTube created by other people.
- [00:41:44.520]So I just directly use those videos for some video
- [00:41:48.760]for some experiments we don't have,
- [00:41:52.880]we don't have the YouTube videos.
- [00:41:55.920]So I will
- [00:41:58.360]ask my TAs
- [00:42:00.280]to record the experimental process
- [00:42:04.080]side by side for the students.
- [00:42:07.080]So this is my TA
- [00:42:09.160]We did this for many different experiments.
- [00:42:13.040]So those videos are very
- [00:42:17.760]informative because that
- [00:42:20.240]those videos are created by ourselves.
- [00:42:23.000]So this is exactly what we want.
- [00:42:27.200]And also some other videos are teaching videos.
- [00:42:31.080]So this is a video
- [00:42:33.440]that's teaching them the
- [00:42:36.320]principles, the knowledge behind the experiments.
- [00:42:40.840]I will show them the animation
- [00:42:44.120]how to calculate the results
- [00:42:47.000]and also the signals and what do they mean I will create
- [00:42:52.720]those teaching videos from
- [00:42:56.600]And I also created invented
- [00:42:59.840]some animations in the video, moving
- [00:43:06.920]that will show them what's going on inside the machine.
- [00:43:10.200]So and also we have some
- [00:43:17.480]videos that just,
- [00:43:20.480]just like PowerPoint slides
- [00:43:23.080]just to make sure before they submit the lab report or
- [00:43:28.360]the sample for information
- [00:43:34.400]so those are the different types of videos
- [00:43:36.560]I have on So for example, concrete is on.
- [00:43:40.800]There are multiple slides, very complicated and so just break down
- [00:43:45.360]into different sections on all of them are the inside of one module for some
- [00:43:50.240]this part is really clear for them
- [00:43:53.360]to understand
- [00:43:56.760]so after the OER part
- [00:43:59.080]that was completed I wrote the course
- [00:44:02.640]just to evaulate the fact of the materials
- [00:44:06.760]I created, so this included the the structure of the class,
- [00:44:12.400]how the students will be graded and their grades
- [00:44:17.320]their performance
- [00:44:19.960]and the results
- [00:44:23.080]OER materials let me show you there is a
- [00:44:29.760]single grades
- [00:44:30.760]these videos compared with the previous methods.
- [00:44:34.400]when we now use OER materials is the quantity
- [00:44:38.440]evaluation, not based on the students anonymous feedback.
- [00:44:42.560]So this is a textbook survey and so I just ask them two questions.
- [00:44:47.640]And so
- [00:44:49.000]when the students took my course.
- [00:44:51.960]The textbook is listed as optional on the syllabus.
- [00:44:55.760]So how many I want to know how many of them are
- [00:45:00.080]or even use text how many of them actually purchased the textbook?
- [00:45:04.800]So it turns out only 6% purchased the textbook
- [00:45:09.480]to use them to assist the learning.
- [00:45:13.160]I also asked just to see
- [00:45:17.440]those 94% even purchased the textbook.
- [00:45:21.440]I want to see how
- [00:45:23.680]they are satisfied with the class
- [00:45:26.480]so I ask the second question.
- [00:45:29.480]My friend is going to take the class again in the next year.
- [00:45:33.040]So based on my own experience, what would you suggest.
- [00:45:37.560]So the 10% of them suggest that
- [00:45:41.960]to use the textbook as a useful guide
- [00:45:44.800]when 90% said that no need to purchase the textbook,
- [00:45:49.880]I think this was demonstrated the effectiveness of the
- [00:45:57.680]OER materials.
- [00:46:00.840]So I also have
- [00:46:03.560]another class work based on
- [00:46:08.080]the success of this project.
- [00:46:09.720]I also created my another class into OER material
- [00:46:15.440]I think the
- [00:46:18.560]the most important thing is to
- [00:46:23.640]have is the
- [00:46:26.240]that is the fact that I'm able
- [00:46:28.520]to be very flexible in organizing my materials.
- [00:46:33.320]I can
- [00:46:35.040]add videos from YouTube, I can create my own videos,
- [00:46:39.920]I can modify my slides before or after the class
- [00:46:44.320]so that to focus on the things that I really
- [00:46:48.440]think is essential for the classes,
- [00:46:51.880]and instead of focusing on a whole text book and also another thing
- [00:46:56.480]is the feedback from the students is really important.
- [00:47:00.920]If the students feel that
- [00:47:03.680]a certain videos or slides are not clear,
- [00:47:07.440]then I can modify the content
- [00:47:11.000]to make the materials more understandable from
- [00:47:15.600]so those are the
- [00:47:20.080]things I learned from my OER program.
- [00:47:23.200]Thank you.
- [00:47:29.080]Thank you, Grace
- [00:47:30.600]At this point, we don't have any questions in the chat.
- [00:47:33.960]So this is an opportunity to to post some or in a few minutes we have left.
- [00:47:38.240]Are there any closing comments that any of our panelists
- [00:47:41.600]wished to make
- [00:47:49.440]and communicate with others?
- [00:47:52.480]So after you do something like this, this is a great opportunity,
- [00:47:55.320]these sessions that are a great opportunity to share,
- [00:47:57.480]but sharing within departments as schools meetings find an opportunity
- [00:48:01.880]to share what you're doing and share the difficulties,
- [00:48:04.960]but also the joys and how we support students
- [00:48:08.120]because we would like to see that happening in
- [00:48:10.760]more places.
- [00:48:15.200]Thank you.
- [00:48:16.120]Anybody else?
- [00:48:17.360]One thing I would like to add for everybody, if you're even contemplating
- [00:48:22.400]changing a course to OER, you should you should do it.
- [00:48:26.720]And if you're like me and you were not very
- [00:48:30.120]excited about
- [00:48:31.160]the process, you know, reach out to companies like Skyepack,
- [00:48:35.120]you can contact me and I can give you their information.
- [00:48:38.400]I am the mother of a sophomore in college here
- [00:48:41.520]at UNK and I will tell you that when we went to purchase
- [00:48:46.160]his general psychology book this semester, a used rental was a $180.
- [00:48:53.120]And as a parent,
- [00:48:55.360]that was over the top.
- [00:48:58.520]There is a question in the chat about Skyepack.
- [00:49:01.400]It says It looks like there is quite a bit of analytics captured through your work.
- [00:49:05.480]How do you use these analytics and how do you protect student privacy?
- [00:49:11.000]So the analytics that I use, I'm the only one that has access
- [00:49:15.240]besides my instructional designer to my course
- [00:49:20.160]and the other people at Skyepack and they can see certain things.
- [00:49:23.600]I'm sure Tyler will talk about this.
- [00:49:25.680]I use the analytics because I've been doing comparisons
- [00:49:28.560]between how well students are doing on quizzes and assignments
- [00:49:34.000]that I give to how long that they're actually spending using the book.
- [00:49:37.080]So that's how I use it.
- [00:49:38.520]I don't have to worry about privacy because here at UNK the only person
- [00:49:41.960]who has access to this to that grade book is me.
- [00:49:45.680]And at Skyepack, I'll let Tyler talk about it on his it
- [00:49:50.480]yeah, Kim's exactly right.
- [00:49:51.560]No, no other students, anybody has any access to any of our live
- [00:49:55.760]courses beyond the professor and the students enrolled in that course.
- [00:50:00.560]Right.
- [00:50:00.880]So also, when it comes down to the analytics,
- [00:50:04.720]we can begin to intelligently use that alongside with the instructor, right?
- [00:50:10.120]To wherever we start seeing a dip and reading and module two that could say,
- [00:50:15.680]hey, Kim, for whatever reason, students are reading module two this year.
- [00:50:19.360]What's going on here?
- [00:50:20.240]Did the curriculum change? Maybe we should adapt this, right?
- [00:50:23.160]So we only use that to better the current course to make sure students
- [00:50:26.760]are getting everything out of that that cost that they're spending
- [00:50:30.280]The other thing I do want to just throw out there as well.
- [00:50:33.720]Students
- [00:50:34.240]won't lose access to their resource either, right?
- [00:50:37.400]So students have lifetime access to this resource.
- [00:50:40.040]I don't want anyone to think it's a $35 rental or anything like that. $35.
- [00:50:44.720]They always have access, whether they're
- [00:50:47.880]at the university, graduate it's ten years down the road.
- [00:50:50.360]They sign and still have access.
- [00:50:53.160]So when it comes to those analytics, Kim's able
- [00:50:56.000]to go through her past courses and say, these are the trends.
- [00:50:59.800]And that's where
- [00:51:00.360]our team can begin to assess and say, Hey, these are the trends we're noticing.
- [00:51:04.400]Let's curb that by doing X, Y, Z,
- [00:51:09.200]Great question.
- [00:51:12.800]Thank you.
- [00:51:14.240]Anybody else
- [00:51:18.680]Okay.
- [00:51:19.440]I'll just note that tomorrow at noon we have one more session coming up.
- [00:51:25.080]I'm putting that in the chart Sorry for some of the background noise here.
- [00:51:29.800]So I will go ahead and wrap this up.
- [00:51:32.160]And Brad, I'll turn it over to you.
- [00:51:34.920]And thanks
- [00:51:37.920]by the way, Jeff, good job on my last name
- [00:51:39.760]that you're one of a very small minority that gets that right.
- [00:51:42.800]on the first try. Thank you.
- [00:51:46.400]That was actually a concurrent session, so that is not tomorrow at noon.
- [00:51:49.480]Sorry about that.
- [00:51:51.440]So that one is is past, but I never mind.
- [00:51:54.360]I did misread the date, Sorry.
- [00:51:57.120]It was a little confusing. That was a UNO one.
- [00:51:59.320]I'm going to post this real quick.
- [00:52:00.760]So this is to the current to the website out there.
- [00:52:04.200]There is some we have a couple of poster sessions
- [00:52:06.840]which were mentioned in these sessions that are pretty good to watch.
- [00:52:12.640]So go check those out.
- [00:52:13.960]We also have some interviews with faculty who have done previous
- [00:52:17.120]OER grants that are really good to look at.
- [00:52:20.440]So those are really good resources.
- [00:52:22.880]And like Guy said, share what you're doing
- [00:52:26.680]if anybody has any interest in OER or affordable,
- [00:52:30.240]kind of affordable textbooks of any kind, get in touch with me.
- [00:52:34.520]I can probably point in the right direction.
- [00:52:36.440]Even if you don't want to do OER, that can be a little overwhelming at first.
- [00:52:41.040]We do have other alternatives that are much easier.
- [00:52:43.920]Inclusive access is a big thing that's very easy to get into
- [00:52:46.640]and can save your students a lot of money.
- [00:52:48.240]So that's another option too.
- [00:52:50.600]So let us know about that.
- [00:52:52.960]My emails just bsevera
- [00:52:55.000]that's bsevera@Nebraska.edu
- [00:52:59.520]if you mis type UNL that will still get to me.
- [00:53:02.360]So either one will work
- [00:53:04.680]be happy to answer any questions I can get you in touch with librarians.
- [00:53:08.600]With instructional designers like Jeff.
- [00:53:12.440]Those folks can help you so much they can do a lot of help.
- [00:53:16.480]So let me know.
- [00:53:17.520]I can get you in touch with all the right people.
- [00:53:20.840]Yes, it's
- [00:53:21.280]that I think we're we're pretty much good.
- [00:53:25.120]Thanks to the panelists.
- [00:53:26.160]Thanks to everybody's helped with this event.
- [00:53:28.680]And for our first year, I think we did okay.
- [00:53:30.760]So we'll we'll try to get next year and see how we do so.
- [00:53:33.800]Thanks a lot, everyone.
The screen size you are trying to search captions on is too small!
You can always jump over to MediaHub and check it out there.
Log in to post comments
Embed
Copy the following code into your page
HTML
<div style="padding-top: 56.25%; overflow: hidden; position:relative; -webkit-box-flex: 1; flex-grow: 1;"> <iframe style="bottom: 0; left: 0; position: absolute; right: 0; top: 0; border: 0; height: 100%; width: 100%;" src="https://mediahub.unl.edu/media/18929?format=iframe&autoplay=0" title="Video Player: Faculty Speed Session 2022" allowfullscreen ></iframe> </div>
Comments
0 Comments