Faculty Speed Session 2022
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
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[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.
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
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.
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
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
[00:03:58.480]And one of the things that I fell upon
was that as you create
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.
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.
[00:05:32.400]So, so you'll see that it works
[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
[00:06:34.120]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.
[00:07:19.240]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,
[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
[00:08:14.080]I know we've only got about 30 seconds
[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
[00:08:45.080]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.
[00:08:59.920]share my screen
[00:09:06.360]the pictures of us are really necessary,
[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
[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
[00:09:48.240]And so I am part of all of our first year
[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
[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.
[00:12:11.840]it's not stealing, but it is, you know,
[00:12:14.600]taking advantage of existing resources
[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
[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,
[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,
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
[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
[00:14:23.760]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
[00:15:43.280]Yes, graduate students, they're bright,
[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
[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,
[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.
[00:18:49.840]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
[00:19:15.200]that was great.
[00:19:17.440]Up next, we have Carolyn Brown Kramer.
[00:19:21.240]Can you hear me?
[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.
[00:20:12.280]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
[00:20:47.920]So we have this pie chart showing
how many people spend less than $100.
[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
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%.
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
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
[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.
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
I adopted a different teaching format.
[00:25:07.640]So instead of doing sort of a 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
[00:25:19.560]Students are required
to complete some pre class work.
[00:25:23.480]They come in, they do
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
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
[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?
to them for their role in the success.
[00:26:31.760]Looking back at the end of the semester,
my students at the end, beginning and end.
[00:26:37.680]And so at the end of the semester,
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
[00:27:40.200]and an online interactive website
[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?
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
[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.
[00:29:34.000]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.
[00:34:43.840]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
[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.
[00:35:36.680]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
we got started at Purdue University,
[00:35:53.640]so I also teach at Purdue University
[00:35:58.880]the certificate program
[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.
[00:36:20.200]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,
[00:36:47.040]There's a lot of heavy lifting.
[00:36:48.520]And what we have tried to do
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,
through a more backwards design approach,
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
[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,
you know, the Quality Matters initiative.
[00:38:00.040]So all of our designers have gone through
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
[00:39:11.160]thank you for the opportunity
to to chat with you all
[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
[00:39:38.720]ok I will share
[00:39:40.160]my screen so.
[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.
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
[00:43:56.760]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
[00:44:19.960]and the results
[00:44:23.080]OER materials let me show you there is a
[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
[00:44:42.560]So this is a textbook survey
and so I just ask them two questions.
[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
[00:45:49.880]I think this was demonstrated
the effectiveness of the
[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.
[00:46:35.040]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.
[00:47:29.080]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,
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
[00:48:17.360]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
[00:48:31.160]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
[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.
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.
[00:50:34.240]won't lose access to their resource
[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,
[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,
[00:51:19.440]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.
[00:51:37.920]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
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
[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
[00:52:59.520]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.
[00:53:21.280]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.
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