Faculty Interview Sabine Zempleni-UNL

Brad Severa Author

03/24/2022 Added

12 Plays

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Sabine Zempleni, Nutrition and Health Services-UNL

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[00:00:05.789]I took the class over from a
[00:00:07.741]retiring faculty.
[00:00:09.025]And then when I looked at the textbooks,
[00:00:11.695]the ones that were available
[00:00:13.263]were really expensive.
[00:00:15.231]And then on the other hand,
[00:00:16.499]they were not really written for
[00:00:18.501]my students.
[00:00:20.103]They were written for students
[00:00:21.121]with different goals.
[00:00:22.939]And so
[00:00:23.954]I was not really happy with that.
[00:00:25.592]And just picking readings
[00:00:27.293]from a
[00:00:28.528]expensive textbook,
[00:00:30.146]I didn't think that was appropriate.
[00:00:32.782]So when I looked into the OER,
[00:00:34.861]in the OER idea.
[00:00:37.353]I also
[00:00:39.172]thought about how to write an OER,
[00:00:41.658]how to design an OER.
[00:00:43.043]Because I did a lot of reading
[00:00:44.544]for another class
[00:00:46.046]about different
[00:00:48.000]about the way we read
[00:00:49.949]differently today
[00:00:51.418]with a lot of screen reading.
[00:00:53.987]And so with that,
[00:00:55.030]people tend to skip and skim
[00:00:58.258]during their reading.
[00:00:59.242]And of course
[00:01:00.127]in a class like mine,
[00:01:01.279]a 200 level nutrition class.
[00:01:03.680]This is very counter productive.
[00:01:05.949]And so I started thinking
[00:01:07.817]also started
[00:01:08.601]thinking about how to, how to design
[00:01:11.271]a textbook that that really counters
[00:01:15.358]the skipping and skimming
[00:01:20.730]I think so it is.
[00:01:22.315]But I,
[00:01:23.333]but I think you need to think
[00:01:24.684]a little bit out of the box
[00:01:26.219]because the OER gives
[00:01:27.954]you tons of opportunity and an,
[00:01:30.357]and OER
[00:01:30.857]for one class
[00:01:32.149]will not look the same
[00:01:33.510]then an OER for the other class.
[00:01:35.779]So it can be a very traditional
[00:01:37.764]written textbook,
[00:01:39.273]but it also can, can be
[00:01:42.352]a curated collection
[00:01:44.237]of scientific articles combined with
[00:01:47.657]combined with annotations
[00:01:49.442]from the instructor and introductions,
[00:01:51.861]or it can be an entire block
[00:01:54.264]style writing.
[00:01:55.799]So there are plenty of of ways
[00:01:58.351]to design and OER.
[00:01:59.636]So I'm pretty sure
[00:02:00.420]everybody can find something
[00:02:02.222]that is really fit
[00:02:03.206]fitting their instruction.
[00:02:08.761]I have to say I was
[00:02:09.662]really scared
[00:02:10.580]before my first semester
[00:02:12.295]using the OER.
[00:02:13.917]Because if you, if you think about it,
[00:02:15.685]I went into that class,
[00:02:17.940]well at best
[00:02:19.508]textbook in progress.
[00:02:21.558]And so
[00:02:23.243]I know I didn't really know
[00:02:24.444]how students would react
[00:02:25.945]and I was kind of thinking
[00:02:27.831]always the negative, negative myself.
[00:02:30.867]I was thinking
[00:02:31.668]they probably will hate it,
[00:02:33.503]but it was completely
[00:02:34.888]and entirely different.
[00:02:36.156]Those students really jumped
[00:02:38.007]at the opportunity
[00:02:39.359]to co-create
[00:02:40.710]and really have input
[00:02:42.228]in the whole process.
[00:02:43.880]And they actually like the class
[00:02:45.798]and the class was well
[00:02:47.300]received and recommended
[00:02:48.568]to other students
[00:02:54.290]I worked mostly
[00:02:55.393]with undergraduate students,
[00:02:58.611]and so the key piece of the whole process
[00:03:02.365]was a write your own textbook
[00:03:05.735]session right before the exam.
[00:03:08.221]So it was as exam preparation
[00:03:11.207]and so
[00:03:12.258]the way I did it is
[00:03:13.526]I had really extensive slides
[00:03:16.646]and the students
[00:03:18.147]were told to really take good notes.
[00:03:20.400]And then this write
[00:03:21.317]my own textbook session.
[00:03:23.152]They combine there notes and.
[00:03:26.539]Yeah, and, and
[00:03:29.242]Yeah,
[00:03:29.742]as a collaboratively
[00:03:31.754]came up with the text
[00:03:33.613]they would study from.
[00:03:34.998]Of course,
[00:03:35.448]I was in the background
[00:03:36.799]editing everything
[00:03:37.817]just to make sure
[00:03:38.785]there were no mistakes in there
[00:03:40.770]and then with those.
[00:03:42.021]I did that for two semesters
[00:03:43.673]and with this information
[00:03:45.508]and those texts, I was able,
[00:03:48.261]I got a grant and was able to hire
[00:03:50.630]undergraduate student workers.
[00:03:52.832]And those students,
[00:03:54.567]those students
[00:03:55.168]then combined together with me
[00:03:57.287]and the T.A.,
[00:03:58.254]those first writings
[00:03:59.722]into the first draft of the OER,
[00:04:02.659]which we then immediately used in class
[00:04:05.061]and then again solicited student feedback.
[00:04:11.853]Of course, the
[00:04:13.019]layout, the design,
[00:04:14.537]the editing
[00:04:15.471]is definitely not at the same level.
[00:04:17.640]That's that's absolutely no question.
[00:04:20.126]But I think OER has such a huge,
[00:04:23.396]a huge advantage.
[00:04:26.249]OER can be, or at least as in my case,
[00:04:29.869]a living document.
[00:04:31.287]So we keep changing it.
[00:04:33.172]So it's really current, it's new,
[00:04:35.908]if there's new science, I can integrate it
[00:04:38.728]if the student are
[00:04:40.313]interested in something,
[00:04:41.581]I can integrate it.
[00:04:43.383]And from that standpoint
[00:04:45.568]I, I personally think the OER is way
[00:04:48.504]superior and then it has also
[00:04:51.240]the advantage
[00:04:52.342]that nobody springs a textbook at you
[00:04:55.345]a week.
[00:04:56.212]A new textbook addition
[00:04:58.081]a week before the week before
[00:05:01.167]the semester starts.
[00:05:07.256]I created the OER with a
[00:05:09.392]student in co-creation
[00:05:13.496]and started from zero.
[00:05:15.114]And this is,
[00:05:15.865]this is absolutely a crazy way to do it.
[00:05:18.618]So I would recommend to everybody
[00:05:21.270]who was thinking about creating
[00:05:23.823]an OER to do that really step by step.
[00:05:27.110]Find a niche in your class
[00:05:28.911]where you can integrate an OER
[00:05:31.014]and then really.
[00:05:32.131]Yeah,
[00:05:32.448]take your students,
[00:05:34.300]take your students and help
[00:05:36.602]ask them
[00:05:37.286]how this whole thing should develop,
[00:05:40.340]take, let them co-create
[00:05:42.775]and then really expand from there
[00:05:44.994]and not jump into it
[00:05:46.279]and do it all at once.

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Faculty Interview Sabine Zempleni-UNL

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