Student Panel OER 2024

Brad Severa Author

03/19/2024 Added

4 Plays

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Students discuss OER in their courses at the University of Nebraska.

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[00:00:00.000]Thank you to everybody who showed up to watch this live. And
[00:00:03.560]if you're watching this asynchronously
[00:00:06.460]later, welcome as well. I hope it's valuable. You
[00:00:10.160]know, so much of what we do with open
[00:00:12.980]educational resources, you know, we do towards with
[00:00:17.360]an eye to student success and impact on
[00:00:20.840]students. But we rarely get a chance to hear from students themselves
[00:00:26.240]in regard to their
[00:00:28.880]experiences with open educational resources,
[00:00:30.900]their educational experiences, their input,
[00:00:33.560]and their feedback. So any chance to be able
[00:00:35.320]to do so is extremely valuable. And so towards that
[00:00:40.600]end, we're very thankful to Kristin and Allie, who
[00:00:43.980]have agreed to show up today and as students
[00:00:47.000]to talk with us about their experiences with open
[00:00:50.780]educational resources and to just give us kind of
[00:00:59.580]things. So we're all thankful to Guy, who has agreed to be
[00:01:05.000]our moderator for this event.
[00:01:08.000]Dan Tranen is Professor of Education and the Department of
[00:01:11.160]Teaching, Learning and Teacher
[00:01:12.780]Education at University of Nebraska, Lincoln. Even
[00:01:16.720]though we are a pioneer podcaster, blogger,
[00:01:20.380]and I have learned today in aficionado of very stylish cowboy hats,
[00:01:26.480]you're looking great there.
[00:01:27.820]I think that cowboy hat is something that I
[00:01:30.640]remember growing up a lot because I grew up in
[00:01:32.400]like a very rural area of Western Illinois, but
[00:01:34.540]I don't see them as much anymore. And it looks
[00:01:38.140]good on you. You are rocking it well. So thank
[00:01:40.100]you. Thank you for showing up today with a little bit
[00:01:42.380]of extra style, Guy. So I'm going to turn it over to you. Excited
[00:01:46.500]to hear this conversation. So
[00:01:48.000]thank you all again. Thank you, Kristin and Allie.
[00:01:51.700]And for everybody else who showed up today to
[00:01:53.720]listen to this conversation, feel free to post
[00:01:55.920]questions in the chat. If you have something
[00:01:58.860]specific that you want to ask, but other than
[00:02:02.500]that, I don't have any more introduction to do,
[00:02:04.280]so Guy, take it away. Hi. So yes, I'm trying single-handedly to
[00:02:09.360]bring more cowboy hats to
[00:02:11.260]campus here at UNL and everywhere. So I'm not
[00:02:17.400]going to, I'm trying not to speak too much.
[00:02:22.020]And so Allie and Kristin, thank you for doing
[00:02:25.440]this. I will in a second ask you to introduce
[00:02:27.980]yourself. We'll have some questions. What I'm
[00:02:31.600]suggesting we add to this is if somebody,
[00:02:36.160]one of you says something interesting and you want
[00:02:38.460]to follow up with them, feel free to ask
[00:02:41.020]a question because this can be more of a conversation than
[00:02:44.020]just an individual interview
[00:02:48.380]kind of thing. And the second thing is if you want to direct a question at me,
[00:02:54.420]especially thinking about me as a representative
[00:02:56.860]for faculty or at least for some faculty,
[00:02:59.820]and that can be useful as well. So let's start. Kristin, can
[00:03:03.760]you introduce yourself just briefly?
[00:03:07.000]Yeah. Hi, everyone. Thank you for having me. I
[00:03:09.600]am Kristin Ottovic. I am a graduate student at the
[00:03:15.160]Learning Design and Technology Program. Excellent.
[00:03:20.200]Allie? Hi, I'm Allie Bos. Again,
[00:03:23.800]thank you for having me. I am a third year occupational student
[00:03:29.040]on the Omaha UNMC campus.
[00:03:32.760]Excellent. So we have kind of two sides and I
[00:03:36.380]can represent UNL a little bit. I've been in this field
[00:03:40.000]for quite a while, thinking about the open educational resources.
[00:03:45.160]What does it mean?
[00:03:46.980]How can you use them? When do they work? When
[00:03:49.160]do they not work? So can you just start by
[00:03:53.280]talking about where in your college career you've encountered
[00:03:58.900]open educational resources, Kristin?
[00:04:02.840]Yeah, I had my undergrad or received my undergrad from UNK as well. And I was in
[00:04:08.020]the multimedia program and we briefly started getting into
[00:04:12.280]open educational resources.
[00:04:14.440]But a lot of the software and the programs that we use were provided
[00:04:18.860]by the university. And it
[00:04:20.740]wasn't until that I went into my graduate program and
[00:04:24.320]I realized it was all OER. And then we started
[00:04:27.700]going into what OER is and actually having courses on
[00:04:32.320]OER and topics of it. Because for me, I'm in
[00:04:35.480]the instructional design program. So that's a big part
[00:04:37.860]of my schooling as well. So that was really
[00:04:40.100]exciting kind of having those two pieces of it
[00:04:43.220]is OER, the program itself, but then kind of
[00:04:45.800]learning why we use it and how we use it and why it's important. That's
[00:04:50.100]a little bit of cheating,
[00:04:51.140]if I might add. A little bit, yeah. Ali? So I personally have
[00:04:59.360]not had actual experience with
[00:05:01.360]classes using OER. I'm usually using it myself,
[00:05:06.280]creating an online manual for my doctoral capstone
[00:05:10.420]project using specifically press books. And so being
[00:05:15.540]able to provide like a free resource for
[00:05:18.300]other OT programs and OT students and having it
[00:05:23.060]freely available, easily accessible
[00:05:26.300]was kind of the goal of my capstone project.
[00:05:29.200]So knowing that OER is even an option, which
[00:05:31.960]beginning of the semester, I didn't even know was
[00:05:35.480]an actual thing. So I've learned a lot about like
[00:05:37.960]what it's used for, how it can be used within the universities, and how
[00:05:43.060]it's used even outside of
[00:05:44.460]the universities. So we kind of have two ends of the spectrum. So on one side,
[00:05:51.460]Kristin, you are basically saying my program is
[00:05:55.420]all OER all the time, very limited opportunity
[00:05:59.840]in your undergraduate career. And then Ali,
[00:06:03.640]you're saying, I just recently heard about it,
[00:06:06.320]and it's actually kind of exciting, but wasn't a significant part
[00:06:10.360]of my university career.
[00:06:13.360]All right. And so how do you find open educational resources that are
[00:06:22.580]relevant to your courses and
[00:06:23.960]interest? And I'm thinking about this, obviously, if it's
[00:06:26.300]in the embedded in the course and all the
[00:06:28.120]resources are there, then they're there. But
[00:06:31.040]how do you think about discovering additional resources,
[00:06:34.640]or Kristin, especially in actually both of you are
[00:06:37.300]thinking about design as well. How do you think
[00:06:40.360]about how do you make it discoverable for others?
[00:06:43.720]And this time, Ali is going to go first.
[00:06:46.400]Yeah, so there has been a lot of talk of within
[00:06:50.080]my program of, you know, how am I even going to get
[00:06:52.640]the word out there that I'm creating this OER
[00:06:55.260]resource for OT programs. And so it's been really
[00:07:00.920]interesting of how I am actually going to present that information. So
[00:07:06.920]within my capstone project,
[00:07:08.760]we have to disseminate our project. So we need to locate
[00:07:13.620]organizations within the communities
[00:07:17.260]to kind of explain what I did, why I did it, and then
[00:07:22.600]present with my final project,
[00:07:24.440]which would be the completed manual. So mine
[00:07:27.820]is going to be initially word of mouth.
[00:07:31.980]So OT students come in to my presentation on
[00:07:36.280]the UNMC campus, as well as I'm talking to
[00:07:39.420]a hospital in Lincoln, Nebraska, that has OT
[00:07:43.520]students that come in and regularly do their
[00:07:45.900]12-week clinical for them to kind of allow other students coming in
[00:07:50.840]to learn about the
[00:07:51.940]manual that I've created. And then hopefully
[00:07:54.440]with the connections that we've made through
[00:07:58.200]College of St. Mary and Creighton here in Omaha, they are and
[00:08:02.420]Methodist, they're the other
[00:08:03.940]OT programs here in the state of Nebraska. So hopefully with those
[00:08:08.480]connections, word of mouth
[00:08:10.040]will spread, but we're hoping to continue to build
[00:08:12.860]using OER in our OT program. So hoping that
[00:08:17.460]we can get out and kind of talk about it. And then another kind
[00:08:23.080]of dissemination project that I'm
[00:08:24.920]doing is I will be presenting this at the AOT Education Summit.
[00:08:30.420]So that's the American
[00:08:31.740]Occupational Association. And so they have a
[00:08:35.460]yearly educational summit out in North Carolina.
[00:08:39.039]So hopefully we'll be presenting there to other OT faculty, OT
[00:08:43.159]programs, and OT students.
[00:08:47.240]Excellent. Kristen? So I also kind of mirror
[00:08:51.500]Allie's in the sense of word of mouth.
[00:08:53.600]In a lot of my classes, we have like ongoing discussion boards, or
[00:08:57.220]we might be required to
[00:08:58.520]have online portfolios where we might include a
[00:09:02.200]section of the resources that we find and helpful
[00:09:05.260]links. And I think a lot of times in discussion boards, we always
[00:09:08.920]are looking for something new
[00:09:10.380]and trying to help each other like, hey, have
[00:09:12.940]you tried maybe this resource? Or oh, that's new. I
[00:09:15.420]haven't figured that out yet. And so I think
[00:09:17.960]a lot of that is just your classmates and the
[00:09:20.540]peer feedback and just kind of exploring on your own.
[00:09:23.720]I know I kind of go down a rabbit hole of
[00:09:25.800]googling different things in different videos. And
[00:09:28.260]I'm always adding to like a repository of
[00:09:30.560]potential resources. My bookmarks are huge of just ideas and things to use.
[00:09:37.300]And so as I'm thinking about you going out and kind of finding
[00:09:44.780]things, but also sending your
[00:09:46.920]materials out, something that's always on our mind
[00:09:50.760]is the idea of quality of content. That is,
[00:09:55.340]how do you do two things? When you find things, how do you evaluate
[00:10:00.300]the quality of that resource,
[00:10:03.360]especially if it's a robust resource? So if you
[00:10:06.540]have a manual, if you're adapting some manual that
[00:10:09.240]has 50, 70, 100, maybe more pages, and that's complicated to
[00:10:15.880]evaluate quickly, which potentially
[00:10:18.960]you need to do. And also, how do you send somebody who authors and
[00:10:23.700]creates materials, how do you
[00:10:26.120]signal the quality to outside users who might not
[00:10:31.520]be in your immediate word of mouth kind of radius?
[00:10:37.140]I don't know. Whoever wants to respond first is fine with me.
[00:10:41.120]I think that's a really great question, and I
[00:10:43.380]might not have the whole answer. But when I'm
[00:10:46.280]looking for resources for myself in particular, I usually
[00:10:49.580]set out or write down a list of requirements
[00:10:52.800]or ideas that I want to have my resource include
[00:10:58.040]or maybe kind of the quality, make sure it's hitting
[00:11:01.240]these marks and benchmarks and making sure it
[00:11:04.080]looks like it's from a reputable source and it
[00:11:05.900]has sources to back that up that I might be familiar with. At least
[00:11:09.680]for me, that's what I
[00:11:10.640]look for when I'm looking for OER resources.
[00:11:14.580]Yeah, just kind of echoing off of Kristin,
[00:11:16.920]I kind of create almost like a checklist of
[00:11:19.220]things that I'm looking for in terms of that resource.
[00:11:22.460]Like, is it hitting all of the boxes? So before even starting my capstone
[00:11:26.820]project, I had to think
[00:11:27.780]of all of these different resources that I could potentially use. And
[00:11:32.660]I created almost like a
[00:11:34.760]checklist of, okay, if it has this criteria, this
[00:11:39.200]is worth five points, and then kind of like
[00:11:41.140]came up with what gave me the most points in terms
[00:11:45.560]of all of the things that I needed it to hit.
[00:11:48.260]And then echoing again off of like the credibility of like sources,
[00:11:52.580]like what other sources have
[00:11:55.160]there been other universities or other facilities,
[00:11:58.340]organizations that have used this type of resource
[00:12:01.180]that I can, okay, this has been used multiple
[00:12:03.760]times. It's not just the one kind of just randomly
[00:12:06.600]showed up on my like search of trying to find resources that I
[00:12:10.860]mean, they're familiar with it
[00:12:11.960]from word of mouth, or I've seen it at least somewhere, maybe
[00:12:14.980]not someone that has been
[00:12:16.780]interacting with that resource, but they've I've heard
[00:12:19.920]of it. I've seen it somewhere knowing that,
[00:12:22.380]okay, I've been to the university, I've been
[00:12:25.260]to other universities. So seeing that that could have
[00:12:28.260]been in one of the universities that all just
[00:12:30.460]kind of makes me feel a little bit more comfortable
[00:12:32.300]using some of those resources. And then I'm also not
[00:12:36.220]afraid to ask questions. So I, if there is a
[00:12:39.760]contact us link down at the bottom, I am one
[00:12:43.820]to always just kind of reach out and have them kind
[00:12:46.320]of explain to me their resource. That way I can
[00:12:49.760]see, you know, are they able to help me with
[00:12:52.360]questions if I were to have questions and kind
[00:12:54.380]of things like that. So I'm always asking questions
[00:12:57.160]if I can. And, and I love that. And I think as
[00:13:03.230]somebody who produces sometimes materials,
[00:13:06.010]I love hearing from people who say, you know,
[00:13:09.050]we happened by your resource, can you tell us more,
[00:13:11.690]that's always a glorious moment, because we send
[00:13:13.990]things into the ether, especially in the digital
[00:13:16.210]age. And we have no idea how many people read
[00:13:19.670]it, how many people, how many hands does it go to.
[00:13:24.210]And even if we have a digital counter that says how many people
[00:13:27.650]visited or how many people
[00:13:28.850]downloaded a resource, we still don't know what
[00:13:31.170]they're doing with it. If they have any questions,
[00:13:34.070]if they're just kind of mindlessly downloading and
[00:13:36.690]then erasing. So any interaction that is more
[00:13:39.790]meaningful is actually delightful as somebody
[00:13:42.730]that creates materials, it's more reinforcing
[00:13:45.770]than anything else. And I want to pivot a little bit and talk
[00:13:51.110]about faculty, what's your experience
[00:13:53.170]with how supportive faculty members are towards
[00:13:57.590]you developing your own materials, but also
[00:14:08.610]I especially think actually about you, Ali, because UNMC,
[00:14:12.470]the health professions have
[00:14:15.250]resources, the traditional resources are incredibly expensive.
[00:14:23.480]Yes, they're, I mean, the amount of
[00:14:26.320]textbooks that I've had to purchase just within the
[00:14:30.100]three years that I've been going to OT school
[00:14:32.320]is crazy. It's outrageous, just the price of some
[00:14:37.040]of these textbooks, even trying to get used ones
[00:14:40.080]or, you know, they come out with a new addition.
[00:14:42.760]And so faculty are like, nope, we need the new
[00:14:44.740]addition. And so it's been really challenging. And
[00:14:48.880]coming from like a financial side of things,
[00:14:52.260]like it does put a financial burden on you if it's yourself
[00:14:56.500]paying for your academic experience.
[00:15:02.040]But after kind of getting my hands into OER and educating my
[00:15:08.100]faculty mentor for my project,
[00:15:10.760]she has been so open to learning more through me.
[00:15:16.380]And she's excited to kind of see where this goes,
[00:15:19.720]because in the hopes is that this manual is
[00:15:22.240]actually used within our OT program here at UNMC.
[00:15:26.060]And then me educating other faculty members on
[00:15:29.600]this, because there is actually a PT professor
[00:15:33.520]that has created a textbook through press books,
[00:15:35.960]and they use it regularly. So we're hoping that
[00:15:38.880]with me using OER that we can get our faculty in
[00:15:42.260]the OT program to kind of branch out and use those,
[00:15:45.820]because there are a lot of textbooks that we had
[00:15:47.660]to purchase that it was, we read maybe a chapter
[00:15:51.260]or two out of it, but they still expected us to purchase that textbook.
[00:15:56.760]So I'm hoping that with
[00:15:58.520]my knowledge of OER that I've obtained even
[00:16:01.740]just within the nine weeks of working specifically
[00:16:04.880]with press books, that I can continue to branch
[00:16:09.120]out and kind of educate just the faculty within
[00:16:12.120]the OT program. Yeah, kind of to piggyback off
[00:16:17.430]of Allie, I went into my master's program thinking
[00:16:20.990]I'm going to be dropping a couple hundred dollars on textbooks for
[00:16:24.210]three classes for a semester.
[00:16:26.310]And so I was really pleasantly surprised when I
[00:16:28.670]realized it was all OER. And my faculty are
[00:16:32.530]outstanding in the sense of they're always providing us new
[00:16:36.670]current relevant material to
[00:16:38.710]use within our classes. And they're always dropping
[00:16:41.510]maybe a note saying, hey, this just came out,
[00:16:44.490]we just found this resource, it might fit with
[00:16:46.510]what you're doing, check it out. And they encourage,
[00:16:49.030]if we find something to share with not only
[00:16:51.390]them, but also our other, our students or peers,
[00:16:55.150]so they also have those resources to you. So it always feels
[00:16:58.490]like we're sharing that is
[00:17:00.130]an open dialogue of good relevant material. And
[00:17:07.170]so as you're thinking about this, this exciting
[00:17:12.849]new world that you're entering into, and you're
[00:17:15.970]actually creating and interacting and all of that,
[00:17:19.410]how do you think it compares with traditional resources?
[00:17:23.589]So you talk, I mean, we all are aware
[00:17:25.530]that they tend to be either at no cost or at a fairly low cost.
[00:17:30.410]But what are the other things
[00:17:33.190]you're seeing with OER and beyond the issue of cost?
[00:17:40.420]I, Kristin, do you want me to go first or
[00:17:42.940]do you want to go first? Okay. Okay. I think just like the
[00:17:47.300]accessibility of all of them,
[00:17:49.100]they have very unique accessibility features within it
[00:17:53.760]in itself. If you're using a tablet or
[00:17:56.540]your computer, built-in accessibility is say an
[00:18:01.780]individual is, has a visual impairment, you know,
[00:18:07.240]being able to use those things on the computer
[00:18:09.480]or on your tablet or your iPhone, the accessibility
[00:18:13.920]features within those assists with like the
[00:18:18.040]online open education resources. So it just allows
[00:18:21.840]individuals who have a more difficult time with
[00:18:24.940]like those physical copies or the actual textbooks
[00:18:28.240]or any other like handouts, whatever that they
[00:18:30.860]use, having it all in one place, the accessibility
[00:18:34.240]of it all, being able to use different features within your devices
[00:18:38.420]that you're using on those
[00:18:40.180]open education resources, just kind of puts it
[00:18:43.060]up at like another level. You're just kind of
[00:18:45.040]broadening the horizon of individuals being able
[00:18:47.860]to access those without having to jump through
[00:18:49.900]so many hoops of, you know, I have to take a
[00:18:54.080]picture of this and it has to read back to me,
[00:18:55.720]whereas now there's features, you click a button
[00:18:58.040]on your computer, your iPad or your tablet or
[00:19:00.600]whatever, and it will read whatever is on your page. So having
[00:19:03.940]those open education resources just
[00:19:06.840]on the computer, I just think it's just so much, it just sets us
[00:19:10.520]apart from the schools or
[00:19:13.620]universities that just simply use that hard copy
[00:19:17.940]or even just like the ebook versions of books,
[00:19:22.380]they still don't have the accessibility features that open
[00:19:26.000]education resources have.
[00:19:30.790]Yeah, I absolutely agree with you, Allie, and
[00:19:33.170]I think having, you know, that flexibility of
[00:19:36.530]maybe, you know, you don't do well learning just
[00:19:39.510]sitting down and reading a book that you can just
[00:19:41.210]maybe listen to it if there's, you know, the text-to-speech option or
[00:19:45.370]picking it up, maybe like
[00:19:46.790]when you're doing something simple, like making dinner
[00:19:49.710]and reading for like 10 minutes at a time
[00:19:51.490]instead of having to just sit down, you have access to it
[00:19:54.290]anywhere. And just having interactive
[00:19:57.030]content with, you know, videos and different maybe
[00:20:01.030]quizzes or things like that, that it's very
[00:20:04.130]flexible I think too. Yeah, kind of picking
[00:20:07.790]back off like the interactivity, like within my program
[00:20:12.410]we had to take an instructional design course as OTs typically
[00:20:17.950]become academic kind of
[00:20:21.630]pass as well. And so just learning about different learning
[00:20:25.850]strategies of how effective
[00:20:29.870]strategies work in terms of providing students
[00:20:32.550]with different ways to learn. The interactive
[00:20:35.150]components of open education resources is like
[00:20:38.110]through the roof. There are so many options
[00:20:40.230]or things that you could input into those open education resources that
[00:20:44.610]allow students of kind
[00:20:46.550]of different learning types to be able to still get what's needed
[00:20:52.010]out of the open education
[00:20:53.250]resources, whether it's a video or an interactive video
[00:20:56.450]or it's simple text boxes and not a lot of
[00:21:00.150]just like lengthy paragraphs. It's very easy to
[00:21:03.910]dissect the content versus having a whole chapter
[00:21:07.770]of like 40 or 50 pages of just text. No visuals, no
[00:21:13.090]interactive components, just the learning
[00:21:15.830]strategies that you can input into open education resources is phenomenal.
[00:21:21.310]All right, so I
[00:21:23.170]like to address the potential problems. So you
[00:21:29.010]are big proponents and this is the reason we
[00:21:32.070]are doing this, but I think we also need to recognize that
[00:21:34.690]there are certain limitations
[00:21:35.770]and difficulties that are connected with it. So
[00:21:39.050]can you think about what are the biggest
[00:21:42.490]challenges or limitations you face or you think others face when
[00:21:47.950]using open educational resources?
[00:21:54.060]I think like knowing some of my professors and some of the professors that I've had
[00:21:59.680]in undergrad versus graduate learning, I think
[00:22:03.360]there is some hesitancy to transition to OER
[00:22:06.100]because maybe they're familiar with you know the
[00:22:08.720]hard copy textbooks or there's incentives to use
[00:22:11.420]the physical textbooks rather OER or having the time to
[00:22:16.040]sit down and do it. So I think that is
[00:22:19.100]I guess a hurdle for at least I've seen of professors.
[00:22:24.760]Yeah, I'm going to echo the time. So I have actually been working
[00:22:29.940]on my own manual so
[00:22:31.820]actually creating something and I may be a perfectionist like that's
[00:22:37.320]probably who I am,
[00:22:38.380]but it does take a lot of time and I mean I'm wanting to
[00:22:43.400]put interactive components. So it's
[00:22:45.680]not only taking time to create those interactive components
[00:22:48.460]to then put into the OER, but it's then
[00:22:51.600]okay let's preview this. Does it work? Does it look
[00:22:54.040]how I want it to look? Does it work how I
[00:22:55.620]want it to look or does it work how I want it
[00:22:58.420]to work? So I think it's just the time that it takes
[00:23:02.060]to actually put into it. I'm eight weeks in and
[00:23:06.160]I'm about halfway done with my manual just in terms
[00:23:09.660]of how long it takes in the editing process of
[00:23:12.700]all of it and I was not familiar with Pressbooks.
[00:23:17.560]So then before that I had meetings with Mike and
[00:23:20.620]Julie and I have kind of had to attend webinars
[00:23:24.580]to learn more about it, watch some YouTube videos
[00:23:26.820]of how to use H5P which is an interactive tool
[00:23:30.120]within Pressbooks. So it took a lot of time of
[00:23:32.840]learning first and then kind of going in and kind
[00:23:36.400]of exploring, but I feel as though if I were
[00:23:39.020]to continue to do this, the more comfortable you are
[00:23:43.360]with the resource in itself, I feel as though the creation time
[00:23:49.240]would be shortened slightly,
[00:23:51.500]but if it's your first time it is it's a lengthy process depending on even
[00:23:56.360]how long you even want
[00:23:57.440]your open education resource to be and mine is
[00:24:00.980]only like six or seven chapters and it's still
[00:24:04.340]kind of a lengthy process. So I want to push a little bit further
[00:24:09.620]into this because you talked
[00:24:11.360]about the instructor side, right? The difficulty, the
[00:24:15.020]time it takes, the difficulty in learning a
[00:24:17.100]new software which not everybody wants to and so
[00:24:22.620]that's a challenge and so you talked a lot
[00:24:25.340]about the instructor side. I'm thinking about the student
[00:24:27.620]side so you talked a lot about the benefits
[00:24:30.080]but there might be some challenges. For example, in
[00:24:33.040]the last couple of years I've looked at the
[00:24:36.560]digital books that some students use on campus here
[00:24:39.820]at UNL and even though the text had quite
[00:24:43.660]a few interactive features, for example, so
[00:24:46.280]you could write notes, you could answer questions,
[00:24:49.080]you could highlight, you could do all of these extra things. When
[00:24:52.780]we looked at actually what
[00:24:56.980]access some pages and that's that and so all of the interactivity
[00:25:02.180]that is in potentia, right,
[00:25:04.720]we can, we're giving you an option, very few students were using
[00:25:09.660]so I'm pushing and trying
[00:25:12.500]to identify what are the points that make it challenging for students
[00:25:17.680]to use. So I've actually
[00:25:21.000]run across this with just kind of determining the amount of
[00:25:24.440]interactive components I want
[00:25:26.100]in my manual. It all comes down to time to complete whatever
[00:25:32.300]the instructor is asking
[00:25:34.360]the student to complete. We, I mean in my program they give us, you
[00:25:41.460]know, our asynchronous work and
[00:25:43.120]then they kind of give us a time limit of this is potentially going to
[00:25:46.120]take three hours. When you
[00:25:47.680]see just three hours of doing like one assignment you're
[00:25:50.620]like oh my gosh like this is just so much
[00:25:53.160]time to sit down and spend on my computer doing things, reading
[00:25:58.460]chapters. So knowing that like
[00:26:01.940]if there's a way for individuals to know this section of
[00:26:07.100]this open education resource
[00:26:08.800]is only going to take five, ten minutes. Knowing
[00:26:12.340]that you can get through all the content even
[00:26:14.820]like the interactive components, ten, fifteen minutes
[00:26:18.900]tops. I think that is one thing that
[00:26:21.760]students they try and kind of like time slot
[00:26:24.280]their like afternoons of not being in class or
[00:26:27.700]their mornings of not being in class and I'm
[00:26:32.300]guilty of it taking the short way out like what's
[00:26:34.600]the least amount of stuff that I can do to still gather all of my
[00:26:37.900]information and then but not have
[00:26:40.720]to spend a full three hours working on my homework. So I think being
[00:26:44.960]able to use open education
[00:26:47.920]resources but shorten kind of the material in
[00:26:51.520]terms of it's still appealing for the student
[00:26:54.020]to learn and it's you know they're getting the point across
[00:26:59.640]they're getting the information
[00:27:00.580]that they need but it's not taking the time. So
[00:27:03.940]when I had my ebooks or whatever yeah I could
[00:27:07.400]highlight I could do all of that stuff but I wasn't because
[00:27:12.120]it was taking more time.
[00:27:14.640]So I think it's like the time component of things so if
[00:27:17.540]there's too much interactivity
[00:27:18.940]that's going to take more time and I'm not going to want to spend time doing that
[00:27:23.860]if I understand the material or I'm kind of engaging in the
[00:27:28.680]material within the material
[00:27:29.880]myself but I think being able to put it in a way like oh this
[00:27:34.000]section is only going to take
[00:27:35.160]10 to 15 minutes. So that is being a student and now creating something
[00:27:39.960]we have talked about like
[00:27:43.060]in learning it's like a 15 minute like the student really kind of
[00:27:48.580]focuses on their information for
[00:27:50.780]15 minutes and then they need a break. So we've been have talked about
[00:27:55.280]that of using my manual
[00:27:56.420]of okay my my chapters are going to be short and
[00:27:59.900]so if they only need to go to one chapter it's
[00:28:02.960]short. So we kind of took that off of UNMC's e-learning module
[00:28:07.300]that we have been using
[00:28:08.760]there's interactive components and it's an interactive
[00:28:11.240]video and their length is only 15
[00:28:13.740]minutes. They can only take 15 minutes but they
[00:28:16.440]get the point across and it's still having the
[00:28:18.660]student engage. So I think the whole thing is time like
[00:28:23.100]if if it looks like it's going to take a lot
[00:28:24.800]of time this I personally I'm not going to do
[00:28:28.660]it so I know we're all busy as students we have
[00:28:32.140]other things some of us are working some of us
[00:28:34.900]are in clinicals so it's hard to kind of block
[00:28:37.860]out that time knowing that it could take three hours versus an
[00:28:42.600]hour if that makes sense.
[00:28:45.420]Kristen I think we're close to finishing that's why Craig is here I think.
[00:28:51.340]I absolutely agree with you Allie and I think too
[00:28:53.960]at least for UNK I don't know how it is on
[00:28:55.840]other campuses there's no set standard or we
[00:28:59.920]use just this one software application for all our
[00:29:03.720]so there's always going to be that learning curve of
[00:29:07.060]having to figure out a new OER program or tool
[00:29:10.260]or software and that takes a lot of time and resource and
[00:29:13.600]sometimes students don't want to
[00:29:14.940]take the effort that the tools might be there and
[00:29:17.580]it might help them but they might not know that
[00:29:19.980]and there maybe the professors don't tell them like
[00:29:22.100]hey maybe you should use this or I see you
[00:29:24.480]might be struggling with this try this new tool
[00:29:27.280]so I think yeah it's just taking that time of
[00:29:29.880]figuring out the resource that you're given.
[00:29:33.740]Excellent um I actually wasn't popping in because
[00:29:38.580]we're close to being done I just I had a question
[00:29:41.180]if I could pop in and ask to that which is um
[00:29:45.200]get both for Kristen and Allie so um particularly early on when
[00:29:50.600]um online materials were being
[00:29:53.300]increasingly adopted uh there was some concern that
[00:29:57.980]learners um retain uh ingest uh and consume
[00:30:03.860]information differently in uh an online format as opposed
[00:30:08.400]to print I know myself I'm very guilty of
[00:30:11.620]this I don't really like reading online materials
[00:30:14.320]I've never successfully finished an ebook that I
[00:30:18.660]just like holding the object I'm also old um in your own
[00:30:23.840]experiences both like personal and
[00:30:26.420]observations with your peers with with a generation of
[00:30:30.460]learners now who has more grown up immersed in
[00:30:33.240]a digital environment do you see those concerns playing
[00:30:38.480]out or do you think that we've gotten to
[00:30:40.540]a point where people who are sort of more grown up with digital
[00:30:43.380]materials are equally as able
[00:30:47.060]to utilize these as as they would print? I certainly see that
[00:30:55.880]like we're designing uh
[00:30:58.880]resources for students who have grown up with
[00:31:03.380]online learning so I think that we are phasing
[00:31:06.360]that out a little bit but I still think it's really relevant
[00:31:08.740]that people struggle with not
[00:31:11.580]retaining the content that is online I think there are
[00:31:14.700]tools and ways that we can kind of combat that
[00:31:17.340]whether it's highlighting or making it condensed
[00:31:20.140]bullet points not throwing really large heavy
[00:31:23.500]chunks of information at them all at one time
[00:31:25.940]and I'm sure there's other resources too out there
[00:31:28.860]but that's I guess just my kind of brief opinion
[00:31:31.420]on it I don't know if Ali has anything else
[00:31:33.800]yeah I don't get me wrong I love my physical textbooks I love my
[00:31:39.540]physical books uh but I
[00:31:42.200]think now with all like the new kind of technology and fun
[00:31:46.400]things that you can do
[00:31:47.480]on your iPad tablets in terms of like those
[00:31:49.880]ebooks or even like the open education resources I feel
[00:31:53.760]as though more people at least in my program
[00:31:57.580]have steered towards kind of those online resources and
[00:32:02.160]my class I mean they're all early 20s um but I think it'd be
[00:32:09.240]interesting to kind of see
[00:32:10.820]how that would change if it was a non-traditional class if you
[00:32:14.300]know we had some of
[00:32:15.760]mid to late 30s early 20s kind of seeing that
[00:32:20.440]gap in kind of those growing up in terms of like
[00:32:26.180]technology and what how we've grown up in you know your kindles
[00:32:31.100]your tablets your iPads all
[00:32:32.960]of those things versus someone that's they didn't
[00:32:35.980]have all that experience growing up and so they're
[00:32:41.140]diving into those materials and they're more comfortable with like
[00:32:45.360]the physical textbook the physical books or whatever
[00:32:48.480]um but I think it depends on like the
[00:32:51.980]program in itself as well um depending on what
[00:32:55.840]type of content they're trying to give to the
[00:32:58.380]student if it's more of like for example like anatomy or like
[00:33:03.940]that really dense material that
[00:33:06.160]you know maybe you do need like that more information that
[00:33:09.860]physical textbook to really
[00:33:11.080]have those things or is it okay they've had their foundational
[00:33:16.300]knowledge of anatomy and
[00:33:18.920]physiology let's take that and create a learning
[00:33:21.980]resources you a resource using open education to
[00:33:25.420]now making maybe just an interactive component of
[00:33:29.380]the textbook that they could use to study
[00:33:31.500]or things like that I think it just kind of
[00:33:34.860]depends on the content of what is being used in
[00:33:39.860]terms of is it easier to digest on the computer
[00:33:42.200]or do you need like that physical book if that
[00:33:46.040]makes sense yeah absolutely thank you and we're gonna
[00:33:54.600]I'm gonna ask a one more question and then
[00:33:57.540]we're gonna open it to questions so if somebody in anybody in
[00:34:01.780]the audience has questions please
[00:34:04.260]drop them in the chat and and that way we can moderate and make sure
[00:34:11.639]that we keep enough time
[00:34:13.580]and I did want to ask a chat GPT and all of these generative
[00:34:18.440]it's a generative AI cousins
[00:34:20.260]is coming to eat everybody's lunch um but I
[00:34:26.300]am wondering if you have any thoughts about how
[00:34:29.100]that might or might not impact the idea of open educational resources
[00:34:35.020]Kristen yes I research AI I use AI a lot in what
[00:34:42.940]I do and I think it's a great tool in the sense of
[00:34:46.199]all ask chat GTP um to give me examples of resources or you know
[00:34:52.699]drop some links so I
[00:34:54.239]can go check them out for myself and they're not
[00:34:56.739]always 100 accurate and I think that goes back to
[00:35:00.140]just making sure that you are getting repeatable sources
[00:35:02.960]but I think it's it's a tool to use and
[00:35:07.060]not be afraid of and I think there are a lot of tools out there
[00:35:11.140]that you could do one-on-one
[00:35:12.220]tutoring and great things for students who might
[00:35:15.100]need additional help outside of maybe the OER
[00:35:18.060]resource that they were given in class that they could
[00:35:20.280]use in addition to so I think again it's not
[00:35:24.040]something to be afraid of it's something that we
[00:35:26.680]have to be aware of and help train others and
[00:35:32.480]spread the knowledge of I personally have no
[00:35:38.560]experience with AI um our program says it within
[00:35:43.500]our handbook that we are not allowed to use it
[00:35:45.640]for anything so I have kind of stayed clear of using
[00:35:49.180]any type of AI components or elements so I have no input on
[00:35:55.160]that question that's fantastic all
[00:35:59.100]right um let's see do we have questions in the chat not yet so oh yes there are
[00:36:08.500]um there was a very specific question from Julie Ali what
[00:36:13.860]h5p interactive elements are
[00:36:16.080]you using in your press book yes so I have used
[00:36:20.740]um the drag and drop so in putting an image and
[00:36:25.320]then having a couple other images on the other
[00:36:29.400]side to kind of drag and drop onto an image
[00:36:32.020]um I have used it's called multiple hot spots so
[00:36:37.520]you can input a picture and then you can create
[00:36:40.960]hot spots with on within the picture and they click
[00:36:43.440]on it and then like a text box comes up
[00:36:45.540]and you can kind of read about it I have also done um trying to
[00:36:53.020]think of all multiple choice
[00:36:54.720]questions um a short answer and I think that is another one
[00:37:02.260]but I actually met with
[00:37:03.660]a faculty member at southeast community college
[00:37:07.060]college in Lincoln that uses h5p within canvas
[00:37:11.240]and she had a plethora of things like there's like a branching
[00:37:14.340]scenario that's really cool
[00:37:15.960]that I think if my manual were to continue to grow that that's an
[00:37:20.440]option that's going to be
[00:37:21.400]inputted um but I actually am just starting a
[00:37:24.720]page it's called the um gosh is it it's like
[00:37:30.820]an interactive like slideshow within press books
[00:37:35.060]so you can like click through slides
[00:37:37.120]and so that those are just some of the ones that I've used thus
[00:37:40.240]far in creating my manual
[00:37:43.710]all right thank you so I have one last question
[00:37:47.390]and so how do you see the role of open educational
[00:37:53.270]resources evolving in higher education in the future
[00:37:57.350]you're kind of both of you are kind of
[00:38:00.110]in between you're not undergraduates you're graduate
[00:38:02.210]students you may be faculty or leaders
[00:38:05.490]in in another format and so how are you seeing this transition
[00:38:10.690]and what improvements or changes
[00:38:12.830]would you like to see Kristen I I'm seeing more
[00:38:21.510]adoption in a sense of more programs are going to
[00:38:24.790]oh we are either free or you know it's limited
[00:38:27.910]budget so I think that's great um I'd like to
[00:38:31.430]see maybe more adoption of it especially if
[00:38:35.130]we looked at general studies or lower level classes
[00:38:38.650]that maybe you're changing you're gonna change your
[00:38:40.810]mind or you know you have to take these
[00:38:42.890]specific classes and they're they're all going to be
[00:38:46.510]paid for or relatively low cost so you can
[00:38:49.310]kind of move through those and and save up for you know you're going
[00:38:52.750]to have maybe these big
[00:38:54.010]bigger um expenses later on in your career I
[00:38:59.070]think the quality of content of the OER is going
[00:39:01.570]to get better and I think that's maybe with
[00:39:04.270]the help of AI and with you know more collaboration
[00:39:07.130]from professors who are using it more and more
[00:39:09.630]and from students who are saying and getting their
[00:39:11.990]feedback and saying hey we like this we don't
[00:39:14.450]like this so I think it's going to be improving
[00:39:17.610]as we continue a wider adoption of it yeah I'm
[00:39:22.230]gonna echo I'm hoping that like even with me just
[00:39:26.310]kind of engaging with OER as an OT student and being able
[00:39:32.410]to have those conversations specifically
[00:39:34.490]with my faculty mentor um and then I actually
[00:39:38.870]uh talked about Pressbooks to one of my other
[00:39:42.570]OT students who is now using that as well for her capstone so just
[00:39:46.950]being able to educate other
[00:39:48.270]people I think it's going to continue to grow within specifically like
[00:39:52.890]the OT program I think
[00:39:54.090]me talking about it has brought a lot of buzz within our program
[00:39:58.410]so I'm just hoping that
[00:40:01.310]there are faculties more in line because I think
[00:40:03.830]this is a huge kind of step up from other
[00:40:06.650]universities that may not use this that it's
[00:40:09.530]going to be really inviting for students coming in
[00:40:11.690]saying or knowing that they're not going to have
[00:40:13.810]to drop hundreds of dollars on textbooks or other
[00:40:16.810]resources that that's super inviting if I knew
[00:40:20.990]that coming in if that was an option
[00:40:23.210]UNMC would have been on my top list because
[00:40:25.850]I had a 12-week clinical where I couldn't work but
[00:40:29.110]knowing that I save now the 300 dollars I spent
[00:40:31.850]on textbooks now I can use it during that time I
[00:40:35.130]think it's just I'm hoping that the adoption like
[00:40:37.330]Kristen said is just more and more as we
[00:40:41.250]continue to grow and kind of educate faculty mentors or faculty
[00:40:45.690]on open education resources
[00:40:47.990]I think just continuing to educate is the biggest
[00:40:51.930]way right now and I'm hoping that the OT program
[00:40:57.110]adopts OER because I love it so far I've had no
[00:41:00.990]issues it's very user-friendly
[00:41:02.950]and I think it's just it's a way for students
[00:41:06.130]to kind of be conscious financially and not put that
[00:41:11.330]burden on them when already graduate programs are
[00:41:13.890]stressful enough and so I think that's a great
[00:41:19.510]note to end on and that's something that we
[00:41:22.090]haven't done I think a lot through NU campuses
[00:41:26.950]and that is to use students to drive faculty so maybe finding
[00:41:34.170]student ambassadors right who
[00:41:36.410]understand who understand the benefits who understand their contents
[00:41:41.290]and the opportunity
[00:41:42.390]is another way to get faculty to shift because
[00:41:46.170]I mean the biggest the biggest challenge for us
[00:41:49.570]as faculty you talked about time and resources but
[00:41:53.190]the other side of this is as faculty we don't
[00:41:56.110]always have the right incentives that is if I
[00:41:59.530]assign a textbook it's not costing me money I'm
[00:42:02.390]not making money but it's also not costing me
[00:42:05.670]money so helping clarify that issue for faculty in
[00:42:10.550]and help negotiate that relationship I think
[00:42:13.190]it's really really important and one last question
[00:42:16.530]from Rochelle how do you think it would be or what
[00:42:21.130]do you think would be the best way to get OER on
[00:42:23.810]the minds of our students and so that they will look for classes that
[00:42:30.310]might not have a textbook
[00:42:31.670]cost how do we flag that for students that's
[00:42:42.560]a hard question right I don't know if there would
[00:42:45.300]be a way to put it on you know our respective universities pages
[00:42:48.760]or when you're looking at
[00:42:50.220]you know maybe your degree audit or anything like
[00:42:53.080]that but it could flag it in in the course
[00:42:56.380]description that says OER or you know low cost
[00:43:00.260]or have it on their website some with the course
[00:43:03.480]catalog something along those lines and just I
[00:43:06.120]guess promote it from within that yeah I agree
[00:43:11.020]I mean coming in we go through like an open
[00:43:14.680]house for the OT program so I think that could be
[00:43:17.680]something that could just even be set in like the application process
[00:43:21.520]the interview process that
[00:43:23.060]students are going through to come into these universities for certain
[00:43:26.780]programs that you know
[00:43:28.700]they openly talk about all of the things so my
[00:43:31.780]program in and itself is hybrid so that was a new
[00:43:35.140]thing coming to OT programs itself so even adding that conversation of
[00:43:40.240]you know our textbooks are
[00:43:42.060]or we're using open education resources that puts
[00:43:45.280]us above other programs or other things like that
[00:43:48.600]and having that conversation with the incoming
[00:43:51.280]students using the open house or the interview
[00:43:54.260]process excellent so I would like to thank you
[00:44:01.090]for taking time I know it's the week before
[00:44:04.030]spring break for some of us or maybe all of
[00:44:06.270]us I'm not sure and this is the time where midterms
[00:44:10.490]and all of that many assignments are there so
[00:44:13.030]I appreciate you taking the time and to educate
[00:44:16.570]all of us of what it looks like from your perspective
[00:44:19.070]and enriching the conversation
[00:44:22.090]Craig it's yours um if we could just take actually just five
[00:44:28.630]more minutes I did have
[00:44:29.870]one question for each of you um so I'll start with Kristen because it
[00:44:34.370]was a recent one and
[00:44:35.450]it kind of piggybacked off of that but um as kind
[00:44:41.090]of a corollary to the sort of like where you see
[00:44:42.930]where we are going but from a design standpoint
[00:44:44.990]you know as somebody who is studying and working
[00:44:46.670]and thinking in design do you have in kind of anything that's occurred to
[00:44:51.770]you as kind of an
[00:44:52.810]unrealized potential or something that you would like
[00:44:56.410]to see a development that you think could
[00:45:00.370]be brought into play in OER from the perspective of somebody who's
[00:45:06.350]currently studying and thinking
[00:45:07.590]about designing and education in this factor like
[00:45:11.750]what's the what's kind of like the next
[00:45:14.370]step or next step that you would like or hope to see yes that's
[00:45:20.950]that's a really great question
[00:45:22.430]I think making it more intuitive making it very simple to use
[00:45:28.350]would be probably the biggest
[00:45:30.310]proponent in getting it um used more widely
[00:45:34.290]I think like I said earlier there's multiple
[00:45:37.590]multiple of multiple OER programs out there
[00:45:40.790]and I think having something streamlined something
[00:45:44.070]just simplified and intuitive to use would help
[00:45:47.970]students use it more and help faculty maybe use
[00:45:51.930]it more and within their classes and maybe share it with other
[00:45:55.770]professors or other students saying
[00:45:57.150]hey this is easy to use I think you should check
[00:45:59.530]it out I think that's I'm still in my study so I
[00:46:02.970]think that's a little bit of a hard question for
[00:46:04.930]me to answer in the full context but I think
[00:46:07.970]just making it streamlined and intuitive to
[00:46:10.690]use from both faculty and student perspectives
[00:46:14.750]I think that was a fantastic answer actually
[00:46:17.390]right so it's like you're getting at a an
[00:46:20.470]essential aspect of utility so thank you for
[00:46:24.150]that um and then Ali congratulations on your
[00:46:27.830]your research project and also I just wanted to
[00:46:30.070]say congrats on getting up there to be willing to
[00:46:33.370]present and share your findings in professional settings
[00:46:35.950]because I feel like so often it's not
[00:46:38.670]something students do as often as they could um
[00:46:42.170]you know you have students in grad school who are
[00:46:44.410]doing research and they often I think don't feel
[00:46:46.590]confident enough to get out there and go to
[00:46:48.730]conferences and talk to other professionals in the
[00:46:50.510]field and present their findings and that's a huge
[00:46:52.550]step to take so congratulations on that and I
[00:46:55.290]wanted to ask you um as you were doing this
[00:46:58.790]project as you were doing your research um was
[00:47:01.690]there anything that stood out to you as an
[00:47:03.150]unexpected finding or discovery something you didn't
[00:47:06.370]perceive because for me and doing research
[00:47:08.090]projects those are always some of the most magical moments right
[00:47:10.370]is this realization this
[00:47:12.310]finding this this sort of like idea that's come to
[00:47:15.250]you in the data or observed or just in your own
[00:47:18.230]thinking about something like what's was there like
[00:47:21.350]a big light bulb moment that you can recall
[00:47:23.570]in your research process but like like a huge
[00:47:27.430]takeaway that you found that you were just kind
[00:47:29.210]of immediately excited to share um I think oh that's actually a
[00:47:35.950]hard question because I feel
[00:47:37.130]like I'm very passionate about my project it's about
[00:47:40.450]individuals with visual impairments
[00:47:42.450]and with the aging population OTs need to be educated on how to provide visual rehab
[00:47:50.550]to those individuals and it's not uniform within
[00:47:56.050]OT programs in terms of the content that's being
[00:47:58.550]educated so a lot of OTs are not very comfortable
[00:48:02.070]so knowing that like there are a lot of different
[00:48:05.570]things that I could have used nearpod was an option um UNMC's
[00:48:10.290]e-learning module but it wasn't
[00:48:12.910]until like I found out about press books that was
[00:48:15.910]an option for us and I was actually kind of
[00:48:19.510]searching the press books like directory and I
[00:48:22.630]actually found one of my OT textbooks on that
[00:48:25.810]and so it was so exciting to like know that there's so many other
[00:48:31.530]and it wasn't just like
[00:48:33.110]you know your education classes or business
[00:48:37.110]and marketing that there are actually other
[00:48:40.450]like health science programs using these open
[00:48:44.230]education resources because I think so many
[00:48:46.290]people are so nope we have to use the book research changes so much
[00:48:51.810]it'd be not point like
[00:48:53.230]it would not be useful to have these open education
[00:48:55.710]resources that you have to manually go in and like
[00:48:58.670]edgy like re-update everything and make sure it's up
[00:49:01.310]to date things like that and so I think
[00:49:03.750]knowing I was a little nervous of what kind
[00:49:06.210]of open education resource that I wanted to use
[00:49:09.990]because it had to I wanted it to be free easily accessible and something
[00:49:14.130]that like is very easy
[00:49:15.710]to navigate intuitive very easy and so it was really exciting actually
[00:49:20.650]kind of getting my hands
[00:49:21.510]on press books and I found a love for h5p and like not necessarily
[00:49:27.350]like the coding aspects of
[00:49:28.970]things but like just being able to play around with
[00:49:32.210]the things that you can do with if I had
[00:49:35.330]the coding knowledge of creating those programs
[00:49:39.170]even just to put within canvas open education
[00:49:42.510]resources or anything like that was I was like wow
[00:49:46.230]not only did my project take me in like this way
[00:49:48.970]but now I've been able to like educate people of
[00:49:51.590]what I've learned about h5p and like all the love
[00:49:54.950]that I have for computer programming that I didn't
[00:49:58.930]think that I really had going into ot school
[00:50:02.030]so it kind of led me in the way of maybe academia is the route for
[00:50:08.350]me instead of just solely being
[00:50:10.170]in the clinic for my entire life so it opened up
[00:50:14.250]a whole new path for me that I didn't even know
[00:50:16.550]was a love of mine until kind of getting into
[00:50:20.770]my capstone and kind of diving into all this open
[00:50:23.570]education resource information thank you for that and I
[00:50:29.290]love that you both hit on that same idea of
[00:50:32.170]simple intuitive utility right I think it's
[00:50:38.010]so easy to think of kind of emerging
[00:50:43.070]um paradigms and ecosystems in terms of what
[00:50:45.490]can we do next more functionality what's this feature
[00:50:47.890]that we can implement and and perhaps it's easy
[00:50:51.510]if you're caught in that mindset to not think about
[00:50:56.150]intuitive simple systems with broad utility um and
[00:51:04.250]are we still doing that so thank you
[00:51:12.410]see um it was great to have you here today um Brad is going to
[00:51:17.250]be making this available online
[00:51:18.890]for um anyone who is going to be attending if
[00:51:21.570]you can see uh again thank you all for uh attending
[00:51:25.090]life those of you who could show up today thanks
[00:51:26.710]for your questions um and I think that's it unless
[00:51:31.090]anyone has anything else yeah thank you cool

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Student Panel OER 2024

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