How To Choose OER Resources

Brad Severa Author

03/19/2024 Added

4 Plays

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Where to go to find good OER for your classroom.

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[00:00:01.000]Hi, everyone. Welcome. It's a little bit afternoon,
[00:00:02.800]so I think we'll go ahead and get started.
[00:00:05.040]Thanks for joining us today. Glad to have you all here.
[00:00:08.740]So hopefully you all know that you are in a session called
[00:00:10.580]How to Choose OER Resources.
[00:00:12.820]Just to introduce myself first, my name is Katherine Fraser, really.
[00:00:16.140]I'll be facilitating the session and talking for a bit as well.
[00:00:20.280]So you'll see here, session contributors. So you see
[00:00:23.220]me on here. I'm at the University of Nebraska-Lincoln.
[00:00:26.080]I'm a faculty member and librarian in the
[00:00:27.840]Teaching Partnerships Unit.
[00:00:29.900]So one of the things that I've been involved in for a
[00:00:32.700]number of years is affordable content initiatives related to
[00:00:35.580]affordable course materials.
[00:00:37.520]And I've been involved in UNL's Campus Initiative, which
[00:00:41.520]is the STAR initiative, Successful Teaching
[00:00:44.000]with Affordable Resources.
[00:00:45.280]And we support faculty and all different kinds of
[00:00:47.520]efforts to integrate more affordable and open
[00:00:51.480]course materials within their courses, and it's a lot of fun.
[00:00:54.560]Co-presenting with me today is Cassie Mallett.
[00:00:56.980]Cassie, I'm just realizing, if I am mispronouncing your last
[00:01:00.020]name, please correct me.
[00:01:01.480]It is Mallett.
[00:01:06.040]I was making it a little fancier.
[00:01:08.320]I married into it, so no one ever pronounced
[00:01:12.460]right. Just think of like the hammer, Mallett, of course.
[00:01:16.080]My name is Cassie Mallett. I'm an Instructional Design Specialist at UNO.
[00:01:21.040]Mainly, I help faculty move their courses from
[00:01:26.000]in-person to online or hybrid in those different modalities.
[00:01:29.700]We're big into OER on UNO's campus, so I work a lot with
[00:01:33.900]faculty who are implementing OER.
[00:01:36.140]I actually just got done working on a social site blueprint course
[00:01:39.720]that's all open educational resource.
[00:01:42.620]So that's kind of my segue into OER.
[00:01:47.960]And unfortunately, Craig couldn't be with us today, so it'll just be
[00:01:51.180]Catherine and I holding down the fort sharing some awesome things with you.
[00:01:57.000]Thanks, Cassie.
[00:01:57.760]And you'll see our third co-presenters had some travel challenges
[00:02:00.520]today as Craig Finley, OER and STEM Librarian at UNO.
[00:02:03.740]And we'll share all our contact information as well at the end
[00:02:06.400]if you want to reach out to any of us individually afterward.
[00:02:09.860]And then, so for those of you who maybe have trickled in within the last
[00:02:12.540]couple of minutes or so, if you'd like to at any point put in the chat,
[00:02:17.400]share a little bit about your role, what campus you're on, and
[00:02:21.460]any questions that you have related to OER,
[00:02:24.580]related to this topic, discussion topics that you're
[00:02:27.320]hoping that we'll cover today.
[00:02:28.340]We'll try to keep an eye out that at different
[00:02:29.860]points throughout the session.
[00:02:31.120]And feel free to put questions in at any point, too.
[00:02:34.420]We probably don't have a full hour of content
[00:02:36.680]prepared for you today, so we'll see how it goes.
[00:02:39.200]We'll pause a couple of times throughout and see what you want to
[00:02:42.480]talk about, what questions might arise for you based on what we're sharing.
[00:02:46.100]And then we should have some time at the end for additional
[00:02:48.060]Q&A, too, just so you have a sense of what to expect.
[00:02:53.060]Speaking of a sense of what to expect.
[00:02:54.900]So these are the topics that we'll be covering over the next 45 minutes or so.
[00:03:00.200]We want to kick off just to sort of lay the groundwork a
[00:03:04.040]little bit, to get all on the same page and to define OER.
[00:03:08.060]Then we want to share a little bit about ways and places that you can go and
[00:03:13.780]approaches that you might take to locate OER
[00:03:15.800]that are relevant to your own courses and disciplines.
[00:03:19.260]We'll share some tips for evaluating OER and show some examples.
[00:03:24.680]Cassie will show some great examples of some considerations that you might take
[00:03:30.060]if you are integrating OER into your course and into Canvas in particular.
[00:03:33.960]And then, as I mentioned, we should have some time at the end and
[00:03:37.020]throughout for questions and answers and anything
[00:03:40.500]else that you all want to discuss.
[00:03:46.860]Okay, so this is one of many definitions of OER.
[00:03:49.760]This is one of the more common ones.
[00:03:50.920]It's from the OER Commons, which is a resource that we'll highlight
[00:03:54.100]in a little bit.
[00:03:55.820]And what it states, as you can see, is that Open Educational Resources,
[00:03:59.780]or OER, are teaching and learning materials that you
[00:04:02.180]may freely use and reuse at no cost and
[00:04:04.940]without needing to ask permission.
[00:04:06.840]So unlike copyrighted resources or traditionally copyrighted resources,
[00:04:11.340]OER have been authored or created in such
[00:04:13.660]a way by an individual, perhaps an organization, that chooses to
[00:04:18.100]retain few, if any, ownership rights, which allows you or anyone who's
[00:04:22.360]coming across them or using them.
[00:04:24.040]And, of course, a lot of freedom to be able to remix them and
[00:04:26.620]do different things with them or possibly even republish them with your own license.
[00:04:30.880]OER frequently have Creative Commons licenses.
[00:04:34.340]That's one way that a lot of folks who are authoring or
[00:04:37.040]adapting OER will put that license out there so that they let people
[00:04:41.760]know, instructors or other people who are using OER,
[00:04:45.540]specifically how the material can be reused or repurposed, adapted,
[00:04:50.420]and shared, and you're able to tell that through the license.
[00:04:53.700]OER may also include materials that are already within the public domain and
[00:04:57.920]don't have any copyright or previously they had copyright applying to them and
[00:05:01.460]they no longer do so that you also are able to do whatever
[00:05:04.060]that you would like with them in terms of
[00:05:05.540]adapting, remixing, or reusing.
[00:05:12.040]This table just kind of shows different types of sources
[00:05:15.980]that one might make freely available to students
[00:05:19.220]within their courses.
[00:05:20.360]So not we have the ability, of course, to make a lot of course materials
[00:05:23.680]available to students without charging them as we
[00:05:26.580]would the traditional textbook or something like that.
[00:05:29.700]This just shows, for example, at the bottom you
[00:05:32.900]see articles and books that are published open access.
[00:05:36.780]Then you could see materials that are available made available
[00:05:39.940]through the university library.
[00:05:41.580]So that could be a full e-book, a book chapter, maybe articles
[00:05:46.380]that are available through libraries licenses or library
[00:05:49.620]subscriptions and free online resources under all rights
[00:05:53.820]or some rights reserved copyright.
[00:05:55.380]So that could include material that you would
[00:05:57.280]find or have freely available or link to on
[00:05:59.900]a website or even like a news website or something like that
[00:06:04.280]that doesn't have a paywall.
[00:06:06.620]Maybe some YouTube videos or something like
[00:06:08.500]that that don't necessarily have a license that's
[00:06:10.380]completely open, but you're able to make them
[00:06:12.400]available in your course for free to students.
[00:06:16.860]The main difference that you can see here while all of
[00:06:19.240]these particular freely available course materials are free, some are modifiable.
[00:06:24.140]The main difference that most OER definitions are highlighting is
[00:06:27.800]that open licensing that allows you to be able to
[00:06:30.240]do something additional with it to remix it, reuse, adapt
[00:06:33.580]it, and then share it again if you want to.
[00:06:40.120]So now that we've kind of set the stage to define OER, let's
[00:06:44.040]talk a little bit about how you can locate
[00:06:46.880]OER that are relevant to your courses and your
[00:06:48.860]own teaching and learning goals.
[00:06:50.400]So what we want to do over the next few minutes or so is share a
[00:06:53.020]list of a few recommended kind of best bets places where you
[00:06:56.780]might go either collections of OER that tend to be reputable, easy
[00:07:01.300]to use, as well as repositories that you can use to search large collections of OER
[00:07:06.540]with a variety of different kinds of materials.
[00:07:10.080]So the first is the Open Textbook Library, and I'll
[00:07:12.740]put a link in the chat to a moment to a guide where you can
[00:07:15.940]access all these if you want to look around and
[00:07:18.180]we'll show some screenshots as well.
[00:07:20.940]The Open Textbook Library, as of this morning,
[00:07:23.160]has about 1,400 open textbooks within
[00:07:26.560]this particular collection.
[00:07:28.340]The site and many of the textbooks that you'll find within
[00:07:31.960]the Open Textbook Library are supported by the
[00:07:34.540]Open Education Network, which is run out of the University of Minnesota.
[00:07:41.480]The OER Commons is a really huge repository that
[00:07:44.800]has a variety of activities, lessons,
[00:07:47.760]textbooks, even tutorials.
[00:07:50.940]The OER Commons is supported by the William and
[00:07:53.400]Flora Hewlett Foundation, as well as ICSME, the Institute for
[00:07:56.780]the Study of Knowledge Management and Education.
[00:07:59.080]One thing that sets the OER Commons apart from
[00:08:02.540]some of the other repositories and collections that you'll
[00:08:04.520]find is it's international in scope because of their
[00:08:06.860]grant funding and the goals of this particular project.
[00:08:10.800]You'll find things from all over the world within
[00:08:12.480]this collection. It's also not just for higher ed.
[00:08:16.940]So within the OER Commons, you're going to find
[00:08:19.020]OER that are also created specifically for a K-12 audience.
[00:08:23.820]You'll find, as I mentioned, a variety of different kinds of materials, not just
[00:08:29.040]textbooks, but also anything from a lesson plan with tutorials,
[00:08:33.400]even an entire course.
[00:08:38.720]OASIS is actually a search tool, not just a repository. This is a
[00:08:42.600]collection that this tool pulls content from, I think,
[00:08:47.460]nearly 100 different sources.
[00:08:49.820]And as of when I was looking earlier today, there
[00:08:52.420]are about 450,000 records within OASIS that you can find.
[00:08:56.880]So this is one of those places that maybe if you just completely
[00:09:00.340]open to finding any OER that are relevant to a particular topic that
[00:09:05.020]you have in a course or something like this, it's a good way
[00:09:07.240]to have a really broad search and get a sense of what's out there.
[00:09:18.620]The OER that you're finding into some of the specific
[00:09:20.780]criteria that you might have. But this would be the
[00:09:23.380]biggest place to search, besides just doing a Google search,
[00:09:25.860]of course, on any OER that are relevant to your topic.
[00:09:30.820]All right, so OpenStax, this is offered by Rice University. This
[00:09:36.580]is grant funded. And what OpenStax does is they publish really
[00:09:39.660]high quality, peer reviewed, openly licensed college textbooks.
[00:09:43.620]So this is just scoped for college. And most of the textbooks
[00:09:47.500]that are within this collection so far are primarily
[00:09:50.400]intended for foundational courses.
[00:09:52.360]So these are the types of courses, especially at the
[00:09:54.620]100 and 200 level, that are offered in some form
[00:09:58.200]or another at almost every college, at least across the
[00:10:01.440]United States, sometimes beyond the United States too, of course.
[00:10:04.920]So you'll hear a little bit about OpenStax later on Cassie's talking
[00:10:07.960]about her own course. A couple of things that you might want to
[00:10:11.300]know if you're interested in using or perusing OpenStax.
[00:10:14.640]It's a bit heavier on the STEM generally, like within the
[00:10:19.320]STEM disciplines. I think it's getting a little bit better as
[00:10:22.300]they add more and more to their collection.
[00:10:24.680]STEM and social sciences, lots of business foundational
[00:10:27.400]courses, statistics, not a lot of humanities. There's a
[00:10:32.800]student success textbook. There's a world history, a
[00:10:36.880]US history, a philosophy, like 101 type of text.
[00:10:41.040]But a lot of the texts that you're going to find there are
[00:10:44.400]social sciences and STEM focused, at least so far. It's growing all the time.
[00:10:50.400]So the last one that we've included on this list is the
[00:10:53.440]Canvas Commons. So be curious how many of you are familiar with or
[00:10:57.040]have used the Canvas Commons. I know at least one person once
[00:10:59.420]ago in the audience could talk a little bit about the Canvas Commons.
[00:11:03.240]This is a repository of lessons, activities, even entire courses
[00:11:06.860]that are within Canvas. So anyone who has a Canvas
[00:11:10.120]login has access to this, whether or not you know
[00:11:12.520]it. I see at least one thumbs up. That's good.
[00:11:15.020]So this would be another place to check out where you can find
[00:11:17.640]open educational resources or other resources that
[00:11:21.780]you could integrate within your Canvas show.
[00:11:29.350]So I want to show a few screenshots of some of the places that I've talked
[00:11:33.270]about to this point. This is a Canvas Commons. This is a
[00:11:36.070]screenshot from the Canvas Commons.
[00:11:37.950]And you can see this is just from my Canvas page. On
[00:11:40.090]the left navigation, you see that icon with the C and the
[00:11:43.410]arrow. That's how you get into the Canvas Commons.
[00:11:45.490]If you haven't clicked on it before, you should go in there and check it
[00:11:48.090]out. This is just what the page opened this morning when
[00:11:51.190]I took the screenshot.
[00:11:52.250]So you can see when I go into the Canvas Commons from my
[00:11:55.170]UNL Canvas, I see 270,000-ish results. And you can see a few from the
[00:12:01.630]top are actually from people I know at UNL.
[00:12:16.510]So you can put in keywords for, you know, whatever it is you're looking
[00:12:19.630]for and see. And what's cool about the Canvas Commons
[00:12:22.230]is you can find, you'll see even within my screenshot
[00:12:24.750]here, a quiz, a module.
[00:12:27.590]You can find things that will specify how you can use them and you
[00:12:31.270]can download them and integrate them directly
[00:12:32.930]into your Canvas course if you want.
[00:12:41.520]Okay, so this is the OER Commons. Let me see really quick what I
[00:12:47.960]wanted to highlight about this. What I did here was a search on human anatomy.
[00:12:52.560]And you can notice over here on the left is just at the college and
[00:12:55.060]upper division level. And that's one really
[00:12:57.200]useful way to limit within the OER Commons.
[00:12:59.880]As I mentioned earlier, really briefly, as I was introducing this
[00:13:03.080]resource, because OER Commons includes K through 12, what I often do
[00:13:08.740]when I'm searching here right off the bat,
[00:13:10.220]is I will say specifically if I'm at the college level and at
[00:13:12.960]the upper or lower division.
[00:13:15.020]And you can see on the right, you can get a sense in the search results,
[00:13:17.520]the sorts of metadata that you can expect to find when you're
[00:13:20.740]looking through these resources.
[00:13:22.860]So you'll see for the human anatomy one at the top, for
[00:13:27.240]example, the subject and then the material type. So it's a textbook.
[00:13:31.500]Whereas the second one, you can see that's an activity or lab
[00:13:34.580]or assessment or something that's other than something other than a textbook.
[00:13:38.440]You'll see the publisher, the type of Creative
[00:13:41.360]Commons license, the date that it was added.
[00:13:44.000]And you can tell with the stars here, although none in my
[00:13:46.500]screenshot, if there's a rating, if users have
[00:13:49.560]rated that particular resource, then you'll have a
[00:13:51.720]rating with some reviews available.
[00:13:54.780]You can in OER Commons, when you get into the resource, you
[00:13:58.140]could do an advanced search. You see the link sort of up
[00:14:01.340]to the top right that says advanced search.
[00:14:04.460]You could click on that and you could specify all of
[00:14:07.380]these things, like all these metadata from the
[00:14:09.120]beginning that you want, you know, an assessment
[00:14:11.700]type or a textbook.
[00:14:13.120]You want it to be about human anatomy at the college
[00:14:15.180]and upper division level and tell it that from the beginning.
[00:14:18.060]Or if you just want to get a sense right of what's out there, those
[00:14:21.580]options on the left are really useful for limiting your results
[00:14:24.660]when you're in there.
[00:14:25.340]So you can specify the subject area, specify the education level, the
[00:14:30.080]format type, the media format, the publication date and things like that.
[00:14:34.040]So those can be really useful.
[00:14:40.640]Okay, so these are from the open textbook library.
[00:14:44.840]And what you can see at the one here on the left, these are two of
[00:14:48.300]the most recently published textbooks that are showing
[00:14:51.880]up within University of Minnesota's open textbook library.
[00:14:54.720]So they were both published in 2023.
[00:14:58.120]This is what the results page looks like.
[00:14:59.900]When you click read more, you click on the resource,
[00:15:02.000]you can see a full table of contents
[00:15:04.060]and additional information.
[00:15:05.640]As a contrast here, I just wanted to show you like
[00:15:07.660]a couple more down on the list of that results page.
[00:15:10.460]You can see a few that were published before
[00:15:12.780]2023 that have reviews.
[00:15:15.100]And this is one of the things that I think is really
[00:15:17.040]nice about the open textbook library is they are
[00:15:19.780]regularly through their program.
[00:15:21.380]They're working with instructors within these
[00:15:24.260]different disciplines who will review the textbooks.
[00:15:27.580]So when you click on those stars, much like
[00:15:29.520]an Amazon review, you can see where those instructors are,
[00:15:33.160]the context in which they use the textbook, and then
[00:15:35.500]you can read what they have to say about it.
[00:15:37.640]So I like the ones that have the reviews.
[00:15:42.400]Okay, and then I think this is the last one I have.
[00:15:44.340]So this is this is open stacks, as you can see, and
[00:15:47.040]these are their physics textbooks.
[00:15:49.760]And you'll notice, like, if you just do a search on physics or you browse by
[00:15:52.700]subjects, these are the different physics textbooks that
[00:15:55.880]they have for various college level physics courses.
[00:15:58.440]And one thing that I wanted to highlight here, you can see
[00:16:00.780]down on the drop drop down menu is one thing that I think
[00:16:05.180]puts open stacks above some of the other textbooks that you might
[00:16:09.140]find out that are open textbooks that are openly published is that open
[00:16:12.820]stacks does a great job of making some of the ancillary materials available
[00:16:16.860]directly here with the textbook.
[00:16:18.860]So you can see for for most of their textbooks and it
[00:16:22.060]varies the type, the types of ancillary materials that
[00:16:25.020]they may have available.
[00:16:26.560]They'll have a list of instructor and student resources, and that
[00:16:30.480]that just means that the authors of that particular textbook have
[00:16:33.320]kind of gone the extra mile, usually with grant funds which
[00:16:36.000]helps to create assessments like it could be a quiz question.
[00:16:41.040]Sometimes there are slides that you can use not unlike a
[00:16:44.380]traditionally published textbook would provide student resources
[00:16:48.480]might include a study guide slides that they could use as well.
[00:16:53.880]And assessments and things like that for the instructor.
[00:16:57.780]And you'll notice over on the left. I think
[00:16:59.980]the best way to search within open stacks is
[00:17:02.160]just to browse the different subjects and they have
[00:17:03.980]large subject categories related to social sciences sciences humanities.
[00:17:09.359]And then you can kind of skim down narrow down a little bit closer
[00:17:12.160]within those disciplines and self disciplines to
[00:17:15.099]get a sense of what they have available.
[00:17:22.339]Okay, so I'm going to stop sharing for a moment and turn
[00:17:25.520]it over to Cassie. I've so far just talked a little bit about
[00:17:30.220]kind of the more traditional ways to find OER through large
[00:17:35.180]repositories and search engines.
[00:17:37.360]I sort of briefly alluded to the fact that another
[00:17:39.560]way that you can find OER relatively easily is just to
[00:17:42.640]do a Google search on OER with your course name
[00:17:44.840]or your topic or keywords that are relevant to the course.
[00:17:47.520]Cassie is going to share a little bit about another way that
[00:17:50.280]you might consider finding OER.
[00:17:55.370]So I forgot to mention in my introduction that I also teach an eight
[00:17:59.410]week introduction to sociology course each semester
[00:18:01.950]at UNO that I made open educational resource.
[00:18:05.690]So it's free for all my students to complete.
[00:18:08.530]I am going to show you how you can use AI to
[00:18:13.950]potentially find open educational resources.
[00:18:16.630]This is something I really wish was around when I started and
[00:18:21.290]changed my course that we are because I think it would have given me
[00:18:24.110]a quicker start to finding resources and so forth.
[00:18:27.330]So I'm going to share my screen.
[00:18:29.950]I do recommend when you're using AI to use Gemini. Gemini is what used
[00:18:36.370]to be barred, but now it is called Gemini and
[00:18:38.970]it responds pretty quickly.
[00:18:41.210]And why I recommend it is because it gives you links to different resources.
[00:18:45.610]So let me show you an example that I've done previously.
[00:18:50.170]I asked it. I said I'm working with a faculty member who
[00:18:53.850]is trying to make their introduction to psychology course
[00:18:56.790]open educational resource.
[00:18:58.490]Please give me a list of OER resources they could potentially use.
[00:19:02.030]And then it gave me a list of open access textbooks.
[00:19:05.550]So you'll see open sex is number one on the list.
[00:19:09.990]Discover Psychology 2.0, which is the NOBA project.
[00:19:13.430]And I mentioned I just finished with a social psych blueprint course
[00:19:17.550]that used OER and they actually use the NOBA project in their course.
[00:19:22.690]You see some LibGubs from Iowa State.
[00:19:26.730]I think this is Minnesota. Let's see just to double check.
[00:19:32.440]We'll let it load real fast.
[00:19:34.780]You'll see more OER resources, like additional resources that you can look at.
[00:19:39.400]So here it's a comprehensive, ready to adopt course structure
[00:19:42.480]built around open stacks.
[00:19:44.360]So it gives you more additional resources that you can use as well.
[00:19:48.340]So you can easily select the link and it will open for you.
[00:19:52.840]So one of them was an error, so it must not be there anymore.
[00:19:55.840]But it gives you a good start.
[00:19:57.800]If I decided that I wanted to look at this open sex book, I could select
[00:20:02.820]the link and easily browse, check it out, look at the table
[00:20:06.780]of contents and so forth.
[00:20:08.400]And I want to show you how fast it is.
[00:20:13.060]If I select new chat, one thing I really like about
[00:20:16.480]Gemini, also, if you're someone who likes to
[00:20:18.800]talk rather than type, you can actually do a voice to text.
[00:20:24.120]So I am wanting to make my Introduction to Sociology
[00:20:29.080]course open educational resource.
[00:20:31.940]Please give me a list of OER resources that I could use in my course.
[00:20:37.600]And then I'll go ahead and hit send and it gives me a list pretty quickly.
[00:20:47.820]You'll see this one didn't give me any direct links, which is interesting.
[00:20:53.040]But something I really like about Gemini is that it gives you drafts.
[00:20:57.340]So you can also look to see if it gives you
[00:20:59.760]open educational resources elsewhere.
[00:21:04.380]This kind of shows, too, how you get different responses a
[00:21:07.160]bit easier, but you'll still see that you have open text there.
[00:21:10.440]OER Commons, which was mentioned, cultural influence on human social life.
[00:21:15.580]So I could look at all these and see what is beneficial to
[00:21:19.780]me as a starting point.
[00:21:22.520]Instead of going to each individual place, you could
[00:21:25.240]use this to kind of speed up the process.
[00:21:27.540]Does anyone have any topic that they want me to check
[00:21:31.940]for you to see how quick something comes up in your area?
[00:21:50.650]How about school counseling?
[00:21:52.810]School counseling. Okay. Any specific topic?
[00:21:56.670]Internship.
[00:21:58.510]Okay.
[00:22:01.870]My counseling. Let's see.
[00:22:07.310]Higher Ed.
[00:22:08.670]Let's see. How can we word this?
[00:22:11.130]So it's a counseling internship class and they
[00:22:13.190]have readings or what specifically are you looking for?
[00:22:17.390]Yeah, I like to replace a textbook there.
[00:22:20.150]They're at a site in a school during their practical hours,
[00:22:25.250]but we still provide them with resources and
[00:22:28.470]assignments to help them apply the experiential activities
[00:22:34.950]they're having with them.
[00:22:36.090]So I'm going to go ahead and do that.
[00:22:36.630]I'm going to go ahead and do the real world
[00:22:37.130]research and best practices, which I should have recorded that.
[00:22:43.010]That sounded really good.
[00:22:45.970]I can never recreate something as well as just off the fly.
[00:22:50.610]Hey, let's do something broad.
[00:22:55.760]So I'm wanting to make my counseling internship class
[00:22:58.160]open educational resource.
[00:22:59.740]Please give me a list of resources that I could use.
[00:23:03.480]You'll see it gives these are more broad, so they would
[00:23:07.160]take a bit more diving into it to see what's out there.
[00:23:13.240]You have open eel courses library of courses for
[00:23:17.180]lectures and materials related to counseling, psychology and mental health.
[00:23:21.560]American Counseling Association, National Board
[00:23:24.120]for Certified Counselors, Psychology Today.
[00:23:26.580]So it doesn't look like there are many textbooks out there, but
[00:23:31.520]this might be a good example of how you can bring in other free
[00:23:37.080]resources as well to make it free for students.
[00:23:40.680]And hopefully, like the NOVA project would have a good textbook for you
[00:23:44.920]to use, but a good starting point to kind of look at what's there.
[00:23:50.200]You bet.
[00:23:51.140]Super, thank you.
[00:23:52.560]Absolutely.
[00:23:55.930]Okay, so now that I've shown you that I'm going to pass it back
[00:23:59.150]to Catherine so she can kind of go over how you
[00:24:02.190]can evaluate OER resources.
[00:24:06.410]Yeah, thanks, Cassie.
[00:24:07.350]That was fascinating to see too.
[00:24:08.910]I haven't used I've just started beginning experimenting with
[00:24:11.870]AI myself in recent months, like perhaps many of you and
[00:24:14.950]I haven't used it in this way.
[00:24:16.230]So it's been really interesting to see the kind of results you
[00:24:19.030]get and the ways that you can work prompts to improve those results.
[00:24:22.070]I noticed like it was interesting that Psychology Today
[00:24:24.950]came up, but I like how I noticed how there was a note
[00:24:28.370]from Gemini, right, like indicating like some of these
[00:24:31.550]articles may have a paywall.
[00:24:33.730]So note the licensing, but many of them are free.
[00:24:36.350]And then, of course, you know, you can check your libraries to see what sorts of
[00:24:39.830]Psychology Today subscription you might have available that
[00:24:42.990]you could still integrate those within your course too.
[00:24:46.650]I think I want to pause for a minute actually before I pull
[00:24:49.990]up the slides again and start talking a little bit about evaluating OER.
[00:24:53.750]We've thrown a lot at you in terms of different places
[00:24:57.290]where you might go to find them, a large definition and
[00:25:00.570]all the information I added related to that.
[00:25:03.590]I just want to pause and see whether you all have any questions at this point
[00:25:08.090]about anything we've covered so far or anything
[00:25:10.190]that you want to add for your own experience.
[00:25:12.170]I see in the chat that a lot of you have experience working
[00:25:15.610]with OER already either in a supportive role or
[00:25:18.710]within your own courses.
[00:25:19.950]So is there anything that you want to add or ask about before we switch gears?
[00:25:36.620]I'm going to head back into my slides. Give me one second. All right.
[00:25:55.860]Sorry, that was a weird transition there when I was sharing, but that works.
[00:26:01.700]Okay, so we've talked about defining OER. We've talked about a
[00:26:05.660]myriad different ways where different strategies
[00:26:08.620]you might use to find OER.
[00:26:10.980]Next, we want to talk a little bit of how you might evaluate what
[00:26:14.260]you're finding so that you can choose things that are
[00:26:16.980]both relevant to your course and useful for your particular
[00:26:20.280]context and accessible as well.
[00:26:23.520]There are a bunch of checklists. We're going to show you two
[00:26:26.680]checklists today, one that's specific to OER and one that is not.
[00:26:30.720]But first, a caveat. There are a lot of checklists and lists
[00:26:34.140]of criteria related to this out there. These are by no means
[00:26:37.740]the only or necessarily even the best ones.
[00:26:40.340]These are ones that I picked that I've linked on the Guide at
[00:26:43.720]UNL, and I'll put a link to the chat in that as well.
[00:26:48.200]But I think they're a good place to start. If you're interested
[00:26:51.420]in this and you want to look for others, I would also encourage
[00:26:53.480]you to just do some Googling and you'll find other checklists out
[00:26:56.800]there that might resonate a bit more with what you're trying to do.
[00:27:00.440]This particular one right here that you see, the Faculty Guide for
[00:27:03.760]Evaluating OER, was created by a group of librarians in British Columbia.
[00:27:09.020]We're doing a lot of cool things in British Columbia focused
[00:27:11.460]on OER. And what you'll see is it's
[00:27:13.840]just presenting like six primary criteria that are
[00:27:18.100]recommended for evaluating OER.
[00:27:20.700]And that includes relevance, whether or not it's relevant, of course, to
[00:27:24.020]your course and your teaching and learning goals, how
[00:27:26.460]accurate is the information.
[00:27:29.420]Especially earlier on in the advent of OER and open
[00:27:33.300]education, there were a lot of concerns about accuracy and quality.
[00:27:36.920]Those concerns still exist as they do with other course materials. It's not
[00:27:40.620]quite as prevalent. But of course, any time you're reviewing an OER for your
[00:27:44.660]own course or any course material, you want to make sure that the
[00:27:48.860]content is current and accurate and there aren't major things missing or an error.
[00:27:53.700]The production quality, it's another big one. You'll see, of course, a
[00:27:57.700]wide range of production quality levels in OER, as with any course materials.
[00:28:05.100]Accessibility, and my screen is right in front
[00:28:09.640]of that one. I can't see it. Sorry.
[00:28:14.500]Accessibility, Cassie, can you see it? What's the fifth one?
[00:28:21.140]Oh, in like below? Yeah.
[00:28:25.460]In the accessibility one or the... Sorry.
[00:28:28.120]What comes after accessibility? I'm sorry.
[00:28:31.040]Interactivity.
[00:28:32.580]Thank you. Thank you. Interactivity.
[00:28:35.820]Sorry. My toolbar is right in front of it and I can't see
[00:28:39.300]it. So interactivity. Again, depending on your pedagogical goals,
[00:28:43.100]that might be something that's important to you that some
[00:28:44.920]OER do better than others.
[00:28:47.040]And then the one that is especially relevant to OER is licensing.
[00:28:51.240]And so one thing that occurs to me as I'm looking at most of
[00:28:53.360]these OER evaluation criteria, right, is that
[00:28:57.500]most of them are not specific to OER.
[00:29:00.540]They would be things that you would be hopefully considering for any
[00:29:04.880]kind of course materials that you're thinking about integrating
[00:29:08.580]within your course.
[00:29:09.900]The primary difference is cost is not a factor on OER evaluation
[00:29:14.400]criteria because they're all going to be free, whereas that might be a
[00:29:17.760]consideration for other materials and then this licensing criteria.
[00:29:22.980]So depending on what you're hoping to do with it, like how
[00:29:25.180]open is that license? Are you hoping to adapt
[00:29:27.220]it and republish yourself? Those are things that you
[00:29:29.560]might be paying attention to.
[00:29:31.680]The other checklist that you see up here, this was created by
[00:29:34.700]a group of instructional designers and IT colleagues at
[00:29:40.740]the University of Nebraska.
[00:29:42.400]I'll put a link to the page where this is before we wrap up as
[00:29:44.820]well. And these are accessibility criteria that again are by
[00:29:49.380]no means unique to OER, but for any type of
[00:29:53.500]course materials or course content,
[00:29:56.060]especially those in the digital realm of which most OER are going to
[00:29:59.640]be in the digital realm. So these are, you
[00:30:02.520]know, considering your links.
[00:30:05.440]If you have images and videos, alt text and
[00:30:08.220]captioning, the structure of the OER itself or things
[00:30:11.780]within the OER such as tables, you know, to
[00:30:15.140]be to be considerate of headings and things like that.
[00:30:18.600]So paying attention to accessibility and these
[00:30:21.100]types of criteria are something that you'll
[00:30:23.180]want to do as well. And with that, I'm going to turn it back
[00:30:28.750]to Cassie. She's going to share a little bit about her own course, share
[00:30:34.670]with us some considerations and things that
[00:30:36.730]she's learned and done within her sociology course.
[00:30:43.880]Okay, so I made my course OER a couple of years ago.
[00:30:49.520]I chose to use OpenSec because especially back then it was the most
[00:30:53.160]well respected. It had a lot of what I was looking for and
[00:30:59.920]my students seem to really like it, especially after I started using it.
[00:31:05.160]My students, I asked them, how do you like the textbook? And
[00:31:08.400]they seem to like the fact that they didn't have to pay for
[00:31:10.760]it and that they had easy access to it.
[00:31:15.500]But it's really important if you are using OER that you are
[00:31:19.700]mindful of how you're setting up your course and
[00:31:22.620]sharing those resources because it's a lot more difficult for
[00:31:25.460]students when they don't have a physical textbook to find what they should
[00:31:31.420]be reading and those type of things.
[00:31:33.580]I was speaking to an instructor who's using that social psych blueprint
[00:31:37.900]course I was talking about and this is the first semester she's used
[00:31:41.860]it and she said, my students were really confused as to why
[00:31:45.680]they didn't have to buy a textbook or that there wasn't a textbook.
[00:31:48.880]So I want to go over a couple considerations or things that
[00:31:52.520]you can do to make it an easy transition
[00:31:55.000]for your students and to make it usable and
[00:31:58.720]accessible move for your students.
[00:32:02.440]The one thing you want to do is make sure that it's clear
[00:32:05.620]and consistent. So a couple ways that you can do that is by giving
[00:32:09.400]them the information up front. So at UNO we encourage all faculty to have
[00:32:13.980]a begin here module. Some of you may use it in your courses already.
[00:32:18.740]I recommend putting the information about your OER materials in two
[00:32:22.820]places, your course textbook and how to navigate through the course.
[00:32:27.380]I also recommend here and I'll go over having a
[00:32:31.980]video that shows your students how to navigate the textbook. Sometimes
[00:32:36.980]online OER texts and understanding how to navigate it with the
[00:32:41.640]table of contents and so forth can be difficult for students.
[00:32:45.240]So if especially if you're having them complete activities
[00:32:47.880]or do something else with your OER resources, it's important
[00:32:50.980]to show them how to do that.
[00:32:53.500]You'll see here under course textbook, I tell them you do
[00:32:56.260]not have to buy a textbook for this course. This course is
[00:32:59.500]open educational resource, meaning all course readings will be provided and
[00:33:03.480]directly link in the read and watch pages of their respective modules.
[00:33:07.540]So that way they know, okay, each module, I will
[00:33:09.980]have a direct link to what I should be reading.
[00:33:12.520]I also let them know that we'll mainly be using open
[00:33:15.540]stacks introduction to sociology OER textbook, but that there will be
[00:33:19.580]additional readings available to you in the modules occasionally and all
[00:33:23.780]of them will be located in the read and watch pages.
[00:33:26.280]So this way they know exactly where to look and we'll have easy
[00:33:29.260]access to it. And I'll show you an example of that here below
[00:33:33.340]is where I would recommend having a video showing how to navigate or
[00:33:36.920]get to the different areas that you want them to have access to.
[00:33:42.440]On the next page, I also recommend how to
[00:33:45.980]navigate through this course.
[00:33:48.620]Under how this course is set up, I recommend laying out the
[00:33:53.160]different components of your modules and having consistent
[00:33:56.220]pages in each module as to where the readings will be located.
[00:34:00.800]So all of mine are located under my read and
[00:34:04.120]watch section. So you'll say read and watch content will
[00:34:07.000]contain weekly readings, videos over the content, additional resources and
[00:34:11.320]occasionally a Quizlet activity to help you understand the content.
[00:34:14.620]So they're seeing it again and that the readings will be in
[00:34:17.659]that read and watch content. And then I show them an example
[00:34:21.400]of what the module looks like so they can see, okay, there's
[00:34:24.080]two read and watch pages here. That's where I can find my readings.
[00:34:29.480]Let me show you what one of them looks like. So in this
[00:34:33.880]thinking sociologically read and watch page,
[00:34:37.900]you'll see that I actually don't have any open stacks on this page.
[00:34:41.260]So I'll show you one that has the open stacks with the open
[00:34:45.860]sex text when I started using it.
[00:34:47.980]I didn't feel like it had enough of the thinking sociologically concepts. I wanted
[00:34:53.260]to go more in depth and I wanted my students
[00:34:55.420]to have more resources. So I chose some other free
[00:34:58.960]resources that are out there.
[00:35:01.040]The Everyday Sociology blog is a resource that a lot of sociologists use in
[00:35:05.120]their course. So I link directly to that website so they have access to that.
[00:35:09.500]But you'll see on all these pages, it explains where
[00:35:13.420]it's coming from and what it is. You have the excerpt
[00:35:16.720]of From the Promise of Sociology, which is a really
[00:35:19.860]common reading that we would have students do links directly there.
[00:35:25.100]They can read it. And then they can go back to the course.
[00:35:29.420]I also divided up required reading and optional. So
[00:35:32.780]later in the course when I have open stacks, those
[00:35:35.740]will be under required reading.
[00:35:37.160]And then the optional reading are often other
[00:35:39.340]resources that they can use if they need more.
[00:35:43.280]Same thing with videos. If you're using outside videos like YouTube, I know Crash
[00:35:47.960]Course Sociology or Crash Course Psychology are
[00:35:50.840]often used as just two examples from YouTube.
[00:35:53.880]Making sure you're giving them multiple ways
[00:35:57.260]of getting the information. So you could have your OER textbook, but also some
[00:36:02.100]videos, whether they're from you or outside. If
[00:36:05.180]those videos don't have captions, we all have access to usual, which is great to
[00:36:10.000]ensure that they're accessible for students as
[00:36:12.280]well and can be viewed in different ways.
[00:36:15.200]And let me show you real fast how the consistency comes in.
[00:36:19.680]So you saw in this read and watch page, each read and
[00:36:22.840]watch page that I have is laid out the same way. So
[00:36:26.500]here you see required reading, open stacks 3.1 and open stacks 3.2.
[00:36:31.460]So instead of having after like open stacks chapter
[00:36:34.760]3 linking and saying read 3.1 and 3.2, I link directly to each
[00:36:41.040]section to make it easier for my students to know
[00:36:43.920]what they should be reading.
[00:36:44.960]I find that especially in my introductory course that
[00:36:49.100]guides students more rather than just listing out, it
[00:36:53.340]makes it more difficult for them to know when to start and when
[00:36:57.420]to stop instead of just reading the page as each link takes
[00:37:01.500]them. So they just select the link.
[00:37:04.260]They can read through 3.1 and then if they want,
[00:37:08.100]right, they saw they also have to read 3.2. They
[00:37:11.360]can just select 3.2 and read it, or they can
[00:37:15.340]go back to the page and select 3.2 at another time.
[00:37:19.480]And all of them look the same. So as you saw
[00:37:24.500]me mention Quizlet there, I have Quizlet flashcards for them. Same
[00:37:28.380]thing, required reading, open stacks, and then videos. This really helps
[00:37:32.920]keep students on track and they know what to expect from you.
[00:37:37.800]And this is especially vital if you're teaching online, but even if you're
[00:37:42.900]teaching in person and using OER, having modules that have
[00:37:47.140]the required reading link directly will help guide your students
[00:37:51.500]a lot and to make sure that they're reading what
[00:37:54.440]they're supposed to or know exactly what they should be reading.
[00:37:57.540]Does anyone have any questions about how I implemented
[00:38:01.880]OER or anything regarding links or anything like that, interested
[00:38:24.500]in the urinal game? Yeah, this is an activity
[00:38:27.100]that I used to do in class all the time.
[00:38:31.420]What it is is you create three urinals, basically, and I used to do it
[00:38:36.860]on the board, and then you pick three male volunteers and they
[00:38:40.500]have to choose which urinal they go to and why. So
[00:38:43.660]one person goes in and then, okay, one person's in the bathroom,
[00:38:47.460]the next one comes in, where do you go, and so forth.
[00:38:52.380]I can't do that in online class as well, so I just replicate it and kind
[00:38:55.980]of walk them through what it's like, but it is super comical.
[00:39:00.460]Students always find it really funny, and the purpose is to show how
[00:39:03.660]we just go to the bathroom, we have these social norms, so it
[00:39:06.820]really, we're taught them through growing up and
[00:39:08.860]negative and positive sanctions, so.
[00:39:11.780]Do they pick common, yeah, they do. Almost all of them go to
[00:39:15.360]the last one furthest from the door, and then they leave a space,
[00:39:19.080]they skip the middle one and go to the one closest to the
[00:39:21.620]door, and then sometimes it's funny in person, the third one would walk in
[00:39:26.300]and then walk out because they didn't want to use the middle one,
[00:39:29.240]or if there was a toilet, they'd say, no, I'd go to the toilet,
[00:39:31.960]I would not use the middle one, and we talk about like, you
[00:39:34.940]can't make eye contact with people, you can't talk to people, it's super comical.
[00:39:46.690]That's amazing, I love it.
[00:39:48.810]Cassie, I really appreciate you sharing about
[00:39:50.570]your own course and your approach for this,
[00:39:52.210]I think it's really helpful to see it like in real life, it's one thing to
[00:39:55.390]just talk about these things and that they're out there and
[00:39:57.850]you might integrate them into your course somehow,
[00:39:59.570]but it's really helpful to see them in action within your course.
[00:40:02.090]And one thing I really appreciate about what you've done within your own campus
[00:40:06.030]courses includes such a variety of materials,
[00:40:08.230]right? There's a lot of text-based resources with
[00:40:11.530]the open stacks and things like that, but there are also videos and games,
[00:40:15.010]and it just seems like a really nice variety, so I'm
[00:40:17.210]sure students appreciate that.
[00:40:19.290]And that relates to one question that I had for
[00:40:22.510]you, I was just curious what kinds of feedback, if
[00:40:25.790]any, you get from your students about the course materials
[00:40:28.650]and the approach that you've sort of taken to your design.
[00:40:32.110]Yeah, my students respond really positively,
[00:40:34.810]they like the textbook, they like all the resources that I give them up
[00:40:39.250]front in my own class, I tell them, use what works for you,
[00:40:42.930]so I do not require them to read and watch the videos, I tell
[00:40:46.610]them, if reading works for you, read.
[00:40:48.550]If videos work for you, watch the video, so I try to do both and over
[00:40:53.570]the same concepts, so whatever is in the book I tend to do, and of course the
[00:40:58.070]urinal game's not right, not in the book, right? I just add that in to help
[00:41:01.770]explain the concepts a little more, but I find that my students
[00:41:05.990]have really appreciated that variety.
[00:41:09.170]Like I said, they like not having to pay for it, I think that they like
[00:41:13.790]the clear structure as well, they know what's
[00:41:16.110]expected of them, what to do, and where things
[00:41:18.990]are going to be each semester, and so I haven't got complaints about like, I was
[00:41:24.350]confused as to what I should be reading, or I was confused
[00:41:27.130]about this, this, or this,
[00:41:28.610]where in other areas, if you only have it linked in like the textbook
[00:41:32.850]page, it would be very easy for them to forget,
[00:41:35.830]or to get confused about which chapter or so forth
[00:41:39.690]if they're in different locations.
[00:41:44.440]Cool, thanks. And as a follow up, if you've taught with a traditional
[00:41:48.580]textbook before, I'm just curious whether you've
[00:41:51.740]noticed any difference in like the level of engagement or the way that students
[00:41:56.420]are interacting or participating in discussions or
[00:41:58.720]anything else that you're doing within your
[00:42:00.980]course, now that you've taken this approach.
[00:42:03.780]Um, so I also teach a class at Iowa Western
[00:42:08.260]and I will tell you we have to use a textbook
[00:42:10.880]that they buy. And the, the reason I link individually to
[00:42:16.820]like the different sections, a lot of the time of like
[00:42:19.220]1.1, 1.2 or so forth, is I find in my other course where I can't
[00:42:24.180]do that because it isn't as freely available for students, they
[00:42:27.900]get confused all the time, how to access the textbook, how
[00:42:30.740]to navigate it and so forth.
[00:42:32.360]And so, um, they, when they don't understand
[00:42:36.620]it, it's hard for them to engage. So when it's clear they can find the content and
[00:42:41.520]they can easily navigate it, it's easy for them.
[00:42:44.760]And so I also think that's a best bet when finding OER resources, is it
[00:42:49.660]easy to navigate? If you're finding it difficult to navigate,
[00:42:52.680]even if it's good content, your students will probably find
[00:42:55.760]it difficult to navigate as well.
[00:42:57.880]So that might be a good consideration of is
[00:43:00.920]this easy for them to use or will it require
[00:43:03.240]for them to learn a lot and spend more time focusing on learning it,
[00:43:07.720]rather than learning the content.
[00:43:12.760]Thank you. Are there other questions for Cassie or
[00:43:17.640]for either of us about anything that we've thrown
[00:43:20.260]at you today? Other tips that any of you would like to share
[00:43:28.400]based on your own experiences?
[00:43:40.680]Well, if somebody else has a question, please
[00:43:43.040]jump in. I'm going to ask you one more, Cassie. I'm going to ask you to
[00:43:46.820]put your instructional designer cap on for a moment.
[00:43:49.720]I know you teach as well, but can you talk a
[00:43:53.200]little bit about how instructors might work with instructional
[00:43:57.140]designers when it's in areas related to designing
[00:44:00.660]their course around course materials or anything about sort of what we
[00:44:04.340]focused on or talked about today?
[00:44:05.920]What would you suggest for folks?
[00:44:08.260]So I know it's different on different campuses, like
[00:44:11.680]on Lincoln's campus. I think you all have specific
[00:44:16.020]instructional designers for specific areas, right?
[00:44:20.340]And at UNO, we have four instructional designers for
[00:44:23.860]the entire campus. So a lot of what we do is I can help people do simple searches
[00:44:29.700]or like use AI to find resources and so forth.
[00:44:32.980]But I always defer to the faculty member as the
[00:44:36.280]content expert because they're going to be able to know for
[00:44:38.520]sure on if content is great or not.
[00:44:42.840]IO, if you're interested and you want help, I recommend reaching out to
[00:44:46.560]your instructional designers. I'm sure they're willing
[00:44:48.500]to help or at UNO's campus. We have Craig couldn't be here today,
[00:44:52.560]unfortunately, but he's our OER librarian and
[00:44:54.760]he does a lot in helping people when it comes to finding OER resources.
[00:45:00.360]So if your instructional designer isn't sure how to find it or what
[00:45:04.320]to do, they will definitely know who to reach out to for help.
[00:45:08.760]So it isn't something you definitely have to
[00:45:11.660]do alone. Reach out to your resources and make that change. Students
[00:45:17.400]really love it. And I know it's saving them a ton of money.
[00:45:23.330]Thank you.
[00:45:23.930]Well, you've been it's been very helpful and I've enjoyed it
[00:45:27.490]because I'm looking at changing some of my classes. Has any
[00:45:32.410]feedback come from the accreditation bodies or anything? Sometimes they look
[00:45:37.770]for that textbook and they freak out if they don't find it.
[00:45:42.350]I like OER because it's always more up to date and rather than,
[00:45:48.150]you know, either a company updates their textbook every
[00:45:52.010]year and you have to pay more money and
[00:45:54.150]they never really change it.
[00:45:55.890]Or else the faculty member has a 10 year old 10 textbook, which is
[00:46:00.790]just out of place. But I was wondering if there is any concern that
[00:46:07.270]if we list a lot of articles, is that looked at differently
[00:46:13.110]than having one OER textbook?
[00:46:19.600]Matthew, that's a really interesting question. I guess
[00:46:22.940]so in my six or seven or so years working in the space, it hasn't come up to
[00:46:29.080]me yet. I'm sure it has come up somewhere.
[00:46:32.080]But it's an interesting question. I don't know that if
[00:46:35.220]it's just depends upon the discipline and the accreditation board and
[00:46:38.600]how much there are like those like seminal, traditional textbooks
[00:46:42.560]or resources that they're going to expect to see on syllabi.
[00:46:45.760]And if they're looking at that closely, I will say,
[00:46:49.780]like, I think I think it's very possible to get
[00:46:52.680]around that, you know, with the caveat of saying that
[00:46:55.740]I haven't specifically dealt with that particular issue coming up.
[00:46:59.060]And I would also say that, you know, if it's a concern that
[00:47:01.900]you have or it's something that you or your
[00:47:03.500]colleagues are running into with accreditation boards, I think there
[00:47:05.940]are people on your campuses.
[00:47:07.140]Many of us here in this room within the libraries, within
[00:47:10.700]academic technologies, and, you know, teaching and learning
[00:47:14.360]centers who could work with you on developing like
[00:47:17.020]that kind of rationale for for arguing, but it's okay.
[00:47:22.080]For what? Does anybody else have experience with that in the room?
[00:47:30.020]Well, we just finished mine. So, I mean, we have six more years before they'll be
[00:47:34.640]mad at me or anything, but I thought I'd ask. They were here two weeks ago, so.
[00:47:40.400]When your experience, are they looking really closely
[00:47:44.140]at the required course materials for that process?
[00:47:48.160]No, I don't think they did, but as I've reviewed, like, transfer credits,
[00:47:53.860]I've seen some very bad syllabi, so I just
[00:47:56.940]don't want, ever want anyone to think of my syllabi
[00:48:00.400]as not meeting the need.
[00:48:05.660]I know, you know, when I mentioned the OER Commons earlier and how it
[00:48:09.180]has a large K through 12 presence, one of the
[00:48:11.420]ways that you can limit OER sources when you're searched
[00:48:15.740]within there is by standard.
[00:48:17.220]So K through 12, Marina is certainly thinking about this,
[00:48:20.040]right, where they're tying their materials to
[00:48:22.780]specific educational standards.
[00:48:25.920]You know, in higher ed, that's not happening
[00:48:28.020]for obvious reasons, perhaps, but I'm going to
[00:48:30.880]be thinking about that. I'm glad you brought
[00:48:32.220]it up. Are there questions, comments or tips?
[00:48:46.140]Not related to who we are, but I, instead of my lecture video, you
[00:48:50.980]actually can play the urinal game online. So I put those links in the chat.
[00:48:56.220]It's basically what the activity is based on where it's
[00:48:59.180]the object of the game is to test your knowledge of
[00:49:01.360]men's room etiquette. So you're presented with different scenarios and you
[00:49:05.360]have to choose the option you think people would do so.
[00:49:11.720]That's a pretty incredible follow up. Sorry, go ahead.
[00:49:15.400]Since the majority is female, I've been in on a
[00:49:18.760]number of the conservative gender bathroom use discussions
[00:49:23.840]with trans individuals.
[00:49:26.580]And I can't tell you the number of older farmers, male farmers that tell,
[00:49:34.060]say to me, they don't want anybody watching their granddaughter
[00:49:38.020]go to the bathroom.
[00:49:40.180]And my response to the first one was like, Oh, you've never been in a women's
[00:49:45.460]bathroom, which he sort of bellowed. No, of
[00:49:47.780]course, I've never been in a woman's bathroom.
[00:49:50.980]But I was saved by a lady that came over to us
[00:49:54.580]and said, let me tell you what a women's bathroom looks like.
[00:49:59.520]But yes, I will. It'll be interesting to play the game as
[00:50:03.400]a male and I'll see what my female students. So, thank you.
[00:50:12.430]Who knows where these things are going to go, right? Are there
[00:50:17.900]other questions or comments?
[00:50:23.890]Well, I'm just going to I promise that I would share a screen with our
[00:50:29.010]contact information. So I'm just going to do that really quickly before we sign off.
[00:50:34.230]So you'll see Craig Cassie and my email address
[00:50:36.490]here. So feel free to reach out at any point
[00:50:38.750]if you think of another question down the road
[00:50:40.410]or if there's something that we can help you with.
[00:50:42.650]Thanks for being here today, everybody. Have a good afternoon.

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How To Choose OER Resources

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