Open Education 2017

During the past two years, the B.C. Open Textbook Project has moved from an advocacy and building phase to that of operationalization. This evolution has required a re-examination of the support offered to faculty, staff, students and others using open textbooks.



This session will illustrate how B.C. Open Textbook Project incorporates a multi-tier system of self-serve resources, educational workshops and webinars, and helpdesk services to build and maintain an Open Support structure based on user's questions, feedback, and comments. Open Support, a dynamic and iterative system, is an example of how the tenets of "open" are applied to supporting, educating, and ultimately creating self-reliance for those adopting, adapting, and creating open textbooks and other open educational resources and practices.

MTH 151 is one of our high-enrollment courses. The students in this course are liberal arts students who need 3 math credits for their degree.Š—À Almost all of our online courses use a Š—“one size fits allŠ— approach. All of the students in the same course receive the same instruction. Many of the students tend to have an aversion to math and MTH 151 has become a road block for many liberal arts students. As we know, students have different background, different learning styles, and different interests. Research has shown interest-based instruction can help students conceptualize tasks and make connections between their prior knowledge and abstract concepts. To promote student success and academic achievement, we created interest-based instruction based on the open educational resources adopted in the Math course. In this session we will show you how we used the open educational resources in the course, how we identified four most popular interest areas among the students, and how we created personalized interactive learning modules for each interest areas. Attendees will walk away with the interactive lectures we created and can incorporate them into their own Math courses.

The presentation describes a pathway for faculty to adopt OER materials and redesign courses. Methods and tools for identifying and evaluating OER including a framework for adopting, modifying, and authoring materials to compliment instructional approaches and student audiences are shared. A summary of the institutional journey including policy development, governance structure, and financial support to foster OER growth and development are also provided.

Strategically, content and completion is a trap for both OER advocates and colleges institutionally. A primary focus on connections and community in strategies, however, can break the content trap and drive both college success and OER success. This session provides background concepts, analysis of typical higher ed strategic plans, current strategies for OER adoption, and introduces new ideas/suggestions for both OER adoption and institutional success.



David Wiley has written how OER is threatened strategically as publishers move to closed platform-based competition. At the same time increasing numbers of colleges face strategic threats themselves as evidenced by declining enrollments and pressures to raise completion/success rates. Despite widespread belief that MOOCs (the commercial variety) have failed, there is actually growing evidence that in many ways higher education is indeed being Š—“disruptedŠ— by other learning alternatives. While these two strategic battles, OER vs publishers and colleges' survival, may seem unrelated, they may have a common strategy that will help both OER and their institutions to Š—“winŠ—.



A new successful strategy for both requires moving beyond content, curriculum, and credential as our primary focus. I will argue that a Š—“Learn FirstŠ— strategy that builds on creating community and connections will be successful for both OER adoption and colleges. We need to focus on building OEC's, Open Educational Communities/Connections first. Quality content is still required, but it's a trap to make it primary.



This session pulls together my experiences:

Š—¢ As creator of the LCC Open Learning Lab

Š—¢ 7 years as leader of LCC's strategic planning process and faculty representative for accreditation

Š—¢ 25 years of experience as a business strategist/consultant prior to becoming professor

Š—¢ My understandings of the latest research such as Š—“The Content TrapŠ—



The session will involve significant discussion and sharing, not just presentati

The cost of textbooks continues to rise and traditional textbooks are locked into proprietary systems. As an alternative, CALI(R) began producing no-cost eBooks for law students under the eLangdell Press imprint. Our titles are written by teaching law faculty, peer reviewed, and made available freely in multiple formats with a Creative Commons license.



The development of open educational resources with minimal staff is an exciting project. It allows interested faculty to create affordable and innovative course materials. This session will address CALI's model for creating legal casebooks. Topics discussed will include an overview of the 180 point checklist used for this project, author selection, selection of the Creative Commons' license, peer review, creating print and eBooks versions, including the use the Pressbooks platform for remixing materials, and the common tools that CALI uses. This is a model for creating OER textbooks that other organizations can replicate.



This presentation is a followup to 2013 and 2014 OpenEd sessions on eLangdell Press, http://cca.li/14A and http://cca.li/14C .

Many faculty have highly relevant experience in this dynamic field. OER offers the unique ability to provide up-to-date information to students and improve on the out-of-date information often provided by the textbook publishers.



I will discuss and demonstrate how faculty can build upon available OER materials and provide additional insight (E.g., Enlightenment philosophy's influence on the Declaration of Independence and the Constitution, and Technological and Regional Security Challenges) in their teaching materials. Since many publishers are now providing engagement, testing and presentation materials, I will also discuss the need for faculty committed to OER to develop (or identify) engagement, testing, and presentation materials to encourage widespread adoption of OER materials.

During the past two years, the B.C. Open Textbook Project has moved from an advocacy and building phase to that of operationalization. This evolution has required a re-examination of the support offered to faculty, staff, students and others using open textbooks.



This session will illustrate how B.C. Open Textbook Project incorporates a multi-tier system of self-serve resources, educational workshops and webinars, and helpdesk services to build and maintain an Open Support structure based on user's questions, feedback, and comments. Open Support, a dynamic and iterative system, is an example of how the tenets of "open" are applied to supporting, educating, and ultimately creating self-reliance for those adopting, adapting, and creating open textbooks and other open educational resources and practices.

MTH 151 is one of our high-enrollment courses. The students in this course are liberal arts students who need 3 math credits for their degree.Š—À Almost all of our online courses use a Š—“one size fits allŠ— approach. All of the students in the same course receive the same instruction. Many of the students tend to have an aversion to math and MTH 151 has become a road block for many liberal arts students. As we know, students have different background, different learning styles, and different interests. Research has shown interest-based instruction can help students conceptualize tasks and make connections between their prior knowledge and abstract concepts. To promote student success and academic achievement, we created interest-based instruction based on the open educational resources adopted in the Math course. In this session we will show you how we used the open educational resources in the course, how we identified four most popular interest areas among the students, and how we created personalized interactive learning modules for each interest areas. Attendees will walk away with the interactive lectures we created and can incorporate them into their own Math courses.

The presentation describes a pathway for faculty to adopt OER materials and redesign courses. Methods and tools for identifying and evaluating OER including a framework for adopting, modifying, and authoring materials to compliment instructional approaches and student audiences are shared. A summary of the institutional journey including policy development, governance structure, and financial support to foster OER growth and development are also provided.

Strategically, content and completion is a trap for both OER advocates and colleges institutionally. A primary focus on connections and community in strategies, however, can break the content trap and drive both college success and OER success. This session provides background concepts, analysis of typical higher ed strategic plans, current strategies for OER adoption, and introduces new ideas/suggestions for both OER adoption and institutional success.



David Wiley has written how OER is threatened strategically as publishers move to closed platform-based competition. At the same time increasing numbers of colleges face strategic threats themselves as evidenced by declining enrollments and pressures to raise completion/success rates. Despite widespread belief that MOOCs (the commercial variety) have failed, there is actually growing evidence that in many ways higher education is indeed being Š—“disruptedŠ— by other learning alternatives. While these two strategic battles, OER vs publishers and colleges' survival, may seem unrelated, they may have a common strategy that will help both OER and their institutions to Š—“winŠ—.



A new successful strategy for both requires moving beyond content, curriculum, and credential as our primary focus. I will argue that a Š—“Learn FirstŠ— strategy that builds on creating community and connections will be successful for both OER adoption and colleges. We need to focus on building OEC's, Open Educational Communities/Connections first. Quality content is still required, but it's a trap to make it primary.



This session pulls together my experiences:

Š—¢ As creator of the LCC Open Learning Lab

Š—¢ 7 years as leader of LCC's strategic planning process and faculty representative for accreditation

Š—¢ 25 years of experience as a business strategist/consultant prior to becoming professor

Š—¢ My understandings of the latest research such as Š—“The Content TrapŠ—



The session will involve significant discussion and sharing, not just presentati

The cost of textbooks continues to rise and traditional textbooks are locked into proprietary systems. As an alternative, CALI(R) began producing no-cost eBooks for law students under the eLangdell Press imprint. Our titles are written by teaching law faculty, peer reviewed, and made available freely in multiple formats with a Creative Commons license.



The development of open educational resources with minimal staff is an exciting project. It allows interested faculty to create affordable and innovative course materials. This session will address CALI's model for creating legal casebooks. Topics discussed will include an overview of the 180 point checklist used for this project, author selection, selection of the Creative Commons' license, peer review, creating print and eBooks versions, including the use the Pressbooks platform for remixing materials, and the common tools that CALI uses. This is a model for creating OER textbooks that other organizations can replicate.



This presentation is a followup to 2013 and 2014 OpenEd sessions on eLangdell Press, http://cca.li/14A and http://cca.li/14C .

Many faculty have highly relevant experience in this dynamic field. OER offers the unique ability to provide up-to-date information to students and improve on the out-of-date information often provided by the textbook publishers.



I will discuss and demonstrate how faculty can build upon available OER materials and provide additional insight (E.g., Enlightenment philosophy's influence on the Declaration of Independence and the Constitution, and Technological and Regional Security Challenges) in their teaching materials. Since many publishers are now providing engagement, testing and presentation materials, I will also discuss the need for faculty committed to OER to develop (or identify) engagement, testing, and presentation materials to encourage widespread adoption of OER materials.