1
OPENING THE GATE:
A FAST & EASY WAY TO
CREATE, COLLABORATE AND
SHARE COURSES!
Presenters: Brenda Perea & Loretta Driskel
A...
HOW MANY OF YOU HAVE USED OPEN
EDUCATIONAL RESOURCES (OER) TO
FIND COURSE CONTENTYou may respond at: Text a CODE to 37607
...
WHY DID OUR CONSORTIUM USE
OER?
Conditions of
However….
 Know what you’re getting into before you
accept the money
 Know...
6
COLORADO ONLINE
ENERGY TRAINING
CONSORTIUM
COETC OER
COURSE
DEVELOPMEN
T
7
WHICH LEARNING MANAGEMENT SYSTEM
DO YOU USE ON YOUR CAMPUShttp://www.polleverywhe
re.com/multiple_choice_
polls/fdnS8p1S1B...
GENERAL BENEFITS OF USING OER
10
1. Learning effectiveness
 Better quality or more recent material
2. Access
 Wider vari...
GENERAL BENEFITS CONTINUED….
11
4. Faculty success
► Avoid “reinventing the wheel”
► More Clarity and/or certainty regardi...
OTHER OER BENEFITS
 Reaches the widest possible audience
 Enhances a college’s or university’s reputation as well as tha...
WHAT WERE THE “REAL” BENEFITS?
►Building and sharing content among colleges decreased
development time and maximized resou...
AN EXAMPLE OF OER FROM OUR
WORK
15
Fundamentals of DC/AC
3 different courses were developed with grant
funding
Negative:...
TYPES OF COURSES PUBLISHED TO
OER
16
► EIC130 National Electrical Code I
EIC225 Programmable Controllers
ELT106 Fundamenta...
CHALLENGES TO USING OER!
 Technology
 Time
 Quality Assessment-Reluctance to “share” and
the reluctance to “accept othe...
CHALLENGES TO CONTRIBUTING TO OER
• Technology—OERs are built on the different platforms such as
HTML vs. XML
• Time—Shari...
WAS OER A “HARD SELL”
19
WHAT DID IT TAKE FOR “BUY IN”
A specific “on message”
Instructional designers
Recognition of impact across
college depa...
HOW DID WE START
Developed a Plan “A”
Listed all the certificates and courses
covered by the grant
Identified courses i...
HOW DID WE START
Developed a Plan “A”
1) Listed all the certificates and courses
covered by the grant
2) Identified course...
IF PLAN A DIDN’T QUITE FIT…GAVE
THEM PLAN B
Plan B
1. Used an instructional designer to
work with faculty to convert F2F
...
DEALING WITH OER
What Works?
Detailed Plan
Central URL repository for easy
access to OER sites
Central website for OER ...
I WILL CONSIDER USING OER
CONTENT IN MY COURSE
Polleverywhere link
http://www.polleverywhere.com/multiple_choice_po
lls/iQ...
TOOLS AN OER SUPERHERO USES IN THIS
GRANTCool Toy Pics of the Day by rosefirerising is published under a CC BY-NC-ND 2.0 l...
►Open Educational Resources and Practices
►The Adoption of OER by One Community College Math Department
►OER Videos http:/...
CREATIVE COMMONS ATTRIBUTION
This Workforce Solution created by Colorado Community
College System COETC Grant is licensed ...
Opening the gate -a fast and easy way to build and share courses
Opening the gate -a fast and easy way to build and share courses
Opening the gate -a fast and easy way to build and share courses
Opening the gate -a fast and easy way to build and share courses
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Opening the gate -a fast and easy way to build and share courses

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Presentation given at the Sloan-C Emerging Technologies for Online Learning conference in Dallas, TX, April 9-11, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .

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  • http://youtu.be/xeaZ_pyF2bc
  • Opening the Gate: A Fast and Easy Way to Create, Collaborate, and Share Courses!
  • How many of you have used OER to find course contentPolleverywhere link http://www.polleverywhere.com/multiple_choice_polls/wt9v3yIbAS9q3vgPoll results next slide


  • Have you used open educational resources (OER) to find course content?



    http://www.polleverywhere.com/multiple_choice_polls/wt9v3yIbAS9q3vg
  • Why Did our Consortium Use OER?Conditions of Department of Labor GrantDue to the terms of the grant, OER publication was not voluntary and all courses must post Creative Commons License 3.0 which basically allows the shared courses to be copied, distributed and remixed. However….Know what you’re getting into before you accept the moneyKnow what needs to be done before full scale adoption
  • Our consortium had 16 colleges and we needed an cost efficient way to develop or revise 270 courses. Mis-mash of development publishing their certificate courses into various OER in various levels of success.It wasn’t until we developed a website that each college could effectively “peek” into each other’s courses.  Did this create a sense of discomfort? Yes! Were instructors reluctant to share? Yes! Publication to OER had the same “bell curve” of the technology adoption curve:the early adopters eagerly submitted their courses whether they were “final editions” or rough drafts. As the website was built, more and more colleges, were peeking and willing to share. Instructors and institutions began to see similarities and differences and began contacting each other/other institutions for resources. That contact started a intrastate collaboration on course development, leading to several exemplary courses that are now being used system wide. Now the expectation is that there is OER out there….so where is it?Our typical search begins in Open CultureCourseraNational Repository of Online CoursesEdXOpen2StudyCanvasAnd ended with just 2 OER repositoriesConnexionsMERLOT
  • Success to Date2012- 0 courses in OER2014- approximately 270Started working on TAACCCT 3-Colorado Helps Advanced Manufacturing Programs should have 225 by end of 2016
  • Which Learning Management System do you use on your campus?Polleverywhere link http://www.polleverywhere.com/multiple_choice_polls/fdnS8p1S1BPB0QC or next slide


  • Which Learning Management System do you use on your campus?

    http://www.polleverywhere.com/multiple_choice_polls/fdnS8p1S1BPB0QC
  • General Benefits of using OERLearning EffectivenessBetter Quality or More recent materialThe content is compiled and edited by the instructorUpdating is instant and constant on an on-going basisAccessWider Variety of Learning MaterialsOpen Yale courses (from Yale University),JHSPH OpenCourseWare (from the Johns Hopkins University)Webcast.Berkeley (from the University of California at Berkeley),Stanford Engineering Everywhere (from Stanford University),MIT OpenCourseWare (from MIT)Open Learning Initiative (from Carnegie Mellon University)Harvard Open Courses at Harvard Extension School (from Harvard University) If an instructor opens his/her own course materials, and shares them with the public it greatly enhances opportunities for learning for both students who already took the course and the prospective students.    Students often like to check out the course materials before the term begins. If students have that opportunity to take a look at the course materials it will help them make an informed decision in choosing the right course, and preparing themselves for the class. Students also would like to revisit their course materials after the quarter/semester is over to refresh their memories or to further study the topics. Open course materials will help them reinforce what they have learned and further develop their level of understanding in the area.ScaleCost effectiveOpen sources are adapted and re-organized as needed
  • General Benefits of using OERFaculty SuccessAvoiding reinventing the wheelContent is complied and edited by the instructorProject examples are sometimes included with grading rubricsMaterial usually includes multimedia: simulations, slideshow or videosStudent SuccessBetter Quality and easier accessDigital OER textbooks, text readings are reduced and condensed compared to regular textbooks


  • Have you used open educational resources (OER) to find course content?



    http://www.polleverywhere.com/multiple_choice_polls/wt9v3yIbAS9q3vg
  • Other benefits Showcases research to widest possible audienceEnhances a university’s reputation as well as that of the teacher or researcherSocial responsibility – provides education for allShares best practice internationallyAllows for peer reviewMaximizes the use and increases availability of educational materialsRaises standard of educational resources by gathering more contributorsCourse Design stresses interactivity, problem solving and feedback
  • Benefits the Consortium Realized Contents are displayed in multimedia formats so user knows how the student will see the materialContent can be enhanced with presentations, slideshow or videosInteractive functionality is facilitated with online quizzes, blogging, twittering, and student personal Wiki website, which is also used as an e-portfolio for the courseContent is compiled and edited by the instructorUpdating is instant and constant on an on-going basisPeer ReviewedAdaptability for individual colleges and instructorsOpen sources are adapted and re-organized as neededDigital OER textbooks, text readings are reduced and condensed compared to regular textbooksBuilding and sharing content decreased development time and maximized resourcesContent was “standardized” between the 7 Energy colleges
  • Example ELT 106-Fundamentals of DC/AC3 different courses were developed with grant funding Negative: Duplication of effort and a waste of resources Positive: 1 consortium college discovered need for ELT106 in Nov. 2013.In December 2013, a new instructor could select content from each of the OER courses to build a course unique to there student population and launch the course for January 2014 students
  • Aims Community College—Oil and Gas TechnologiesPueblo Community College—Workforce Development in Mining and Extractive TechnologiesColorado Mountain College—Solar Technology and Manufacturing Process TechnologiesNortheastern Junior College—Wind Energy
  • TechnologyTimeQuality Assessment-Reluctance to “share” and the reluctance to “accept other instructors work”Policies on academic freedom, open access licenses (CC BY)Development of a master course with core competencies coveredEvolving Online/Hybrid Pedagogy QualityDiffering learning management systemsResistance to being required to publish Online/hybrid courses as OEREvolving Online/Hybrid Pedagogy Differing learning management systems
  • Challenges to Contributing to OERTechnology—OERs are built on the different platforms such as HTML vs. XML Time—Sharing to an OER Repository requires manual recreating of content since SCORM or common cartridges uploads are not standardQuality Assessment—reluctance to “accept” others work as “equivalent” as their own material or view as “inferior” to publisher created materialCollege or Faculty Property—who actually “owns” the content created within a college system? If a system owns all material created by faculty/employees while being paid with system funds, can course material be contributed to OER?Creating a different CC BY license for each OER publishedNo Central OER repository
  • Was OER a “Hard Sell”YesInstructors who taught by the textbook didn’t want to change.Instructors who were willing to use OER were reluctant to then “share” their coursesBookstores were unwilling to give up revenue
  • A specific “on message” regarding use of OER and publishing course content to OER from everyone in the grant admin. to the local college project leads.Instructional designers to sit with instructors to go over courses to show where OER could be incorporated or how to publish courses to OER without violating copyright permissions.An acknowledgement from all consortium colleges that use of OER might impact bookstore revenue or 3rd party/publisher online content adoption
  • How Did We StartDeveloped a Plan “A”Listed all the certificates and courses covered by the grantIdentified courses in currently in hybrid statusIdentified content in the course as either local course or publish to OERPublished those courses to OER
  • How Did We StartDeveloped a Plan “A”Listed all the certificates and courses covered by the grantIdentified courses in currently in hybrid statusIdentified content in the course as either local course or publish to OERPublished those courses to OERCreated a website as the COETC OER Index
  • If Plan A wasn’t quite right for a college…gave them plan BPlan BUsed an instructional designer to work with faculty to convert F2F courses to hybridCreated new courses in hybrid formatReturned to steps 3 and 4 of Plan A
  • Dealing with OERWhy OER Works?Detailed course mapping first to see when and where OER fits into an existing courseCourse mapping new courses to ensure all competencies are list to find appropriate OERCentral URL repository for easy access to OER sitesCentral website for OER indexMultimedia hosted on an institution channel or institutional accountAllocating enough time to search & revise content
  • I will consider using OER content in my coursePolleverywhere linkhttp://www.polleverywhere.com/multiple_choice_polls/iQrU4JXdCZnKHmC


  • I will consider using OER content in my course

    http://www.polleverywhere.com/multiple_choice_polls/iQrU4JXdCZnKHmC
  • Tools an OER Superhero Uses in this GrantCHAMP Dashboardhttp://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==OPEN Courses: Merlot, Connexions, MIT OpenCourseWare, Open Yale Courses, Harvard Open Learning Initiative, Open Culture, Coursera, OpenCourseWare Consortium, MOOC List, edX, OpenCourse Library, Videos: YouTube, Vimeo or the Internet ArchiveAudio/Podcasts: Soundcloud or the Internet ArchivePresentations:SlideshareOPEN Content: Google DriveDigital Public Library of AmericaPhETP2PUOpenStaxDOL OER or OPEN informationhttp://open4us.org/faq/http://open4us.org/resources/cc-by-license-implementation-deep-dive-resources/
  • Open Educational Resources and PracticesThe Adoption of OER by One Community College Math DepartmentOER Video   http://www.youtube.com/watch?v=1wgqQdYKjIMhttp://www.iskme.org/category/tags/oer-researchhttp://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-researchhttp://www.irrodl.org/index.php/irrodl/article/view/1523/2652http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
  • Creative Commons AttributionThis Workforce Solution created by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions
  • Opening the gate -a fast and easy way to build and share courses

    1. 1. 1
    2. 2. OPENING THE GATE: A FAST & EASY WAY TO CREATE, COLLABORATE AND SHARE COURSES! Presenters: Brenda Perea & Loretta Driskel April 10, 2014
    3. 3. HOW MANY OF YOU HAVE USED OPEN EDUCATIONAL RESOURCES (OER) TO FIND COURSE CONTENTYou may respond at: Text a CODE to 37607 Tweet @poll and a code 3
    4. 4. WHY DID OUR CONSORTIUM USE OER? Conditions of However….  Know what you’re getting into before you accept the money  Know what needs to be done before full scale adoption 5
    5. 5. 6 COLORADO ONLINE ENERGY TRAINING CONSORTIUM
    6. 6. COETC OER COURSE DEVELOPMEN T 7
    7. 7. WHICH LEARNING MANAGEMENT SYSTEM DO YOU USE ON YOUR CAMPUShttp://www.polleverywhe re.com/multiple_choice_ polls/fdnS8p1S1BPB0Q C 8
    8. 8. GENERAL BENEFITS OF USING OER 10 1. Learning effectiveness  Better quality or more recent material 2. Access  Wider variety of learning materials  There are 750 free online courses from leading universities that are open to the public  Enhances opportunities for learning  Informed decisions as to content and class preparation 3. Scale  Cost effective  Adaptability for individual colleges and instructors
    9. 9. GENERAL BENEFITS CONTINUED…. 11 4. Faculty success ► Avoid “reinventing the wheel” ► More Clarity and/or certainty regarding reuse of materials ► Content is compiled and edited by the instructor 5. Student success ► Better quality and easier access ► Better informed decisions in choosing the right course and preparing for class ► Digital OER textbooks are condensed
    10. 10. OTHER OER BENEFITS  Reaches the widest possible audience  Enhances a college’s or university’s reputation as well as that of the instructor  Promotes education for all  Shares best practices  Allows for peer review  Maximizes the use and increases availability of educational materials  Raises standard of educational resources by gathering more contributors  Course Design stresses interactivity, problem solving and feedback 13
    11. 11. WHAT WERE THE “REAL” BENEFITS? ►Building and sharing content among colleges decreased development time and maximized resources ►Quality improvements through collaboration, visibility, creativity, and critical thinking ► Content is compiled and edited by the instructor ► Time and effort were saved through the reuse and remixing of resources ► Content is adaptable for individual colleges and instructors ►Content was “standardized” among the 7 Energy colleges ►New Partnerships Opportunities 14
    12. 12. AN EXAMPLE OF OER FROM OUR WORK 15 Fundamentals of DC/AC 3 different courses were developed with grant funding Negative: duplication of effort and a waste of resources Positive: One consortium college discovered need for ELT106 in Nov. 2013 for a Jan. 2014 deployment. In December 2013, a new instructor could select content from each of the OER
    13. 13. TYPES OF COURSES PUBLISHED TO OER 16 ► EIC130 National Electrical Code I EIC225 Programmable Controllers ELT106 Fundamentals of DC/AC ELT112 Advanced DC/AC ENY121 Solar Photovoltaic Components MAT107 Career Math ► PRO100 Intro to Process Technology PRO110 Safety, Health, and Environment PRO120 Process Tech 1-Equipment 1 PRO130 Instrumentation I PRO131 Instrumentation II PRO240 Industrial Troubleshooting Writing for Process Technology TAAA Hydraulics I TAAA Hydraulics II TAAA Industrial AC/DC and Print Reading TAAA Industrial Motors and Control TAAA Introduction and Intermediate PLC's TAAA MSHA Supplemental-Mine Safety and Health Admin TAAA Mechanical Components TAAA Welding AEC 207 Construction Methods AEC220 Surveying AEC233 Construction Safety/Loss Prevention EIC105 Basics of AC/DC Electricity ENY101 Introduction to Energy Technologies GIS101 Introduction to Global Information Systems MAN102 Business Ethics NRE214 Environmental Issues & Ethics PET101 Petroleum Fundamentals PRO100 Introduction to Process Technology PRO120 Process Technology I: Equipment PRO130 Petroleum Fundamentals: Instrumentation PRO250 Oil and Gas Production I PSY150 Environmental Psychology ► EIC 101 Job Training and Safety EIC 175 Job and Climbing Safety ELT 106 Fundamentals of DC/AC ELT 107 Industrial Electronics ELT 175 Fundamentals of DC/AC-compressed ► IMA 160 Basic Fluid Power WTG 100 Introduction to Wind Industry WTG 110 Power & Control Systems WTG 210 Wind Turbine Airfoils & Composites www.cccscoetc.weebly.com
    14. 14. CHALLENGES TO USING OER!  Technology  Time  Quality Assessment-Reluctance to “share” and the reluctance to “accept other instructor’s work”  Policies on academic freedom, open access licenses (CC BY)  Evolving Online/Hybrid Pedagogy  Differing LMS’s  Competency-based courses which used industry supplied manuals for content delivery 17 Super Villain by tikigod published under a CC BY- NC-ND-2.0 license
    15. 15. CHALLENGES TO CONTRIBUTING TO OER • Technology—OERs are built on the different platforms such as HTML vs. XML • Time—Sharing to an OER Repository requires manual recreating of content since SCORM or common cartridges uploads are not standard • Quality Assessment—reluctance to “accept” others’ work as “equivalent” to their own material or view as “inferior” to publisher created material • College or Faculty Property—who actually “owns” the content created within a college system? • If a system owns all material created by faculty/employees while being paid with system funds, can course material be contributed to OER? 18 Super Villain by tikigod published under a CC BY- NC-ND-2.0 license
    16. 16. WAS OER A “HARD SELL” 19
    17. 17. WHAT DID IT TAKE FOR “BUY IN” A specific “on message” Instructional designers Recognition of impact across college departments 20
    18. 18. HOW DID WE START Developed a Plan “A” Listed all the certificates and courses covered by the grant Identified courses in currently in hybrid status Identified content in the course as either local course or publish to OER Published those courses to OER 21
    19. 19. HOW DID WE START Developed a Plan “A” 1) Listed all the certificates and courses covered by the grant 2) Identified courses in currently in hybrid status a) Identified content in the course as either local course or publish to OER 3) Published those courses to OER 4) Created a website as the COETC OER 22
    20. 20. IF PLAN A DIDN’T QUITE FIT…GAVE THEM PLAN B Plan B 1. Used an instructional designer to work with faculty to convert F2F courses to hybrid 2. Created new courses in hybrid format 3. Returned to steps 3 and 4 of Plan A 23
    21. 21. DEALING WITH OER What Works? Detailed Plan Central URL repository for easy access to OER sites Central website for OER index Multimedia hosted on an institution channel or institutional account Allocating enough time to search & revise content 24 http://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ== http://www.cccscoetc.weebly.com
    22. 22. I WILL CONSIDER USING OER CONTENT IN MY COURSE Polleverywhere link http://www.polleverywhere.com/multiple_choice_po lls/iQrU4JXdCZnKHmC 25
    23. 23. TOOLS AN OER SUPERHERO USES IN THIS GRANTCool Toy Pics of the Day by rosefirerising is published under a CC BY-NC-ND 2.0 license Videos: YouTube, Vimeo or the Internet Archive Audio/Podcasts: Soundcloud or the Internet Archive Presentations: Slideshare OPEN Content: Google Drive Digital Public Library of America PhET P2PU OpenStax DOL OER or OPEN information http://open4us.org/faq/ http://open4us.org/resources/cc-by-license- implementation-deep-dive-resources/ License Chooser tool http://creativecommons.org/choose/ OPEN Courses: Merlot, Connexions, MIT OpenCourseWare, Open Yale Courses, Harvard Open Learning Initiative, Open Culture, Coursera, OpenCourseWare Consortium, MOOC List, edX, OpenCourse Library,
    24. 24. ►Open Educational Resources and Practices ►The Adoption of OER by One Community College Math Department ►OER Videos http://www.youtube.com/watch?v=1wgqQdYKjIM http://www.iskme.org/category/tags/oer-research ►http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer- research-rob-farrow/ ►http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research ►http://www.irrodl.org/index.php/irrodl/article/view/1523/2652 ►http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html APPENDIX
    25. 25. CREATIVE COMMONS ATTRIBUTION This Workforce Solution created by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu. 29
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