There is no “typical” student; how can we design courses that meet varied student needs? Traditional textbooks and other instructional materials with all rights reserved can often be difficult to make accessible or flexible enough to engage a diverse group of students. Join us to hear how open educational practices (OEP) including OER adoption can support accessibility of instructional materials and enable student-centered course design methodologies such as universal design for learning (UDL). Tara Bunag from the University of the Pacific discovered she had a student, who is blind, enrolled in her graduate statistics course just weeks before semester start. Unable to get the traditional statistics textbook converted to a screen-readable format in that timeframe, she turned to the OpenStax Introductory Statistics text which was digital, accessible, and free online. Integrating multiple OER with tactile resources and open data sets, she was able to achieve a more effective learning experience. Suzanne Wakim of Butte Community College will share how she uses open educational practices to design courses based on the principles of UDL to increase student choice, encourage critical thinking, and improve learning outcomes. These practices include giving students various ways of acquiring information, interacting with the content, and demonstrating understanding. The result has been far more engaging for both students and teacher. When: Wednesday, April 11th, 11am PT/ 2pm ET Featured Speakers: Tara Bunag, PhD., Senior Instructional Designer, University of the Pacific Suzanne Wakim, OER Coordinator, Honors Chair, Biology Faculty, Butte Community College

1. How “Open Educational Practices” Support
Student-Centered Course Design and
Accessibility
April 11, 2018, 11:00 am PST
Welcome to

2. Agenda
• Introductions
• CCCOER Overview
• Leveraging Open Educational Resources for
Accessibility with Tara Buñag
• OER your classes personalized? How Open
Educational Practices support Universal Design with
Suzanne Wakim
• Q & A
Image on title page: pixabay.com

3. Moderator: Preston Davis
CCCOER VP of Partnerships and Policy
Northern Virginia Community College
Presenters
Suzanne Wakim
OER Coordinator,
Biology Faculty
Butte Community College
Tara Buñag
Senior Instructional
Designer
University of the Pacific

4. • Expand awareness & access to high-
quality OER
• Support faculty choice & development
• Improve student success
CCCOER Mission

5. Membership 2018 Map
http://cccoer.org/Member
65 CCCOER-OEC Members, 11 Systemwide Memberships, 28 U.S. States

6. “Open” Enabling
Student-Centered Course Design and
Accessibility
Image: pixabay.com

7. Leveraging Open Educational
Resources for Accessibility
Tara Buñag
Senior Instructional
Designer

8. Tara Buñag
Sr. Instructional Designer
University of the Pacific, Center for Teaching and Learning
Open Educational Practice for
Accessibility
CTL and University of the Pacific logo are all rights reserved.
The rest of the presentation is licensed as CC-BY.

9. • The Challenge
• Accessibility Issues
• Approach
• Failure to Success
Overview

10. • Graduate level, required Educational Statistics
course
• Independent study format, hybrid modality
• Student who is blind
• <2 months before the semester
• Problem with existing textbook
The Challenge

11. • Needs
• To meet the same objectives to the same level as
other students
• Equivalent, easily modified materials to support
learning
• Immediate access to content
• A non-visual equivalent for essential visuals
• Hybrid Course
• In-person only once per month
Accessibility
Issues

12. OpenStax Statistics book by
Barbara Illowsky and Susan
Dean from De Anza College
Starting Text

13. Textbook Features
Challenges
• Low level for class
• Not education specific
• Missing some topics
• No use of SPSS
• No data files
• Highly visual
Benefits
• Available in multiple formats
• Aligns to low level objectives
• Includes many examples
• Good accessibility to start
• Creative Commons license
• Additional materials exist

14. • Modification of materials
• Multiple digital formats
• Incorporating media
• Identifying critical visuals
• Modification across the senses
• Testing
• NVDA
• Hands-on
Before the
class

15. • Canvas pages
• PDF with Table of Contents
• MS Word document with
Table of Contents
Digital
Materials

16. • Sample problems
• YouTube videos
• Braille*
• Tactile materials
Other
Materials

17. • Why not Braille?
• Converting OER to other
senses
• Good approaches
• Challenges
Making OER
Tactile

18. One Sample T-test scenario
The following scenario is based on a real scenario,
but may deviate from real values.
A group training guide dogs for individuals who
are blind is worried about the working life of their
collies. Typically, the dogs they train average 80
months of working life. They gather a random
sample of 18 collies to compare to the rest of the
dogs.
The group runs a one-sample t-test in SPSS. The
next questions are based on this scenario.
Including
relevant, real
world
scenarios

19. • At start
• Technically “fully” accessible
• Had too many choices
• Not enough real data
• Changes
• Made actually accessible
• Streamlined options
• Included more relevant, open data sets and
external websites
From Failure
to Success

20. • From Universal Design to Human-Centered
Design
• Flexibility and adaptability
• Failure will occur
• Embrace it
• Ease of including student research interests
• Students adding to the OER
Lessons
Learned

21. Questions?
Contact information:
Tara Buñag
tbunag@pacific.edu

22. Suzanne Wakim
OER Coordinator, Honors Chair,
Biology Faculty,
Butte Community College
OER your classes personalized?
How Open Educational Practices
support Universal Design

23. Universal Design & Equity in Learning
Provide multiple means of representation: give learners
various ways of acquiring information and knowledge (text,
video, audio)
Provide multiple means of action and expression: provide
learners alternatives for demonstrating what they know
(essay, diagram, table, outline)
Provide multiple means of engagement: tap into learners'
interests, challenge them appropriately, and motivate them
to learn. (authentic, intrinsic/extrinsic motivation)
Adapted from ACCESSIBILITY AND OPEN EDUCATIONAL RESOURCES by UDL on Campus Creative Commons Attribution-ShareAlike 4.0 International License
And Universal Design for Learning by Wikipedia Creative Commons Attribution-ShareAlike 4.0 International License
And Lecture Hall By Xbxg32000 [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
There is no
“ average / typical ”
student

24. Constant
• Content
• Rigor
Choices
• Learning
Resources
• Assignments

25. 1. Helicase unwinds DNA strands
2. Topoisomerase prevents supercoiling
3. SSBP prevent reattachment
4. RNA primase adds RNA primer
5. …
The enzyme used for this process is DNA polymerase.
(“poly” means many “mer” means pieces and “ase” tells
me this is an enzyme). So, the name tells me this is an
enzyme (“ase”) that binds many (“poly”) pieces (“mer”)
of DNA to each other. There are a number of other
enzymes involved in this process as well (as you can see
below). Some enzymes open the DNA strand, others
copy the strand, and others fill in any gaps.
• http://learn.genetics.utah.edu/content/basics/t
ranscribe/
• https://www.dnalc.org/resources/3d/central-
dogma.html
• https://commons.wikimedia.org/wiki/File:DNA_
replication_en.svg
Give learners various ways of acquiring information and knowledge (text, video, audio)
Provide multiple means of representation:

26. Textbook Choices

27. provide learners alternatives for demonstrating what they know (essay, diagram, table, outline)
Provide multiple means of action and expression:
• Peptide Bond
• Lactose
• Cholesterol
• Wax
• Polysaccharide
• Nucleotide
• Cellulose
• Nitrogenous base
• Enzyme
• Triglyceride
• Glycogen
• starch
• Glucose
• Amino acid
• Dissacharide
• Fatty Acid
• Deoxyribose
• Chitin
• Phospholipid
• Ribose
• DNA
• protein
• Glycerol
• RNA
1. Which relationship is different?
A. Monosaccharide / Polysaccharide
B. Monosaccharide / Disaccharide
C. Phospholipid / Lipid
D.Amino Acid / Protein
Define & Group the following

29. This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.
Author: Samantha Penney, samantha.penney@gmail.com
http://faculty.indstate.edu/spenney/bdt.htm

30. http://roola.weebly.com

31. tap into learners' interests, challenge them appropriately, and motivate them to learn.
(authentic, intrinsic/extrinsic motivation)
Provide multiple means of engagement:

32. Community Service

33. Open Pedagogy
Students can add to the world of education too!

34. Universal Design & Equity in Learning
Provide multiple means of representation: give learners
various ways of acquiring information and knowledge (text,
video, audio)
Provide multiple means of action and expression: provide
learners alternatives for demonstrating what they know
(essay, diagram, table, outline)
Provide multiple means of engagement: tap into learners'
interests, challenge them appropriately, and motivate them
to learn. (authentic, intrinsic/extrinsic motivation)
Adapted from ACCESSIBILITY AND OPEN EDUCATIONAL RESOURCES by UDL on Campus Creative Commons Attribution-ShareAlike 4.0 International License
And Universal Design for Learning by Wikipedia Creative Commons Attribution-ShareAlike 4.0 International License
And Lecture Hall By Xbxg32000 [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
There is no
“ average / typical ”
student

35. Stay in the Loop
• Upcoming Conferences
– OpenEd 2018, October 10-12
– See our website under “Get-Involved”
• Stay in touch thru Community Email
-- https://www.cccoer.org/community-email/
Image: pixabay.com
http://cccoer.org

36. May 9th Webinar
The Importance of Student Collaboration in OER
Projects
Speakers:
• Brian Weston, Director - Distance and Accelerated Learning,
College of the Canyons and student
• TBA
Registration available here:
https://www.cccoer.org/2018/01/23/cccoer-spring-2018-webinars/

37. Questions?
Contact Info:
Preston Davis - wdavis@nvcc.edu
Tara Buñag - tbunag@pacific.edu
Suzanne Wakim - wakimsu@butte.edu
@unatdaly -- unatdaly@oeconsortium.org
Thank you!