At West Hills College in Lemoore, California, two instructors in sociology and psychology implemented a survey asking students about their experiences using OER textbooks and course materials. Students provided video testimonials (available on YouTube) with feedback concerning resources published by OpenStax. The study included both quantitative and qualitative measures and shows results regarding student success, learning, accessibility, quality, and use of OER.

1. ARE YOU LISTENING?
Student Voices about OER

2. Student Feedback and Testimonials
• Quantitative and qualitative study
https://drive.google.com/file/d/0B92UqzTjrcvuNXFsSy1iaThNMU0/view?usp=sharing
• Quality
• Access
• Challenges
• Survey (n=116)
• 15 questions
https://docs.google.com/forms/d/15t_vWm8iBo6FLVZvNXpHIHN2hTbkHypSp_tehJlDv5s/edit?usp=sharing
• Video testimonials (n=53)
• 7 questions
• Introduction to Sociology: https://youtu.be/D9P_dXPGsnM
• Introduction to Psychology: https://youtu.be/GbREZeMxVWY

3. Lessons Learned
1. Quality, peer-reviewed sources
2. Support and funding opportunities
3. Re-design courses and instructional approaches
• Faculty and learner freedom
• Living, open-ended courses
• Flexibility to modify/adapt
• Applied experiences
• Improves quality of curriculum and instruction

4. Re-design & Approach: Phase 1
• Use course objectives to guide curriculum and instruction
• Focus on major concepts
• Emphasize core competencies
• Meet transfer requirements
Develop 3-5
learning
objectives per
module or
section.

5. Re-design & Approach: Phase 2
• Select and revise OER materials
• Develop a conceptual framework and foundation of knowledge
• Core terms, concepts, and theories
• Supplemental perspectives, arguments, and approaches
• Audio/visual aids
Identify 1 to 3 core
sources and 1 to 5
supplemental
materials per
module or section

6. Re-design & Approach: Phase 3
• Develop authentic experiences
• Provide students with options
• Menu of topics, approaches, and applications
• Insist on active learning and exploration
• Alter parameters
• Individual and team based learning experiences
• Reuse and remix of materials
• Require peer review and self-critique
• Explore cultural bias
• Expect further inquiry
• Scaffolding
• Higher order questions
Construct a few
mini conceptual
assignments or 1
overarching
project based
assessment

7. Re-design & Approach: Phase 4
• Ask open-ended critical thinking questions
• General to specific
• Reframe questions to assess comprehension
• Invest time on exploring learning challenges
Create
instructional
materials
addressing
student
challenges

8. Re-design & Approach: Phase 5
• Monitor progress and provide support
• Ask for challenges
• Focus on problem solving
• Encourage group and class discussion
• Provide a roadmap for learning
• Remix and reuse
• Diverse assessments
• Acknowledge successes
• Minor and major
• Individual, group, and class
Redesign class
meetings into
learning labs

9. Re-design & Approach: Phase 6
• Showcase student work
• Create opportunities to share
• Pairs, teams, class, college, or community
• Publish student work (e.g., print and media)
• Provide opportunities for course feedback
• Conduct process and outcome evaluations
• Survey and video testimonials
Invent
publication and
presentation
opportunities
and design
evaluation tools

10. Vera Kennedy
Sociology Instructor
West Hills College Lemoore
(559) 925-3696
verakennedy@whccd.edu
Mike Miguel
Psychology Instructor
West Hills College Lemoore
mikemiguel@whccd.edu
This course content is offered under a CC Attribution license. Content can be considered under this license unless otherwise noted.
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