Building COETC Courses to Move to OER


Published on

Presentation given Summer 2013 for the COETC team regarding moving the developed hybrid courses to published OER. 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 .

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Building COETC Courses to Move to OER

  1. 1. Building Courses Which Are Published to OER Sharing experience and expertise
  2. 2. How will this OER course be used?  Could be used in its entirety by consortium members who are offering the same course  Could be used in parts by those looking for content, activities or assessments for the same course  Will be published in OER to share with other practitioners
  3. 3. Creating the OER course  Work with your team to complete the course  Review the course to ensure it meets all current competencies and the competencies are part of the first page of the course  Write to a broader audience  Choose the right tool to publish to OER  Full courses— or  Instructor or institutional videos— institutional YouTube channel or public media host  Presentations—institutional presentation hosting site like www.slideshare or or
  4. 4. Course design basics  Organize by competencies and topics  Don’t use unit numbers, weeks or dates  Include all of the course elements  Keep in mind that once in OER, all parts of the course will need to be public  Consciously think about 3rd party proprietary material and is there an alternative (OER sources or instructor created)
  5. 5. Course elements which should be included in OER version  Course information  Content  Activities  Assessment  Feedback loops
  6. 6. Course information  Syllabus  Grading matrix  Grading rubrics  Industry standard testing information
  7. 7. Content  Readings  Lectures  Handouts  Non-proprietary user manuals or instruction sheets  Presentations  Videos  Simulations
  8. 8. Learning activities  Exercises  Projects  Worksheets  Labs  Simulations  Writing assignments
  9. 9. Assessments  Tests  Quizzes  Demonstrations  Papers  Projects
  10. 10. Feedback loops  Discussion posts  Grading/rubric outcomes  Instructor critiques  Surveys  Evaluations
  11. 11. Why start with a course map?  Organizational tool  Includes all of the design elements  Identifies all material in the course and if material should or should not be published to OER
  12. 12. Best Practices for Publishing TAACCT Material to OER  Contents are presented and delivered predominantly in multimedia formats through the Internet.  Institutional YouTube channel  Institutional Slideshare account  Institutional Google Doc account  Institutional Flickr account  The digital content is compiled and edited by the instructor BUT posted to a grant dedicated channel which has a privacy setting as “unlisted”  All presentations, handouts, websites and any item created for use in the grant, was licensed CC BY attributed to the author and posted to the COETC website. 12
  13. 13. Publishing  Colleges that have Instructional Designers  Self publish to OER  Document OER URL on intellectual property lists  Send OER URL to consortium ID for publication to grant OER index website  Colleges with NO Instructional Designers  Send complete course file zipped to Consortium ID  Consortium ID publishes to OER  Sends OER URL back to college for documentation on intellectual property list  Publishes OER URL to grant OER index website
  14. 14. Questions
  15. 15. CC BY License This Workforce Solution presentation by Brenda Perea with the Colorado Online Energy Technology Consortium is licensed under a Creative Commons Attribution 3.0 Unported License. Permissions beyond the scope of this license may be available at