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Open Educational Resources Faculty Workshop


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Ope Educational Resources or OERs improve student outcomes, learning objectives and retention. This is the collection of slides from a workshop for University at Albany Faculty held on November 3, 2017 as part of a SUNY IITG grant-funded project.

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Open Educational Resources Faculty Workshop

  1. 1. OPEN to Possibilities  A collaboration between UAlbany Libraries, Ed-Tech Center, & SUNY OER Services. Made possible by SUNY IITG November 3, 2017 
  2. 2. Piedra, Nelson & Chicaiza, Janneth & López, J & Martinez, Oscar & Tovar, Edmundo. (2010). An approach for description of Open Educational Resources based on semantic technologies. 1111 - 1119. 10.1109/EDUCON.2010.5492453.
  3. 3. Today’s Agenda 9:30 Welcome & Introductions 9:50 Intro to OER & CC 10:30 Faculty Guest Speaker – Dr. P.D. Magnus 11:00 Evaluation Activity 11:45 Lunch 12:30 Searching & Remixing 2:00 Course Design Considerations 2:45 Bb Organization, Next steps, Workshop Survey
  4. 4. Your Support / Superheroes! Elaine Lasda, M.L.S. Associate Librarian University Libraries – DEW 201 Julie Slichko, Ph.D. Instructional Developer Ed Tech Center – LC 27
  5. 5. Introductions – Please Introduce yourself 1. Name 2. Department 3. Course you are redesigning 4. Semester you are hoping to teach
  6. 6. How we got here…
  7. 7. Innovative Instruction Technology Grants • Enhance teaching and learning • Develop instructional talent • Create communities of practice cross-discipline & institution • Improve instructional practices • Extend teaching and learning environments
  8. 8. A Three-Pronged Course Redesign Program to Incorporate OERs into Online Classes: Instruction, Interaction, Incentive (Tier II , $20,000)
  9. 9. Project Objectives 1. Development of online course materials • 300 students,12 courses, saving $43,500/semester. 2. Sustainable course redesign model • Workshop, Consultation, Community of Practice 3. Incentive for participation • $1,500 stipend upon completion of program
  10. 10. Faculty Perspective Dr. P.D. Magnus Associate Professor of Philosophy, OER Author University at Albany
  11. 11. Criteria for Evaluating OERs
  12. 12. What makes a textbook "Good"?
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  18. 18. What are some "unscientific" ways we choose textbooks?
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  20. 20. Rubrics
  21. 21. Adapt the rubric to meet your needs! • How are you going to check the accuracy of OER content? • What is the major relevant content that must be included in the OER? • What are your course objectives, and of those, which does the OER help fulfill? • How will you evaluate the assignments and assessments in the OER? • What diversity/inclusion criteria are important for your discipline and the OERs used?
  22. 22. Peer Review of OERs
  23. 23. Search, Edit & Remix Laura K. Murray OER Coordinator & Librarian SUNY OER Services & CUNY OER
  24. 24. What should Landin do next ? A. Review the open resources to see if they support/align with his objectives B. Add more open resources to provide students with additional information C. Add learning activities prior to the midterm D. Implement a midterm paper instead of midterm exam to assess learning.
  25. 25. More is not Better
  26. 26. CC-BY-SA-3.0 Spiderweb-marketing solutions
  27. 27. Practice and Feedback are Crucial ! “Practice is the most important ingredient of effective instruction; it speeds up learning, aids long-term retention, and facilitates recall.” - Barbara Seels (1997) -
  28. 28. To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction. - Stephen R. Covey, The Seven Habits of Highly Effective People
  29. 29. Backward Design Model Identify Desired Results Determine Acceptable Evidence Plan learning experiences and instruction Wiggins & McTighe (2011) Understanding by Design RESOURCES
  30. 30. Learning Outcomes/ Course Objectives Summative Assessments Teaching and Learning Activities Resources to Support How will my students be different after taking this course? What will they be able to do? How will I know that the students have changed? What activities will allow me to provide timely feedback? What resources do my students need to engage in the learning activities? Course Design Worksheet
  31. 31. Coming Soon to a Blackboard Near You
  32. 32. Blackboard Organization
  33. 33. CC BY-SA 3.0 Nick Youngson
  34. 34. Questions
  35. 35. Please take a moment to fill out our survey. Blackboard Organization > Workshop > Workshop Survey