This document discusses open educational resources (OER) and making education more openly accessible. It provides suggestions for faculty on adopting, reviewing, revising, and remixing open textbooks. It also encourages openly licensing course materials like syllabi, assignments, and lectures. The document emphasizes that open education allows students to contribute to knowledge and have ownership over their learning. It argues that higher education should be viewed as a public good and that open approaches can help increase access and engagement with communities.

1. Moving Forward:
OPEN and the Public
University System of NH
@actualham
#USNHshare

2. Go for the low-hanging fruit.
Sarah Prescott
ATI 2016 Ambassador

3. • Review an Open Textbook
• Adopt an Open Textbook
• Remix an Open Textbook
• Revise an Open Textbook
• Move multiple sections
to an Open Textbook

4. • Review an Open Textbook
• Adopt an Open Textbook
• Remix an Open Textbook
• Revise an Open Textbook
• Move multiple sections
to an Open Textbook

5. Openly license your:
• Syllabus
• Handouts
• Assignments
• Lectures
• Videos
Level up! Attach metadata!
Use the Accessibility Toolkit!

6. Openly license your:
• Syllabus
• Handouts
• Assignments
• Lectures
• Videos
Level up! Attach metadata!
Use the Accessibility Toolkit!

7. Co-create a course
textbook with
students.
Mix your stuff,
their stuff,
OERs.

8. Co-create a course
textbook with
students.
Mix your stuff,
their stuff,
OERs.

9. My Story

10. Constantly
Evolving:
Students & Teachers
Add, Improve, Share

11. MultimediaContributions

12. An Open
“Textbook”
Can Be:
• Interactive
• Collaborative
• Dialogic
• Dynamic
• Empowering
• Contributory
• Current
• Accessible
• Multimedia
• Public
• (Free)

13. Co-Creation: OERs, Knowledge, Higher Ed
Interdisciplinary Studies:
A Connected Learning Approach
Opensem: A Student-Generated
Handbook for the First Year of College

14. Collaboratively Built:
Alums, Incoming Students, Professor

15. Rebus, Funded by Hewlett Foundation
Managing Editor Tim Robbins
@20 additional academic contributors so far

16. I don’t want to join a
movement focused
on replacing shitty
expensive textbooks
with shitty free
textbooks.

17. For me,
OPEN
is about learning
based on
ACCESS
and
CONTRIBUTION

18. In which domains does your teaching engage?

19. The REAL
Cost of College
• (Tuition)
• Transportation
• Child Care
• Food & Shelter
• Opportunity
Costs
• COURSE
MATERIALS

20. Digital Redlining
Laptop Checkout
Tech Mentors
Universal Design
ToS;DR
Open is not
the opposite of private.
EdTech is
selling something.
Open is
a process,
not a panacea.

21. In which domains does your teaching engage?

23. Domain of One’s Own
• Drag ’n Drop → Design
• Digital consumer → Digital
creator
• Data mining → Data control
• Audience of 1 → Public impact
• Web as broadcast station →
Web as open lab
• Work attached to course →
Work attached to student
• ePortfolio → ePort
http://kayleighbennett.com/

24. Twitter

25. IDS taught me to be responsible for my learning and growth. You
learn to expand your returns. We do not post our “homework”
to a hidden, school controlled website. We share our work for all
of the world to see. This idea of owning your own domain allows
you to be confident in your work and take responsibility for
what you are learning, how you make connections in the world,
and how you share your knowledge. To me, this style of learning
and sharing is a good idea for Interdisciplinary Studies and all
other majors. Academic settings need to work on sharing each
other’s work, and being engaged in the world outside of
classroom walls.
madisongroberge.plymouthcreate.net
from I’m not graduating
“on time” & that is OK.

26. These ePorts are a way for us to really explain the type
of future we want to lead. They express who we are,
how we feel, how we learn and SO much more.
Personally, I have found my ePort to be a way to cope
with my illness. Before this school year, I was so lost,
sad, angry and essentially broken. I was given six
months to live and felt okay, why should I even try to
further my life if it’s just going to end. Well, here I am,
almost TWO years later doing great things with both
my education and my life.
Tiffanyrichards.plymouthcreate.net
from
IDS REALIZES $H!T HAPPENS!

27. Twitter was a way for us to expand our knowledge and
let our voices be heard all throughout the country. We
share our personal goals and share how we feel about
certain issues going on in the world. We follow people
who surround the field we are pursuing. I constantly
have TweetDeck open on my laptop now, go figure. For
example, I follow @PatientsRising. They advocate the
importance of access to vital therapies and services for
patients facing life-altering diseases. Get this, they
followed me BACK. I just think it is so cool how PLN’s
can build yourself a name. Tiffanyrichards.plymouthcreate.net
from
IDS REALIZES $H!T HAPPENS!

28. FRUIT LEVEL
PAYOFF PEAR

31. “The state’s public research university is distinguished by
a commitment to serving the public good” ~UNH
“As a public institution, we provide educational
opportunities for all qualified students” ~KSC
“The Mission of Granite State College is to expand access
to public higher education to adults of all ages
throughout the state and beyond” ~GSC

32. • A generation ago, public colleges/unis got an average
of 75% of budget from state. Today, it's about 50%.
• 23% of low-income sophomores worked a job
between the hours of 10pm-8am.
• Survey at 10 community colleges (4312 students
responding): 1 in 5 students was hungry, 13% were
homeless.
• 50-80% of sticker price comes from non-tuition costs.
• More than 3 in 4 students attend colleges within 50
miles of their homes. Esp. true for low-income and
minority students.
• The average net price for a year at community college
equals 40% of a low-income family's annual income.
• A year at public university ranges from 16-25% of a
middle-class family's annual income.
• 60% of Americans ages 25-64 don't have a college
credential, but 22% of them earned credits trying to
get one.

33. • We now think of a college education as
an individual good, rather than a
collective good that benefits society.
• When we offer more credentials in lieu
of a stronger social contract, it is Lower
Ed.
• There's so much disdain for for-profit
students/schools. And so little for labor
markets that produce/sustain them.
• We used to solve labor market crises
with public responses. Now we push it
onto individuals, who are pressured into
credentialing.

34. Private sector “reforms”
are not the cure for the
college cost disease-- they
are the college cost
disease. They set up a
devolutionary cycle that
shifts resources away from
education while raising
rather than containing
costs.

36. • Private market benefits of college
degree: $31,174 per annum
(2007 dollars)
• NONmarket private benefits:
$38,080
• Social benefits (direct and indirect):
$31,180
The personal monetary benefit
of a college degree
is about 1/3
of the overall value.
(Economist Walter W. McMahon)

37. • Increase ACCESS to Higher Ed
• Engage our students with their
communities of practice
• Enable learners to CONTRIBUTE
to the knowledge commons
• Build a collaborative USNH
Make a case for Higher Ed as a PUBLIC GOOD.

38. Q&A
tweet thoughts, questions, ideas
@actualham
#USNHshare