Intro to OER Workshop for Instructors: Berkeley City CollegeDomi Enders
The document summarizes a workshop about using Open Educational Resources (OER) at Berkeley City College. The goals of the 2015 OER pilot project are to reduce student costs, support faculty/staff, and promote adoption of OER. OER are free educational resources with some copyright permissions allowing reuse. Examples include open textbooks from OpenStax and curated resources. Initiatives like the California Open Textbook Initiative aim to increase OER use. The Open Education Consortium supports OER adoption at community colleges. Berkeley City College will provide curated OER and tools to help faculty incorporate resources into their courses.
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
This document discusses MOOCs (Massive Open Online Courses) and their relevance for organizations. It defines MOOCs and outlines UCT's strategy for offering MOOCs, which aims to position UCT as a world-class university, promote African scholarship, share learning globally, and apply lessons to degree courses. Challenges of MOOCs like limited internet access are addressed. Case studies show how businesses and governments use MOOCs for skills training. Emerging models blend MOOCs with formal courses. MOOCs offer opportunities but require consideration of digital literacy and content suitability.
Examining the impact of Open Course Library adoption on teaching practice and...Tom Caswell
The document summarizes research being conducted on the adoption of Open Course Library (OCL) materials by colleges in Washington state. The research aims to understand how OCL materials are being used, barriers to adoption, and the impact on student success. Preliminary findings from focus groups and interviews with faculty who adopted OCL materials found that they liked the pre-packaged materials and cost savings, but others faced barriers like materials residing in ANGEL and lack of support. Keys to successful adoption included communities of users, continuous improvement, and connections to authors. The implementation plan proposes building an OER hub, advisory group, workshops, and atmosphere welcoming OER use.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
Intro to OER Workshop for Instructors: Berkeley City CollegeDomi Enders
The document summarizes a workshop about using Open Educational Resources (OER) at Berkeley City College. The goals of the 2015 OER pilot project are to reduce student costs, support faculty/staff, and promote adoption of OER. OER are free educational resources with some copyright permissions allowing reuse. Examples include open textbooks from OpenStax and curated resources. Initiatives like the California Open Textbook Initiative aim to increase OER use. The Open Education Consortium supports OER adoption at community colleges. Berkeley City College will provide curated OER and tools to help faculty incorporate resources into their courses.
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
This document discusses MOOCs (Massive Open Online Courses) and their relevance for organizations. It defines MOOCs and outlines UCT's strategy for offering MOOCs, which aims to position UCT as a world-class university, promote African scholarship, share learning globally, and apply lessons to degree courses. Challenges of MOOCs like limited internet access are addressed. Case studies show how businesses and governments use MOOCs for skills training. Emerging models blend MOOCs with formal courses. MOOCs offer opportunities but require consideration of digital literacy and content suitability.
Examining the impact of Open Course Library adoption on teaching practice and...Tom Caswell
The document summarizes research being conducted on the adoption of Open Course Library (OCL) materials by colleges in Washington state. The research aims to understand how OCL materials are being used, barriers to adoption, and the impact on student success. Preliminary findings from focus groups and interviews with faculty who adopted OCL materials found that they liked the pre-packaged materials and cost savings, but others faced barriers like materials residing in ANGEL and lack of support. Keys to successful adoption included communities of users, continuous improvement, and connections to authors. The implementation plan proposes building an OER hub, advisory group, workshops, and atmosphere welcoming OER use.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
1) The document introduces open educational resources (OER) which are teaching, learning, and research materials that can be freely used and modified. OER include full courses, textbooks, videos, and other education tools and materials.
2) It notes that college textbook costs have increased dramatically, rising over 800% since 1978 and 3.2 times the rate of inflation. Using OER can help reduce costs for students.
3) The document advocates for an open pedagogy approach where students collaborate and connect learning beyond the classroom. It suggests rethinking traditional course elements like required texts, schedules, assignments, and grading to take an open and learner-centered approach.
The document discusses MOOCs (Massive Open Online Courses) and potential uses of MOOCs. It provides an overview of a seminar on using MOOCs, including definitions of key MOOC concepts and categories of MOOCs. Six potential uses of MOOCs are described: as open educational resources, as part of prescribed tasks, in flipped classrooms, for bridging purposes, as wrapped courses with facilitation, and through partnerships. Examples and survey results from participants are given regarding experiences with and recommendations of MOOCs.
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
The British Columbia Open Textbook Project aims to increase access to post-secondary education by reducing student costs. It has created 40 open textbooks for the highest enrolled first and second year courses. The project has expanded to include open educational resources and professional development for faculty. A group of BC librarians called BCOER collaborates on projects like an OER assessment rubric and subject guides to support faculty adoption of open educational resources.
The document discusses the benefits and challenges of using open educational resources (OER) in place of traditional textbooks. Some key benefits of OER include increased student advocacy by lowering costs, promoting social responsibility through open access, and allowing for customization and collaboration without copyright issues. However, some challenges of OER are ensuring quality control as materials proliferate, difficulty finding appropriate resources, lack of options to revise content, potential low visual interest, and accessibility issues. The document provides examples of these benefits and challenges in using OER over traditional textbooks.
Open Textbook Project: a presentation for the Canadian Association of Researc...BCcampus
The British Columbia Open Textbook Project aims to increase access to post-secondary education by reducing student costs. It has created 40 open textbooks for the highest enrolled first and second year courses. The project has expanded to include open educational resources and professional development for faculty. A group of BC librarians called BCOER collaborates on projects like an OER assessment rubric and subject guides to support faculty adoption of open educational resources.
The Connected Learning Initiative Quality at Scale in IndiaBrandon Muramatsu
The document discusses the Connected Learning Initiative (CLIx) in India, which aims to improve education outcomes at scale through open educational resources (OER). CLIx develops OER curriculum, interactive tools, and platforms to benefit students, teachers, and the education system. It works with state governments and other partners to distribute its materials widely. The document outlines CLIx's goals and components, including plans to release its OER under open licenses by August 2018 so others can adapt and reuse the resources.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
This document discusses educational policy needs related to open educational resources (OER) and the policy support OER requires. It notes that OER can help address common educational challenges and drive social innovation by changing teacher-learner interactions. The document also reports on a CERI/OECD study that found mainstreaming OER will require a focus on major educational issues and support through four key policy areas: establishing repositories, encouraging communities of practice, modifying framework conditions, and conducting further research.
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
CCCOER open education week reception at Innovations 2012Una Daly
This document summarizes an event celebrating Open Education Week from March 5-10. It discusses open educational resources (OER) which are openly licensed teaching and learning materials that can be freely used and adapted. Examples of OER include open textbooks, courses, videos and images. The benefits of OER include reducing costs for students and enabling collaboration. Various organizations that support OER are mentioned including the OpenCourseWare Consortium and the Community College Open Educational Resources Consortium.
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
This document summarizes research on developing web-based learning resources to supplement existing printed materials for an undergraduate translation program. It describes analyzing existing materials, designing new online resources covering translation theories and strategies using instructional design models. Evaluation found the new resources helped students understand concepts and learn independently, though some technical terms required more support. The research concludes that traditional printed materials should be supplemented with online resources to create new open and distance learning environments for students.
The Bottom Line's 4th Political CommentMichael Brown
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily design slideshows.
The document discusses probability and how it can be expressed theoretically or experimentally. It provides examples of calculating both. Theoretical probability is a number between 0 and 1 that represents the likelihood of an event. Experimental probability is determined by performing an experiment or survey and observing the results.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
1) The document introduces open educational resources (OER) which are teaching, learning, and research materials that can be freely used and modified. OER include full courses, textbooks, videos, and other education tools and materials.
2) It notes that college textbook costs have increased dramatically, rising over 800% since 1978 and 3.2 times the rate of inflation. Using OER can help reduce costs for students.
3) The document advocates for an open pedagogy approach where students collaborate and connect learning beyond the classroom. It suggests rethinking traditional course elements like required texts, schedules, assignments, and grading to take an open and learner-centered approach.
The document discusses MOOCs (Massive Open Online Courses) and potential uses of MOOCs. It provides an overview of a seminar on using MOOCs, including definitions of key MOOC concepts and categories of MOOCs. Six potential uses of MOOCs are described: as open educational resources, as part of prescribed tasks, in flipped classrooms, for bridging purposes, as wrapped courses with facilitation, and through partnerships. Examples and survey results from participants are given regarding experiences with and recommendations of MOOCs.
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
The British Columbia Open Textbook Project aims to increase access to post-secondary education by reducing student costs. It has created 40 open textbooks for the highest enrolled first and second year courses. The project has expanded to include open educational resources and professional development for faculty. A group of BC librarians called BCOER collaborates on projects like an OER assessment rubric and subject guides to support faculty adoption of open educational resources.
The document discusses the benefits and challenges of using open educational resources (OER) in place of traditional textbooks. Some key benefits of OER include increased student advocacy by lowering costs, promoting social responsibility through open access, and allowing for customization and collaboration without copyright issues. However, some challenges of OER are ensuring quality control as materials proliferate, difficulty finding appropriate resources, lack of options to revise content, potential low visual interest, and accessibility issues. The document provides examples of these benefits and challenges in using OER over traditional textbooks.
Open Textbook Project: a presentation for the Canadian Association of Researc...BCcampus
The British Columbia Open Textbook Project aims to increase access to post-secondary education by reducing student costs. It has created 40 open textbooks for the highest enrolled first and second year courses. The project has expanded to include open educational resources and professional development for faculty. A group of BC librarians called BCOER collaborates on projects like an OER assessment rubric and subject guides to support faculty adoption of open educational resources.
The Connected Learning Initiative Quality at Scale in IndiaBrandon Muramatsu
The document discusses the Connected Learning Initiative (CLIx) in India, which aims to improve education outcomes at scale through open educational resources (OER). CLIx develops OER curriculum, interactive tools, and platforms to benefit students, teachers, and the education system. It works with state governments and other partners to distribute its materials widely. The document outlines CLIx's goals and components, including plans to release its OER under open licenses by August 2018 so others can adapt and reuse the resources.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
This document discusses educational policy needs related to open educational resources (OER) and the policy support OER requires. It notes that OER can help address common educational challenges and drive social innovation by changing teacher-learner interactions. The document also reports on a CERI/OECD study that found mainstreaming OER will require a focus on major educational issues and support through four key policy areas: establishing repositories, encouraging communities of practice, modifying framework conditions, and conducting further research.
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
CCCOER open education week reception at Innovations 2012Una Daly
This document summarizes an event celebrating Open Education Week from March 5-10. It discusses open educational resources (OER) which are openly licensed teaching and learning materials that can be freely used and adapted. Examples of OER include open textbooks, courses, videos and images. The benefits of OER include reducing costs for students and enabling collaboration. Various organizations that support OER are mentioned including the OpenCourseWare Consortium and the Community College Open Educational Resources Consortium.
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
This document summarizes research on developing web-based learning resources to supplement existing printed materials for an undergraduate translation program. It describes analyzing existing materials, designing new online resources covering translation theories and strategies using instructional design models. Evaluation found the new resources helped students understand concepts and learn independently, though some technical terms required more support. The research concludes that traditional printed materials should be supplemented with online resources to create new open and distance learning environments for students.
The Bottom Line's 4th Political CommentMichael Brown
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily design slideshows.
The document discusses probability and how it can be expressed theoretically or experimentally. It provides examples of calculating both. Theoretical probability is a number between 0 and 1 that represents the likelihood of an event. Experimental probability is determined by performing an experiment or survey and observing the results.
This curriculum vitae is for Armando Maketic. It summarizes his personal details, qualifications, work experience and interests. Maketic has completed a Human Resources Cert 4 course and diploma. His work experience includes roles as a supervisor/truck driver for AMRO Transport, manager for Jani King Cleaning, and driver for Qube Logistics. In his spare time, he enjoys playing soccer and training in karate, where he is also an instructor.
This document contains information about an individual. It lists the name "Alexander Strong" and provides a date of "06/12/2016". In summary, this brief document only includes the name of an individual and a date, but does not contain any other details or context about the purpose of the information.
- The document contains 4 letters of recommendation for Mr. Pallav Kumar Chittej from his supervisors in the Office of the Development Commissioner praising his work.
- The letters describe him as a dedicated, hardworking officer with strong technical and management skills who plays a key role and is a valuable asset to the organization.
- The letters wish Mr. Chittej the best for his future endeavors and say he will be successful wherever he goes.
The document discusses how people's behaviors change depending on whether it is hot or cold outside. When it is cold, people drink hot drinks and wear warm clothes to stay warm, and stay inside. When it is hot, people drink cold drinks, wear cool clothes, go to the beach to swim, and eat different types of food. It also explains that ice cream melts in the sun because it is cold and the sun is warm, and that ice forms when it is very cold outside.
Digital media continues to grow penetration at a steady pace of 9% while Mobile internet consumption sees a massive jump in penetration of 58%. TV only watchers drops by 4% as multi-screen viewing habits continues to grow.
This document contains the name "Tomas Smutny" and the date "03/12/2016". It appears to be some kind of record containing an individual's name and the date, but no other contextual information is provided in the document. In summary, the document lists a name and date but does not give any indication of the purpose or subject matter.
The document discusses design margin analysis and prediction using Six Sigma methods. It provides examples of how Raytheon has used design margin analysis on production test data and probabilistic modeling to identify circuits and components with low design margins. Monte Carlo simulation was used to predict line of sight variation for a military video sight, determining that mechanical alignment was not needed, saving $300k. The analysis tools discussed allow incorporating unit-to-unit variability into design margin quantification to better predict performance.
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This document discusses silent letters in words. While letters like "k" and "gh" are often silent in words like "knife" and "light", they are included to help maintain the spelling and etymology of the words. Some words have silent letters added over time for historical reasons or due to the influence of other languages on English spelling.
The document discusses how people's behaviors change depending on whether it is hot or cold outside. When it is cold, people drink hot drinks and wear warm clothes to stay warm, and stay inside. When it is hot, people drink cold drinks, wear cool clothes, go to the beach to swim, and eat different types of food. It also explains that ice cream melts in the sun because the sun is warm and ice cream is cold, and that ice forms when it is very cold outside.
OER and Accessibility with Open BCcampus and CU PhET SimulationsUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for aenabld car license free and open webinar on selecting and creating open educational resources that support all learners regardless of disabilities. The mission of the Open Education community is to expand access to education, which highlights the importance of ensuring that OER used in the classroom follow guidelines for accessibility as well as affordability.
Speakers will share their experiences in adapting open textbooks and interactive science simulations to meet the needs of diverse learners. Important standards including the international Web Content Access Guidelines (WCAG 2.0) from the Worldwide Web Consortium will be introduced and the role they play in developing accessible digital content.
Date: Wed, October 14, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Amanda Coolidge, Open Education Manager, Open BCcampus
Will describe the process of user testing open textbooks with post-secondary students who have print disabilities focusing on lessons learned in this process and how this data fed into the creation of a toolkit on accessibility for open textbook authors.
Emily Moore, Director of Research & Accessibility, PhET Interactive Simulations, University of Colorado Boulder
Will share ways that PhET SIMs teachers currently use to support diverse learners and give an update on the main accessibility efforts in the prototype and development phase. She will also demonstrate a few of the new accessibility features that teachers can look forward to in the future.
Una Daly presented on the benefits of open educational resources and open textbooks. She discussed how rising costs of education and textbooks negatively impact students, and how open textbooks can help by providing free or low-cost digital content that can be customized. Open licensing allows open textbooks to be freely shared and adapted. Several large-scale open textbook projects were highlighted that have led to cost savings for students and improved learning outcomes. Research also suggests that open textbooks increase interactions with materials and faculty collaboration. Adopting open textbooks requires selecting materials, customizing content as needed, gathering user feedback, and ensuring sustainability.
Cccoer Webinar Find and Adopt Open TextbooksUna Daly
This document summarizes presentations from three organizations working on open textbooks: BCcampus, OpenStax College, and the California OER Council. BCcampus has developed over 60 open textbooks for the British Columbia higher education system, saving students an estimated $305,000. OpenStax College has created free online and low-cost print textbooks for high-enrollment courses that are adopted at over 800 schools worldwide. The California OER Council works to promote open educational resources and adoption among California community colleges.
OER in Repositories and Course Management SystemsUna Daly
Happy Open Access Week 2017! Open Access Week is an international advocacy event meant to highlight the benefits of sharing scholarly and academic work. This year’s theme is “Open in order to …” At CCCOER we are celebrating Open Access Week this month with two organizations that prioritize sharing OER through digital tools.
Join us to hear about how OER repositories and Open Course Management systems can support the development and sharing of OER within colleges and regional consortiums. Our speakers will share how Affordable Learning Georgia and the California Online Education Initiative develop and maintain digital tools to share open course content and academic work.
When: Wednesday, October 25, 2017, 11:00 AM PT (2:00 PM ET)
Featured Speakers:
Jeff Gallant, Program Manager for Affordable Learning Georgia.
Barbara Illowsky, Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative (OEI)
Sloan-C Merlot 12: OER and Accessibility Higher Education Status and IssuesUna Daly
Gerry Hanley, Merlot; Una Daly, Open Courseware Consortium; and Mark Riccobono, National Federation for the Blind present on the importance of designing in accessibility for OER producers and consumers.
This document summarizes a presentation about open educational resources (OER). The presentation defines OER as teaching, learning and research materials that are in the public domain or released with an open license allowing free use. It outlines benefits of OER such as lowering student costs and allowing customization. The document provides examples of open textbooks and repositories where instructors can find high-quality OER to incorporate into their courses. It also discusses how the Online Education Initiative in California is working to increase access to online courses through the use of OER.
OER Workshop for Coastline College Summer InstituteUna Daly
The Who, What, Why, Where, and How of Finding and Adopting High Quality Open Educational Resources
Join us for an interactive workshop on finding and adopting high-quality open educational resources (OER). The cost of a college education continues to rise dramatically and the high price of textbooks has been identified by students as a major barrier to achieving their academic goals.
Hear from faculty in California and other states who have adopted OER to reduce costs for students and enhance teaching and learning. You’ll get a chance to test drive searching for open textbooks in popular OER repositories and gain an understanding of what makes an effective open educational resource. Finally, we’ll brainstorm how to encourage other stakeholders at your college to support successful OER adoptions.
Bring a laptop or tablet and be prepared for some fun teamwork!
Presenter: Una Daly, director Community College Consortium for Open Educational Resources.
Finding Open Textbooks and CA State OER InitiativeUna Daly
Presented by Una Daly, Community College Outreach Director, at the Mid-Pacific ICT 2013 Conference in San Francisco January 3rd.
The state of California recently adopted legislation to develop open textbooks for the 50 highest enrolled college classes and store them in a statewide repository. The goal of the legislation is expanding access to education by saving students thousands of dollars each year in textbook costs. A key component of this equation is the adoption of open textbooks by the faculty and staff who support students and their learning.
Come to this session to learn more about finding, selecting, and adopting open textbooks and OER to enhance student learning. Case studies from the Community College Consortium for Open Educational Resources will be shared and an invitation to join their open and collaborative Advisory Board will be extended
Una Daly and James Glapa-Grossklag from the Community College Consortium for OER at the Open Education Consortium were keynote speakers for the Maryland Online OER Day held at University of Maryland University College in Largo. Over 150 faculty, staff, and administrators registered for the daylong event held on June 2, 2014.
This document provides an overview of open educational resources (OER) and the BC Open Textbook Project. It defines OER as educational resources that can be freely accessed and adapted. The goals of the BC Open Textbook Project are to reduce student costs, improve learning outcomes, and provide faculty with flexibility. The project aims to develop 40 open textbooks in high-enrollment subjects. It discusses repositories where open textbooks can be found and the project's review and development process. The presentation encourages early adoption and adaptation of open textbooks.
This document summarizes a webinar about open educational resource (OER) authoring and delivery platforms. It introduced Courseload, a platform for delivering OER and other course materials, Pressbooks for authoring OER textbooks, and Open Assembly for providing modularized OER collections and collaborative learning communities. The webinar discussed how these platforms help address faculty and student needs around OER use and highlighted upcoming pilots and studies to evaluate platform efficacy.
The document discusses open educational resources (OER) and the BC Open Textbook Project. It provides the following key points:
1. The BC Open Textbook Project has created over 40 free open textbooks for the highest enrolled subjects in BC post-secondary education. This has helped increase access to education by reducing costs.
2. Studies have shown that OER leads to similar or better learning outcomes for students compared to traditional resources, while saving students thousands in costs.
3. Going forward, the project aims to create 50 more OER resources, increase commitments from BC post-secondary institutions to adopt open textbooks, and ensure the sustainability of the OER collection.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
This document summarizes a presentation by Amanda Coolidge from BCcampus about their Open Textbook Project. The presentation discusses the high cost of textbooks for students, which can impact their course selections and success. It then introduces the BC Open Textbook Project, which aims to create 60 open textbooks and ancillary resources to save students money. The project has three phases: harvesting and reviewing existing open resources, adapting/improving existing materials, and creating new open textbooks. So far the project has resulted in 62 open textbooks being adopted at 8 institutions, with estimated student savings of over $305,000.
Presentation by the Community College Consortium for Open Educational Resources Advisory Members on various aspects of OER Usage. Presenters: Andrea Henne, Barbara Illowsky, Lisa Storm, James GlapaGrookag, and
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
This document summarizes a presentation about open educational resources (OER). It discusses the Kaleidoscope Open Course Initiative which aims to improve student success using OER-based courses. The initiative replaces textbooks with free OER to eliminate costs as a barrier. It also improves course designs and materials based on student learning data. The initiative developed 11 courses impacting 9,000 students, and saw improved average student success rates of over 10% compared to previous years. It also allowed 100% of students to have free, digital access to materials on day 1. The presentation outlines challenges to adopting OER and the benefits it provides for teaching and learning. It proposes expanding the initiative in a second phase by piloting more courses and frameworks
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
Similar to "Can I actually use it?" - Testing open textbooks for accessibility (20)
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
The document discusses open education and the benefits it provides. It notes that open textbooks can save students money by avoiding expensive textbook costs, and that open licensing of materials can promote sharing of resources between education systems. It emphasizes that open education helps make higher education accessible to all by removing cost barriers. The document highlights several advocates and organizations working to advance open education and open access.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
First of its kind – tuition-free and course materials free credentialBCcampus
This document summarizes a new tuition-free credential program in adult basic education that uses open educational resources. It notes that the program will provide free course materials to students, reducing barriers to education. Quotes from those involved praise the hard work of adult basic education students and say this funding helps further reduce barriers they face. Statistics are given on the number of open textbooks and savings to students from previous open education initiatives.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
1. The document discusses post-secondary education professionals and their role in student career development. It defines these professionals as "Career Influencers" who informally provide career advice, guidance, and counseling to students.
2. Career Influencers see their role impacting student career development through functions like advising, guiding, counseling, teaching, advocating, and networking. They also impact students by sharing their own life experiences and demonstrating attributes like being approachable, authentic, and empathetic.
3. Professionals conceptualize "career" differently, including as a means of expression, pursuit of meaning, and contribution to society. Their experiences and values shape these conceptions.
4. Furthering professionals
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Find, Import, Clone, & Remix: Using Pressbooks to Work with Openly Licensed C...BCcampus
This document provides an overview of using Pressbooks to work with openly licensed educational content. It begins with defining open educational resources and discussing their benefits. It then introduces Pressbooks as an online publishing platform built on WordPress that allows editing and publishing books. Examples are given of how Pressbooks is being used at UW-Madison, including replacing textbooks, language learning materials, public domain anthologies, and student projects. The document concludes with a demo of how to find and import open content for use in Pressbooks.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
The document discusses the relationship between scholarly teaching and the scholarship of teaching and learning (SoTL). It notes that while all faculty should strive for scholarly teaching, not all will engage in SoTL. Several scholars are cited that discuss definitions and distinctions between scholarly teaching and SoTL. Scholarly teaching refers to applying scholarly standards to one's teaching, while SoTL involves systematically reflecting on teaching in a way that can be shared and built upon by other academics. The document also discusses attempts to define SoTL that have struggled due to the diversity of SoTL.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
"Can I actually use it?" - Testing open textbooks for accessibility
1. “Can I actually use it?”
Testing open textbooks for
accessibility
• Amanda Coolidge, Tara Robertson, and Sue Doner
• November 18, 2015
@acoolidge @tararobertson @SueDoner
#opened15 #a11y
3. Connect the expertise, programs, and resources of all BC post-secondary
institutions under a collaborative service delivery framework
1
2
3
Open Education & Professional Learning
Student Services & Data Exchange
Collaborative Programs & Shared Services
4. Open Education & Professional Learning
OER Global Logo by Jonathas Mello is licensed under a CC-BY 30 License
Support & promote the development & use of Open Educational Resources
Support the development of effective teaching & learning practices
1
Connect the expertise, programs, and resources of all BC post-secondary
institutions under a collaborative service delivery framework
5. BC Open Textbook Project
40 free & open textbooks for highest
enrolled 1st & 2nd year post-secondary
subjects in BC
2013 – 20 for skills & training
First province in Canada
2013 – AB & SASK MOU
$1 million
2013 - $1 million
Visual notes of John Yap announcement, Giulia Forsythe Used under
CC-SA license
6. Why are we doing this project?
To increase access to higher education by reducing student costs
To give faculty more control over their instructional resources
To improve learning outcomes for students
Annie Lennox campaigns with Oxfam at the AIDS Conference by Oxfam used under CC-BY-NC-ND license
7. The Project
Don’t reinvent it by Andrea Hernandez released under CC-BY-NC-SA and based on Wheel by Pauline Mak released
under CC-BY license
14. “My textbook is…
…back-ordered
…in the mail
…out of stock
…the wrong edition
…on hold until my student loan arrives
…not needed until I decide I want this course”
How often do students start the term
without the resources they need?
15. Our Numbers
135 Open Textbooks
294 Adoptions
19 Institutions
9,275 Students
$927,200- 1,204,762
18. Timeline
• Mid-November – contacted Disability Service departments to
recruit students
• December 19 –sent testing instructions to students
• January 19—received feedback forms from students
• January 27—in person focus group
• February 27 –published Accessibility Toolkit
19. Testing open textbooks
One chapter from each of the following:
• English Literature
• Introduction to Psychology
• Introduction to Sociology
• British Columbia in a Global Context
• Introductory Chemistry
20. Feedback form
For each chapter:
• Content questions
• Feedback on specific items – navigation, layout, text flow, tables,
font, images, links
• Overall feedback
21.
22. Students said…
“Please continue to consult with the students who are using these
books.”
“Thank you again – it is really a privilege to be a part of this. You all
did an excellent job – the facilitation, the bits and pieces of logistics,
the questions and feedback – great job to all of you!”
24. Our Framework
Accommodation:
• Individualized adaptation
• Often after a course has started
• Should be reserved for specific cases.
Universal Design for Learning (UDL):
• Pro-active “…elimination of barriers from the learning
environment.”
Accessibility (of digital materials):
• Practical application of UDL & W3C standards
• Pre-emptive removal of barriers to students with a disability
25. Scope of the Accessibility Toolkit
WHY?
• Accessible design is better for ALL learners!
WHO?
• Faculty/ID’s/Ed.techs who “may not know what they don’t know”
WHAT?
• Best practices for the different types of textbook content.
HOW?
• Emphasis on UDL + integration of student personas
WHERE?
• Delivered in Pressbooks (same platform used for the Open
Textbooks)
26. The Outcome
The BC Open Textbook Accessibility Toolkit
http://opentextbc.ca/accessibilitytoolkit/
27. Inside the Accessibility Toolkit
I. Key Concepts
Introduces developers to the framework:
• Universal Design for Learning
• User Personas
II. Best Practices chapters
Each chapter includes:
• Introduction & context for the type of content
• Who are you doing this for?
• What do you need to do?
28. Next Steps
Includes:
• Incorporating Toolkit into development process for all new Open
Textbook creators
• French translation online (?)
• Second round of testing open trades modules with trades students
with learning disabilities
Format of our presentation today – 3 parts:
Quick overview of BCcampus’s Open Textbook project
Summary of our student focus group & feedback session
Intro to our just-published Accessibility Toolkit
Before we begin on the evolution of the BC Open Textbook Project I will give you a bit of background on Bccampus. Bccampus supports the work of the BC post secondary system in the areas of teaching, learning and educational technology. We are funded through the government of BC’s Ministry of Advanced Education. There are three primary areas that we focus on at Bccampus, open education and professional learning, collaborative programs and shared services, and student services and data exchange.
The area that I work in and the one that houses the BC Open Textbook project is the area of Open Education and Professional Learning, where it is our mandate to support and promote the development and use of Open Educational Resources and support the development of effective teaching and learning practices. You may recognize some of these names on the slide as you may have taken part in SCOPE, ETUG, or perhaps searched for and downloaded Open educational resources from SOLR.
The BC Open Textbook Project is the Ministry’s response to a number of the issues of student debt and restricted access that Rajiv pointed out. The Open Textbook project was first announced in 2012 at the Open Education Conference in Vancouver, by the then minister of advanced education, John Yap. He announced that the BC Provincial Government would provide the funding of $1 million in the creation of 40 open textbooks for the highest enrolled post-secondary subject areas in BC. In 2013 the government announced that another $1 million would be provided to develop 20 open textbooks for skills and training, in alignment with the BC Jobs Plan.
There are three main reasons that propel our drive for open education and in particular in the open textbook project. We want to increase access to higher education by reducing students, we want to give faculty more control over their instructional resources, and we want to improve learning outcomes for students.
At the start of the project in 2012, we did an inventory of the highest enrolled subject areas in BC post-secondary. We knew that many established open projects had already created and adapted open educational resources and open textbooks in some of these areas, so rather than start from scratch by creating our own textbooks we decided to adopt open textbooks that already existed and had a proven track record of high quality and widely adopted materials.
Some of our adoptions came from OpenStax College out of Rice Univeristy, OER Commons, the Open Textbook Library out of Minnesota and Merlot repositories.
We then posted these open textbooks in our collection and began to solicit reviews from BC faculty. Faculty were to review a book’s comprehensiveness, content accuracy, relevance, clarity, consistency and modularity. Each review was then posted with the open textbook in our collection. As you can see the review is posted with the reviewer’s name and which institution he or she is affiliated with and has a CC ND license attributed to each review.
From the reviews we then put out a call for proposals for faculty to adapt the textbook based on the reviews. We wanted to ensure that whatever was missing or lacking from a textbook in our collection that it was then adapted to meet the needs of our BC Faculty. In some cases the reviews indicated that the books were too US centric, or that some of the chapters were not relevant for the BC context. Being able to adapt a textbook to meet specific learning outcomes, that is the power of working in the Open. The faculty had the opportunity to change the textbook. Here is one example of an adaptation- Professor Jessie Key at VIU adapted the Introductory Chemistry book based on the reviews submitted.
All of the BC open textbooks are created using Pressbooks, which is based on a Wordpress platform. It allows the books to be written in one format and then published in a variety of outputs. EPUB, PDF, MOBI, XML, etc.
The benefit of multiple formats is that it means that students can choose the platform that they want to use. It also means that when faculty adapt the textbook they have a number of format options available to make those edits.
Another benefit has been the access to resources on Day 1.
Too often we have heard from students that the textbook is the wrong edition, that it is on hold until their student loan arrives, or the book is out of stock. It makes you wonder how often do our students start the term without the resources they need?
So that brings me to where we are today, at the beginning of October 2015. Since the project started in 2012 we know have 104 textbooks in our collection, 282 known adoptions from BC faculty, 18 BC institutions participating, and over 9, 000 students who have been affected by open textbooks.
We currently have a savings of between $904,900 -$1.1 million
To find our collection of open textbooks you can go to open.bccampus.ca and should you have any follow up questions after today I would be happy for you to contact me. Thank you.
Our goal was to get about 15 students to test the open textbooks. In the end 7 students completed the written feedback and 5 of those students also attended an in person focus group. I thought that a $150 honorarium would be enough of an incentive but it was difficult to recruit people.
Our goal was to find student volunteers who were engaged and who would give us good concrete feedback. As our department works with the disability service offices I thought it would be a good approach to get recommendations from staff of keen students. Disability service offices are busy at the end of each semester with exam accommodations, so perhaps that’s one reason why we didn’t get many names.
Picked a good cross section of content and known accessibility issues.
English Literature – poetry, footnotes
Introduction to Psychology—tables, images
Introduction to Sociology—quiz, one long chapter--no headings
British Columbia in a Global Context—charts, maps, and an embedded Google Map
Introductory Chemistry—images, formulae/equations
5 different subject areas that didn’t necessarily line up with what our student testers were studying.
We gave the following instructions: “We’re asking you to read one chapter from 5 different textbooks in the way that you normally would, using the software and hardware that you would normally use. We realize that some of these topics might be outside the area that you’re studying.
For each chapter there are a few questions about the content that are intended to test the readability of the content not your intelligence, so don’t feel bad if you have a tough time answering the questions. For each chapter please fill out the feedback form and note any areas where the content was hard to understand. It is likely you will get some content that is not accessible or not very accessible.”
For each chapter we thought up some content related questions, like “What is the definition of Weber’s law, or what is the population of Sweden?” that we hoped would make the testing a bit more realistic and give some focus to reading various textbook chapters.
When we were putting together the feedback form we took a look at a bunch of UX surveys. We had difficulty describing the concept of “layout”. We forgot to include keyboard accessibility as a section.
As facilitators we were a little nervous about doing the focus group. For all of us this was our first experience with user testing, focus groups and working with a group of students who were low vision or blind. BCcampus has a strong track record of organizing engaging events and they ordered tasty food, booked a room in a venue that has good transit access. I also ran our plans by a blind colleague who runs an Adaptive Technology organization to ensure we hadn’t missed key accessibility points.
5 students attended the focus group. While they all have visual impairments they all use different assistive technology including: VoiceOver on an iPad, VoiceOver on a Mac, JAWS on Windows laptop, ZoomText on a Windows laptop and Kurzweil on a Windows laptop. They were from 3 different universities and have different majors including: general arts, English, Computer Science, Business and an Occupational Therapist who is doing a PhD in interdisciplinary studies. 65% of the CAPER-BC students have learning disabilities and last year over 50% of the materials we produced were in trades, so I was a little disappointed that I was unable to recruit students with learning disabilities or who are in the trades.
We learned a lot from the students at the focus group. They were really well prepared and had a lot to say. We were really lucky to work with such an engaged group of students.
Before the focus group Amanda and Sue went through the written feedback and pulled out things that people identified as being problems or where one student said it was fine and another student said it wasn’t accessible to them.
Amanda did a great job of facilitating the day. She did a great job of not making assumptions about what students were experiencing or why it was problematic, instead asking them for more detail or to show us what wasn’t working. I work with alternate formats every day and would’ve made some assumptions about why something wasn’t working. By being naïve and curious Amanda was able to flesh out with the students what wasn’t working.
The students highlighted some against accessibility issues we hadn’t anticipated.
For example, in the chapter from the English book has some embedded YouTube videos that JAWS didn’t read.
We didn’t anticipate that when poetry was enlarged using ZoomText that it could be annoying to have to scroll horizontally to read the end of the line. This formatting issue clearly got in the way of being able to feel the flow of the poem. Reading the students feedback didn’t really make sense, but having her show us what the problem was did. The in person focus groups were really valuable.
We didn’t anticipate that the section quiz questions and answers in the Sociology chapter were going to be so confusing. There were about 10 multiple choice questions and the answers were at the very end of the chapter, after the endnotes. No one really knew they were there as they lacked a heading. Also, a “vertical line” or “vertical” was used as a delimiter between each question and when read by VoiceOver or JAWS. So it sounded like “1. A | 2. B | 3. C | 4. D” which is super confusing.
We’ll be doing this presentation again as a free webinar next Wednesday March 11th as part of Open Education Week.
We’ll also be presenting at the British Columbia Library Association conference in May, and co-presenting with some of the students at the Open Textbook Summit in May.
Our Framework.
For those who might not be familiar with the distinction between accommodation and accessibility:
Accommodating for students with a disability involves some form of individualized adaptation of a learning environment – creating an alternative option after course is underway for a student to access or complete a component of their learning experience. To be eligible for an accommodation at most institutions, students have to formally identify themselves as having a disability with institution’s Disability Resource Centre. Accommodations should be reserved to overcome specific barriers for individuals, determined on a case by case basis, and only for those barriers that cannot be addressed through instructional planning.
Following the student-centred principles of Universal Design for Learning, course materials are pro-actively designed to support different types of learning styles and learner preferences. For example, visual aids can be an effective way of explaining a concept to some learners, while providing a text version of the same concept may be the learning preference of others. Planning at the design/pre-delivery stage for multiple methods of accessing course concepts is one of the fundamentals of UDL.
Similarly, Accessibility of digital materials reflects thoughtful, proactive attention to the design of learning materials so that they can be accessed from Day 1 by learners with a disability. I.e. the stuff that should not require an accommodation. So - making course materials Accessible is just a specialized focus of the UDL framework, the practical application of some of the framework’s principles. [Plus guided application of web-accessibility standards to ensure compatibility with assistive technologies, etc.]
“Why”
** The best part about working to build our collective literacy around accessibility of digital course materials (in this case, Open Textbooks) is that accessible design is better for all learners – not just those who formally register as having a disability. The student-centred focus of accessible design also benefits those students who aren’t registered with a Disability Resource Centre. E.g who:
Are accessing materials on different devices;or
are aging into a disability (e.g. aging eyes may need to see text in larger font, or need option to view in high contrast); or
Are international students for whom English is a 2nd language (e.g. may benefit from having all video materials close-captioned and opportunity to improve English-comprehension.)
“Who” is the audience?: Toolkit to be designed with Faculty/content creators, instructional designers, ed. techs, in mind who “may not know what they don’t know” about making materials accessible. Typical faculty writer is not always familiar with the pro-active strategies of UDL as they apply to accessibility, and would more likely be accustomed to referring students who identify selves as having a disability to their institution’s Disability Resource Centre…
“What” should be included?: We didn’t want to overwhelm with information; our goal was to provide users with manageable steps towards success; ease the panic of “I don’t know what I don’t know when you tell me that my material has to be accessible”…Therefore – goal was to create digestible, user-friendly, plain-language, “just enough information” guides - “Best practices” sections for different types of textbook content (with added benefit of being transferable to typical online course materials, because broader application and uptake can only help to increase capacity!!)
“How” to bring the value of this work (i.e. making your textbook accessible) to life: I.e. this work has real benefits for REAL people. Therefore:
(As noted earlier) - Emphasis placed on principles of Universal Design for Learning – pro-active remediation of materials so they can be accessed by anyone from DAY ONE (without having to register for or request an accommodation);
Humanizing element / elevate the student-centredness of this practice – project team adopted & adapted user personas from “A Web for Everyone…”, incorporated additional personas based on CAPER user data + our students. Through the integration of these personas, help to bring a recognizable person into the mix for each of the Best Practices sections, and move content creators/developers/designers past the theory of accessibility to the real-life impacts of it.
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“Where”: Toolkit built & delivered in Pressbooks site: added benefit of building/developing Toolkit content using same tool that the open textbook developers used = modeling of the practices need to adopt and reflecting the “what do I need to do” part in the same environment.
We’re excited to present… The Accessibility Toolkit.
The Accessibility Toolkit consists of two macro-sections:
“Key Concepts” – introduces developers to our underlying framework
Universal Design for Learning
User Personas
2. “Best Practices” – the practical application of our framework, against the common types of content currently found in the Open Textbook collection.
Organizing Content
Images
Tables
Weblinks
Multimedia
Formulas
Font size
Colour Contrast
We created a common framework for the “Best Practices” chapters too: (E.g. TABLES)
Introduction, “What is a ---?”, and “Before you begin” (Guiding principle for us: avoid making assumptions about the end-user’s technical knowledge; be as clear as possible).
“File types include..” and “Before you begin…”
Establish clear context plus can’t assume everyone knows what an image is, etc. AND in some cases – pause to consider why you are including this. (Value added or bright & shiny…?)
Who are you doing this for?
Persona example(s) + “this work supports students who…”
“You need to do this, and here are the people you’re doing it for…”; note that not all of the people listed would be students who would register themselves as having a disability w/ their institution’s Disability Resource Centre.
Includes bulleted list of typical type of user who benefits from this work PLUS 1-2 of our user personas to again bring the humanizing element home.
What do you need to do?
Practical applications of the “what you need to do” w/ examples to illustrate when possible;
Included “new ground” discussion for areas of the post-secondary education industry. E.g. Multi-media section & requiring transcripts even for 3rd-party videos. This isn’t always in line with copyright practices so pits accessibility vs. copyright; Typical accommodation limits (e.g. one-off productions that cannot be stored and re-used, etc.) aren’t in line with Universal Design & pro-active provision of alternate formats.
More to come, etc:
(E.g.) More info for making Math & science equations accessible (!!!)
More languages (e.g. has been translated into French; offers to translate into a braille version)
Current state – typical & growing issues in e-learning vs. accessibility:
e-Textbooks vs. accessibility: we know that most textbook publishers haven’t come to the table re: accessibility of e-textbooks yet. Eg. Athabasca reported exponential increase of accommodation requests since they have begun to adopt e-texts from one publisher.
Rapid growth of online teaching & learning in the trades = specific area of focus for UDL.