The University of Texas at Arlington (UTA) Libraries and the Center for Research on Teaching and Learning Excellence co-sponsored Open Education Day at UTA on March 7, 2019, in Central Library. In the day's first presentation, "Introduction to OER," presenter Michelle Reed defines open educational resources (OER), examines the impact of OER use in higher education, discusses copyright and open licensing, and explores avenues for identifying existing OER that can be remixed and reused. The presentation covers updates on federal and state OER initiatives and highlights support for open educational practices at UTA, including access to and technical support for Pressbooks, a web-based publishing platform. Slides and detailed slide notes are available at http://hdl.handle.net/10106/27848.
Transforming Higher Education with Open Educational ResourcesMichelle Reed
This keynote presentation was presented by Michelle Reed at the Advanced Teaching and Learning with Technology Symposium at IUPUI’s Center for Teaching and Learning in Indianapolis, Indiana, on November 8, 2019. The slides are licensed with a Creative Commons Attribution 4.0 International (CC BY 4.0) license available at https://creativecommons.org/licenses/by/4.0/. Images are individually licensed as noted in the slide notes.
Abstract
Initiatives supporting the use and creation of open educational resources (OER) can provide cost, access, and student success solutions for higher education. The affordability argument often associated with OER gets significant attention because commercial textbook prices are startling and cost savings accumulate quickly when transitioning to free resources. However, the pedagogical innovation enabled by openness is as highly valued by both educators and their students. In this presentation, we’ll define OER, examine the impact of OER use in higher education, explore values that are fundamental to open education, discuss concepts of information ownership and authority, and highlight examples of open education that have empowered educators, improved information access, and increased student agency.
https://atlt.iupui.edu/keynote
Ken spoke at the University College London (UCL) and Ciber research event ‘Digital textbooks: where are we?’ in May 2018. He outlined some of the drivers and themes that are influencing the future of e-textbooks and digital learning resources. He focused on the student as consumer, the user experience, digital platforms and the importance of data and analytics.
A presentation given at Educause ELI 2019 in Anaheim, CA on February 19. 2019. The PDF is available to download in our university IR: https://digitalcommons.georgefox.edu/libraries_fac/28/
Transforming Higher Education with Open Educational ResourcesMichelle Reed
This keynote presentation was presented by Michelle Reed at the Advanced Teaching and Learning with Technology Symposium at IUPUI’s Center for Teaching and Learning in Indianapolis, Indiana, on November 8, 2019. The slides are licensed with a Creative Commons Attribution 4.0 International (CC BY 4.0) license available at https://creativecommons.org/licenses/by/4.0/. Images are individually licensed as noted in the slide notes.
Abstract
Initiatives supporting the use and creation of open educational resources (OER) can provide cost, access, and student success solutions for higher education. The affordability argument often associated with OER gets significant attention because commercial textbook prices are startling and cost savings accumulate quickly when transitioning to free resources. However, the pedagogical innovation enabled by openness is as highly valued by both educators and their students. In this presentation, we’ll define OER, examine the impact of OER use in higher education, explore values that are fundamental to open education, discuss concepts of information ownership and authority, and highlight examples of open education that have empowered educators, improved information access, and increased student agency.
https://atlt.iupui.edu/keynote
Ken spoke at the University College London (UCL) and Ciber research event ‘Digital textbooks: where are we?’ in May 2018. He outlined some of the drivers and themes that are influencing the future of e-textbooks and digital learning resources. He focused on the student as consumer, the user experience, digital platforms and the importance of data and analytics.
A presentation given at Educause ELI 2019 in Anaheim, CA on February 19. 2019. The PDF is available to download in our university IR: https://digitalcommons.georgefox.edu/libraries_fac/28/
Presented to teachers at the Sonoma County Office of Education on August 4, 2015 for the eduIMPACT Summit.
Presented to teachers at Sonoma State University on August 5, 2015 for the North Bay International Studies Project's Global Dialogue Workshop.
View this presentation on Wikimedia Commons here:
https://commons.wikimedia.org/wiki/File:Wikipedia_%26_Why_It_Belongs_In_Education.pdf
View the generic version on Wikimedia Commons here:
https://commons.wikimedia.org/wiki/File:Wikipedia_%26_Why_It_Belongs_In_Education_--_depersonalized.pdf
Students as Library Advocates, ALA Annual 2011Buffy Hamilton
Boomers, Staff & Students -- Engaging the Many Voices of Advocacy: An Advocacy Institute Workshop during ALA’s 2011 Annual Conference in New Orleans, Louisiana. The program will take place on Friday, June 24, 2011 from 1 to 4 p.m. at the Marriott Convention Center – River Bend 2.
Barriers to Open Textbook Adoption: University of KansasSarah Cohen
A workshop for library faculty and staff, teaching and learning staff, instructional designers, and anyone who supports faculty in adopting course materials.
This presentation explains the rationale for open textbooks, provides an update on open textbooks at George Fox University, and encourages faculty to participate.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
This presentation for faculty explains the rationale for open textbooks, provides an update on George Fox University's Open Textbook Initiative, and encourages them to participate.
Open educational resources (OER) efficacy research shows that the use of OER does not negatively impact student success metrics such as grades, course completion, retention, and persistence rates. In numerous research studies involving more than 46,00 students across different types of institutions, Hilton (2016) found that students performed comparably in courses using OER vs. traditional materials.
Join us to hear from two 2017-18 Open Education Research Group Fellows as they share their research conducted at a community college and a private university about how high textbooks prices and open textbook adoptions affect students. Regina Gong, from Lansing Community College, will share her research on open textbook adoptions in high-enrollment, multi-section introductory courses (psychology and economics). David Rose, from American University in Washington, DC, will share his research which shows that rising textbook prices similarly affect students at an expensive private university as has been demonstrated at more affordable public institutions (Are Private Universities Exempt from Student Concerns About Textbook Costs? A Survey of Students at American University).
When: Wednesday, December 5th, 11am PT/ 2pm ET
Featured Speakers
David Rose, Online Learning Trainer & Curriculum Designer, American University, Washington, D.C.
Regina Gong, Librarian and OER Project Manager, Lansing Community College, Lansing, MI
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
K-12 online learning in California is slowly making traction. Two recent dissertations researched K-12 online learning in California by Kelly Schwirzke and Rob Darrow are shared in this presentation.
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
Presented to teachers at the Sonoma County Office of Education on August 4, 2015 for the eduIMPACT Summit.
Presented to teachers at Sonoma State University on August 5, 2015 for the North Bay International Studies Project's Global Dialogue Workshop.
View this presentation on Wikimedia Commons here:
https://commons.wikimedia.org/wiki/File:Wikipedia_%26_Why_It_Belongs_In_Education.pdf
View the generic version on Wikimedia Commons here:
https://commons.wikimedia.org/wiki/File:Wikipedia_%26_Why_It_Belongs_In_Education_--_depersonalized.pdf
Students as Library Advocates, ALA Annual 2011Buffy Hamilton
Boomers, Staff & Students -- Engaging the Many Voices of Advocacy: An Advocacy Institute Workshop during ALA’s 2011 Annual Conference in New Orleans, Louisiana. The program will take place on Friday, June 24, 2011 from 1 to 4 p.m. at the Marriott Convention Center – River Bend 2.
Barriers to Open Textbook Adoption: University of KansasSarah Cohen
A workshop for library faculty and staff, teaching and learning staff, instructional designers, and anyone who supports faculty in adopting course materials.
This presentation explains the rationale for open textbooks, provides an update on open textbooks at George Fox University, and encourages faculty to participate.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
This presentation for faculty explains the rationale for open textbooks, provides an update on George Fox University's Open Textbook Initiative, and encourages them to participate.
Open educational resources (OER) efficacy research shows that the use of OER does not negatively impact student success metrics such as grades, course completion, retention, and persistence rates. In numerous research studies involving more than 46,00 students across different types of institutions, Hilton (2016) found that students performed comparably in courses using OER vs. traditional materials.
Join us to hear from two 2017-18 Open Education Research Group Fellows as they share their research conducted at a community college and a private university about how high textbooks prices and open textbook adoptions affect students. Regina Gong, from Lansing Community College, will share her research on open textbook adoptions in high-enrollment, multi-section introductory courses (psychology and economics). David Rose, from American University in Washington, DC, will share his research which shows that rising textbook prices similarly affect students at an expensive private university as has been demonstrated at more affordable public institutions (Are Private Universities Exempt from Student Concerns About Textbook Costs? A Survey of Students at American University).
When: Wednesday, December 5th, 11am PT/ 2pm ET
Featured Speakers
David Rose, Online Learning Trainer & Curriculum Designer, American University, Washington, D.C.
Regina Gong, Librarian and OER Project Manager, Lansing Community College, Lansing, MI
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
K-12 online learning in California is slowly making traction. Two recent dissertations researched K-12 online learning in California by Kelly Schwirzke and Rob Darrow are shared in this presentation.
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
Open Textbooks Webinar: Teaching and Learning ConversationsBeck Pitt
This webinar was conducted by Beck Pitt for the Teaching and Learning Conversations series on Tuesday 27 March 2018 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
Adopt an Open Textbook for Your Intro Course in Less Than 20 HoursErin Owens
Lightning Talk by Professor Erin Owens at Sam Houston State University (SHSU) PACE Teaching & Learning Conference, Aug 12, 2021:
High textbook costs disproportionately impact first-generation, minority, and low-income students. These costs can be especially hard to swallow in introductory courses outside a student’s major. While e-textbooks may lower the initial price-tag, they cannot be resold and are not ideal for all learners. But there’s another option: You can provide immediate, free digital access to an open textbook, with a low-cost print option available through the bookstore for students who prefer print. You can do it quickly, without sacrificing the convenience of supplementary materials, and if you’re feeling intimidated, the library can help. Learn more in this lightning session!
This presentation on open educational resources (OER) by Michelle Reed was presented on August 24, 2020, during New Faculty Orientation at the University of Texas at Arlington. It is licensed under a Creative Commons Attribution 4.0 International license (CC-BY). https://creativecommons.org/licenses/by/4.0/
Open textbooks can alleviate the burden of educational costs for students and provide faculty with content that can be customized for their courses. Open textbooks are full, real textbooks, used by many faculty across the country, including here at UTA. They are licensed to be freely used, edited, and distributed. Many are also accompanied by customizable slides, test banks, and other supplemental materials.
UTA educators are invited to attend an Open Textbook Workshop to discover open textbooks. After the workshop, attendees will have the opportunity to write a short review of an open textbook from the Open Textbook Library in exchange for a small stipend. The review will benefit other faculty considering open textbooks.
More info at https://libguides.uta.edu/OERgrants/workshops
Supporting Open Textbook Adoptions at University of ArkansasMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed is licensed CC BY and is modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted. It was presented in Fayetteville at the University of Arkansas on September 24, 2019.
Supporting Open Textbook Adoptions - UA CossatotMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed was presented at the University of Arkansas Cossatot on March 15, 2019, and is licensed CC BY. Slides are modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted.
To support UTA faculty interested in submitting an application for the Texas Higher Education Coordinating Board (THECB) Open Educational Resources Grant Program, UTA Libraries are hosting two OER Grant Application Sprints. Librarians will share tips for completing the application, assist with locating OER, define support for open education at UTA, and review application materials.
Partnering to Build a Sustainable OER ProgramMichelle Reed
This presentation by Michelle Reed was presented for the Belt and Road Open Education Learning Week hosted by the Smart Learning Institute of Beijing Normal University on June 26, 2018.
This presentation by Michelle Reed and Billy Meinke was presented at the Open Education Global Conference on April 25, 2018, in Delft, Netherlands. Abstract: For over a century, academic librarians in the United States have provided instruction designed to help patrons effectively navigate and use the resources and services provided by the library. Today we refer to this type of learning experience in terms of “information literacy.” As digitization has shaped the ways that we access and share information, so, too, has information literacy evolved to represent a more nuanced relationship between the people who create and consume information and the systems we use to communicate in a networked world. In January 2016, the Association of College and Research Libraries (ACRL) adopted a new Framework for Information Literacy for Higher Education, which transitioned librarians from a skills-based approach to teaching and learning to a conceptual one. Though the language in the Framework is student-centric, as are the information literacy programs that operate out of academic libraries, we argue that the knowledge practices and dispositions represented in the document apply to educators as much as they do to the students we serve—particularly in the context of open education. With its heavy focus on copyright and licensing, outreach and education about open educational resources (OER) provide a perfect opportunity to explore how concepts of information literacy can guide our work with faculty, staff, and administrators who are new to open education or who have fallen prey to misinformation about OER. Additionally, though the term “information literacy” grew from libraries, we acknowledge that librarians do not fully own the responsibility of deepening our communities’ understanding of the information ecosystem. In this presentation, a librarian and an instructional designer discuss how information literacy concepts can inform how we support open education and how we leverage existing information literacy programs to broaden the impact of our work. Paper: https://uta-ir.tdl.org/uta-ir/handle/10106/27285
This presentation by Michelle Reed was presented at the “E”ffordability Summit hosted by UW-Stout in Menomonie, Wisconsin, on March 26, 2018. It is licensed under an Attribution 4.0 International license (CC-BY): https://creativecommons.org/licenses/by/4.0/ Images are individually licensed as noted.
"Complementary and Necessarily Bundled: Leveraging Partnerships to Bring Open Pedagogy to Scale" was presented on October 11, 2017, at the 14th annual Open Education Conference in Anaheim, California.
Abstract: Open pedagogy is the future of open education because of the potential for an educational community to engage in the creation of the next generation of content while improving student learning. However, building open pedagogy to scale at most institutions has proven difficult, partially because of customized learning experiences and partially because of lack of faculty knowledge about how to support open pedagogy assignments. One way to increase adoption of open pedagogy is to leverage the existing infrastructure and institutional awareness around information literacy. The similarities in goals between open pedagogy and information literacy work represents a natural partnership that open practitioners can draw upon to support the increased adoption of both information-rich and renewable assignments in the curriculum. Panelists in this session will discuss a librarian's perspective on building programmatic support for open pedagogical practice, similar to how libraries have built programmatic support for information literacy. With a focus on scholarship of teaching and learning and open educational practices, we'll demonstrate how the work of open education practitioners and librarians is both complementary and necessarily bundled. When our professional, ethical, and teaching practices are united, open pedagogy can be better organized to scale.
A summary of Robin DeRosa’s blog post, “My Open Textbook: Pedagogy and Practice." http://robinderosa.net/uncategorized/my-open-textbook-pedagogy-and-practice/
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
6. “…higher education shall be
equally accessible to all…”
- UN Universal Declaration of Human Rights
7.
8.
9. The cost barrier kept
2.4 million
low and moderate-income
college-qualified high school
graduates from completing college
in the previous decade.
- The Advisory Committee on Student Financial Assistance
10. 36 % are food insecure
36 % are housing insecure
9 % are homeless
- Still Hungry and Homeless in College, Wisconsin HOPE Lab
Basic Needs Assessment
of Four-Year Students
12. ~ 44 million Americans owe
> $1.4 trillion outstanding debt
- Consumer Financial Protection Bureau
Student Loan Debt
13.
14.
15. 2012 2016
63.6% 66.5% Not purchase the required textbook
49.2% 47.6% Take fewer courses
45.1% 45.5% Not register for a specific course
33.9% 37.6% Earn a poor grade
26.7% 26.1% Drop a course
17.0% 19.8% Fail a course
In your academic career, has the cost of required
textbooks caused you to:
- Florida Student Textbook Surveys, Florida Virtual Campus
16. 85 % textbook purchases increase stress
43 % sacrifice food for textbooks
43 % rely on loans
31% reduce course load
- Morning Consult/Cengage (2018)
Survey: Buying Course Materials
a Top Source of Financial Stress
17. “The survey’s results should be a wake-up call for everybody
involved in higher education. This is especially true for the
publishing industry, including our own company, as we
historically contributed to the problem of college affordability.
The data is clear: high textbook costs pose barriers to students’
ability to succeed in college. Too many learners today are
making painful tradeoffs between course materials and bare
necessities like housing and meals.
Our industry must embrace what students are telling us.”
- Michael Hansen, Cengage CEO
18.
19. 0 10 20 30 40 50 60 70 80 90
Spring 2018
Fall 2017
UTA Student Government Survey
Purchased All Skipped Buying One or More
49. “Despite my interest in keeping the price of textbooks low,
I found that the cost was still prohibitive for many
students…. There are many reasons for why this series is
an Open Educational Resource, including but not limited
to textbook affordability, access, empathy, openness,
inclusion, diversity, and equity. I want students to be able
to have access to the textbook on day one and after the
course ends, not have to choose between buying food
and purchasing the text, and not have to worry about a
lost, stolen, or expired digital access code.”
- Dave Dillon
67. “The textbook given to us this semester was absolutely amazing. It
gave all the information we needed very clearly and made it
interesting to learn with the modern examples and cool extra facts
about France obtaining to our lesson.”
“Madame Soueid is awesome and she wrote a really engaging and
fun french book!”
“The book provided for the course was very helpful and well
written. Because it was very specific for the class, the book was
extremely useful.”
68. “It is awesome and cost effective for students who have limited income and it is a great
program which should be supported and highlighted in the college mainstream.”
“Very great resources and relevant to course. Low cost materials helped focus more on
learning rather than worrying about how to pay for the education coming from different
resources that may cost money, which helped the grade overall.”
“I am very delighted that UTA is moving towards free or reduced-cost textbooks that are
online. I am a low-income student and these resources help me greatly.”
69.
70. “Among her findings, students with loans had a more
positive perception of the OER, and in this particular
course, students using this OER did better than students
who had used a traditional textbook in her same course the
prior semester.”
https://pressbooks.education/news/2018/08/university-of-texas-at-
arlington-kicks-off-oer-program-with-eight-books-in-development/
71. 0
20
40
60
80
100
120
140
160
180
200
Fall 2017 Spring 2018 Fall 2018
I would enroll in the section that uses traditional materials I would enroll in the section that uses free or low-cost materials
I would have no preference
Imagine a future course you are required to take. If two different sections of that course were
offered by the same instructor during equally desirable time slots, but you were aware that one
section used traditional printed texts and the other used reduced-cost digital materials similar to
those used in this course, which section would you prefer to enroll in?
73. • 1 year on 2/14/19
• 73 users
• 3 OER in public catalog
• 20 OER in development or in pilot
• 3 reported adoptions outside UTA
74. Replace $$$ Textbooks
● Free textbooks for high-enrollment courses
● Remixed, localized versions of existing OER
Training, Outreach, Distance Education
● Manuals, guides, handbooks, course ‘teasers’
● Proceedings and Gray Literature
Public Domain Anthologies
● Anthologies of work published pre-1923 (US)
● Government docs or other public material
Student & Community Authored Projects
● University-Community Partnerships
● Student writing, class projects, ePortfolios
79. Up Next
Marginalia: Web Annotation for Engaged Teaching and Learning
Jeremy Dean, Director of Education, Hypothes.is
Steel Wagstaff, Educational Client Manager, Pressbooks
82. By the start of classes for
Spring 2019, 52 classes with a
combined enrollment of 3,125
had been tagged with a free or
low-cost course attribute in
the schedule of classes.
Open Education Day at UTA is co-sponsored by UTA Libraries and the Center for Research on Teaching and Learning Excellence. Find us on Twitter @utalibraries @CRTLE_UTA and #OpenUTA #OEWeek. The event is part of Open Education Week 2019, a global event.
These slides by Michelle Reed are licensed with a Creative Commons Attribution 4.0 International (CC BY 4.0) license available at https://creativecommons.org/licenses/by/4.0/. Images are individually licensed as noted in the slide notes.
http://hdl.handle.net/10106/27848
OER World Map: https://oerworldmap.org/
The United Nations’ Universal Declaration of Human Rights has language embedded within it concerning the importance of equal access to higher education.
Image by avi_acl on Pixabay
Image by analogicus on Pixabay
In a decade, higher education failed 2.4 million Americans. These are students who did everything “right” but cost stopped them from completing. Capable and qualified- BUT financially strapped.
Text from Executive Summary of “Mortgaging Our Future” (Sept. 2006):
“During the 1990s, between nearly 1 million and 1.6 million bachelor’s degrees were lost among college-qualified high school graduates from low- and moderate-income families.
During the current decade, between 1.4 million and 2.4 million more bachelor’s degrees will likely be lost, as the number of high school graduates increases and academic preparation improves.
These estimates are extremely conservative, reflecting only those losses that occur among low- and moderate-income college-qualified high school graduates and only to the extent that they are unable to enroll and persist in college at the same rates as their middle-income peers. Total losses, including those among middle-income students, are much higher.”
Source
The Advisory Committee on Student Financial Assistance
http://files.eric.ed.gov/fulltext/ED529499.pdf
Textbooks vs. food
Textbooks vs. rent
More campuses opening food pantries and shelters.
From report overview:
“This is the largest national survey assessing the basic needs security of university students. It is the HOPE Lab’s 3rd national survey; the other two focused on community colleges. This year we report on 43,000 students at 66 institutions in 20 states and the District of Columbia. That includes over 20,000 students at 35 4-year colleges and universities, as well as students at community colleges.
We find:
• 36% of university students were food insecure in the 30 days preceding the survey. This year’s estimate for community college students is 42%, but our larger study last year found 56%.
• 36% of university students were housing insecure in the last year. Housing insecurity affected 51% of community college students in last year’s study, and 46% in this year’s study.
• 9% of university students were homeless in the last year. In comparison, 12% of community college students were homeless in this year’s survey, and 14% in last year’s survey.
The data show that basic needs insecurities disproportionately affect marginalized students and are associated with long work hours and higher risk of unemployment. However, the level of academic effort – in and outside the classroom—is the same regardless of whether or not students are dealing with food and housing insecurity. It is therefore critically important to match their commitments with supports to ensure degree completion.”
Report
Goldrick-Rab, S., Richardson, J., Schneider, J., Hernandez, A., & Cady, C. Still Hungry and Homeless in College. Wisconsin HOPE Lab. (2018) FAQ for Still Hungry and Homeless in College
https://hope4college.com/wp-content/uploads/2018/09/Wisconsin-HOPE-Lab-Still-Hungry-and-Homeless.pdf
See NPR article for further discussion: https://www.npr.org/sections/thetwo-way/2018/04/03/599197919/hunger-and-homelessness-are-widespread-among-college-students-study-finds
This data from the State Higher Ed Executive Officers Association compares the proportion of cost students contributed in 1990 to today. Funding at state level is decreasing as tuition is increasing. In many states, these lines have crossed. We haven’t crossed in Texas (yet), but the gap is narrowing.
Source
http://www.sheeo.org
44 million Americans have student loan debt totaling over $1.4 trillion
Percentage of Borrowers with $20K in Student Debt Doubled Over Last Decade
Source:
https://www.consumerfinance.gov/about-us/newsroom/cfpb-finds-percentage-borrowers-20k-student-debt-doubled-over-last-decade/
2019 study by American Public Media findings:
34% of U.S. adults think government funding for public colleges and universities has stayed the same over the past decade
27% think it has increased.
The Center on Budget and Policy Priorities reports that “state funding for public two- and four-year colleges in the 2017 school year (that is, the school year ending in 2017) was nearly $9 billion below its 2008 level, after adjusting for inflation.”
Sources
https://hechingerreport.org/americans-think-state-funding-for-higher-ed-has-held-steady-or-risen-survey-finds/
https://www.apmresearchlab.org/stories/2019/02/25/colleges-funding-university-loans-students-free-tuition-government-aid-research-survey
https://www.cbpp.org/research/state-budget-and-tax/a-lost-decade-in-higher-education-funding
Image by avi_acl on Pixabay
FL Student Textbook Survey by Florida Virtual Campus.
Cost is an impediment to student success and retention according to the Florida Virtual Campus Survey conducted in 2012 and again in 2016 at every public secondary institution in the state of Florida. Total study population 20K students. Across the four year gap, results are more or less consistent.
The purpose of the 2016 Student Course Materials Survey was to identify: (1) The amount of money that Florida students spent on textbooks during the spring 2016 semester. (2) The frequency with which students buy textbooks that are not used, (3) How students are affected by the cost of textbooks. (4) Which study aids students perceive to be the most beneficial to their learning. (5) Identify any changes over time in student responses from previous iterations of the survey. https://florida.theorangegrove.org/og/items/3a65c507-2510-42d7-814c-ffdefd394b6c/1/
BOSTON, July 26, 2018 — College students consider buying course materials to be their top source of financial stress after tuition, and the lack of access and affordability of materials has a negative impact on their learning and performance, according to a new survey of 1,651 current and former college students. The survey was conducted by Morning Consult on behalf of Cengage. The largest US-based education and technology company serving the higher education market, Cengage provides course materials including textbooks, ebooks, homework and study guides to 11 million students.
The survey, Today’s Learner: Student Views 2018, also shows that students routinely sacrifice basic needs, such as food and spending time with their family, to afford their course materials. Other key findings include:
Textbook Purchases Increase Student Stress: Eighty-five percent of current and former students say that their textbook and course material expenses are financially stressful, more so than meals and food (63 percent), healthcare (69 percent), housing (73 percent) and barely less stressful than tuition (88 percent).
Students Sacrifice Food for Textbooks: Nearly half of current and former college students (43 percent) say they’ve saved money by skipping meals to afford course materials.
Minority Students Are Disproportionally Impacted: Minority students are more likely to report taking fewer classes to save on textbook costs; African American students are also 35 percent more likely to save money for books by skipping a trip home.
Coping with the Financial Burden: Almost seven in 10 students report having to get a job during the school year to pay for college textbooks; 43 percent have taken out a loan; and 31 percent have taken fewer classes to save on textbooks costs.
Digital Access Drives Success: Digital is seen as a potential way to help with course materials, with 81 percent of students saying easily accessible digital course materials would have a positive impact on their grades. When it comes to digital access, cost and affordability remain key: 72 percent of students say cost-effectiveness is very important when considering digital course materials.
Source
https://news.cengage.com/corporate/new-survey-college-students-consider-buying-course-materials-a-top-source-of-financial-stress/
“The survey’s results should be a wake-up call for everybody involved in higher education. This is especially true for the publishing industry, including our own company, as we historically contributed to the problem of college affordability. The data is clear: high textbook costs pose barriers to students’ ability to succeed in college. Too many learners today are making painful tradeoffs between course materials and bare necessities like housing and meals. Our industry must embrace what students are telling us.”
Michael Hansen, CEO, Cengage
*Emphasis added
Source
https://news.cengage.com/corporate/new-survey-college-students-consider-buying-course-materials-a-top-source-of-financial-stress/
See also: https://tophat.com/blog/3-reasons-students-paying-ever-textbooks/
University of Texas at Arlington students reported their textbook costs during a Student Government Event in Spring 2018. Images of students holding signs reading how much they spent on textbooks that semester: $300, $500, $650, and $350. Photos: all rights reserved, Katie Gosa.
University of Texas at Arlington students reported their textbook costs during a Student Government Event in Spring 2018. That semester, 63 students reported skipping the purchase of at least one required course resource and 58 reported purchasing all of their required resources. The same students reported skipping the purchase of at least one required course resource and 43 reported purchasing all of their required resources during Fall 2017.
UTA Textbook Speakouts were held in UTA Libraries during Spring 2017 (179 entries) and Spring 2018 (145 entries), totalling ~325 responses. Students responded to prompts about textbooks and/or course resource costs on glass walls in the Libraries’ foyer and, separately, on large paper rolls placed near the entrance of the building.
Comment from UTA Textbook Speakout
$120 at Purchase
Buy back for $11
Barely used
You tell me UTA
Comment from UTA Textbook Speakout
$400 for 1 book?!
Comment from UTA Textbook Speakout
Textbook stole my girlfriend
Comment from UTA Textbook Speakout
Extortion
Comment from UTA Textbook Speakout
Criminal
Comment from UTA Textbook Speakout
SCAM
Comment from UTA Textbook Speakout
Ridiculous!! It's robbery!!
Stop the madness!!
Comment from UTA Textbook Speakout
It’s a racket,
a monopoly.
Comment from UTA Textbook Speakout
SMASH THE PEARSON- McGRAW- HILL TEXTBOOK Duopoly! $$$
Comment from UTA Textbook Speakout
Rent them or ask a friend
Comment from UTA Textbook Speakout
Paying to do HW SUCKS
Same
Same
Comment from UTA Textbook Speakout
Don't buy! It'll be on the PowerPoint!
Comment from UTA Textbook Speakout
I wish prof's would actually use them if I have to pay for them.
Comment from UTA Textbook Speakout
Expensive. I starve for 3 days because I need to buy $200-$300 just for the online code.
😢 (sad face)
Comment from UTA Textbook Speakout
A waste of money.
I need money to eat…
Comment from UTA Textbook Speakout
One of my required books is more than a months rent WTF!!
Comment from UTA Textbook Speakout
A necessary EVIL.
Comment from UTA Textbook Speakout
They're free on private bay
-every student
Comment from UTA Textbook Speakout
There's a reason why I download illegally !!
Comment from UTA Textbook Speakout
I'm always afraid of the cops coming for me & my illegally downloaded pdf textbooks
Twitter thread from Amy Nusbaum (August 24, 2018):
Okay, friends, gather around for a story about why open access textbooks are so incredibly important (shared with permission of the student).
I had a student come into my office yesterday - I've worked with her for awhile now. She's an incredibly hard worker, resilient as hell, one of those students that makes the job worth it.
We were talking about some family issues she's been dealing with and then she sort of paused. She said she needed to go so she could try to talk to her professors about something.
I pried (we have a relationship where that's an okay response). She said she was having some financial difficulties and couldn't get textbooks right now, so she needed to see what kind of an effect that would have in her classes.
I asked what classes she was taking, and I luckily had one of the books sitting on my shelf. I told her to send me the rest of her books and I would order them. She was so incredibly grateful and shocked (not the point of the story, stay with me).
I went to our bookstore website last night, fully expecting to put down several hundred dollars. The three books she still needed were $65. $65 was what stood between this incredible student being able to start the term successfully, or in a state of panic.
I think this story is important because I often hear faculty saying that full open access isn't possible. That their textbooks are "only" $70, so it's not a burden. And, yeah, sure $70 is better than $150 is better than $300.
But if we continue to think "oh, it's just $65," we will continue to have students like this one being disadvantaged. Scraping by. Choosing between food and books. Dropping out.
When 1/3 of your students (or higher) are food insecure, you're asking them to choose between eating and being successful in your class. https://www.npr.org/sections/thesalt/2018/04/03/599198739/food-housing-insecurity-may-be-keeping-college-students-from-graduating?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=social … When institutions talk about retention, pushing for open access course materials should be at the top of the list.
So, what's the take-away? Stop assuming that X amount of money that's doable for you won't be a barrier for your students. Because unless that amount is $0, it will be a barrier for someone.
Work on developing courses that don't have additional costs. That could be a traditional #OER text, or not. Educate yourself on what #RealCollege looks like (if you don't follow @saragoldrickrab, you should).
Listen to your students. Learn from your students. Be kind to your students.
Source
https://twitter.com/amy_nusbaum/status/1033021736512413696
“I went to our bookstore website last night, fully expecting to put down several hundred dollars. The three books she still needed were $65. $65 was what stood between this incredible student being able to start the term successfully, or in a state of panic.”
Source
https://twitter.com/amy_nusbaum/status/1033021745345716224
See also: https://www.reddit.com/r/todayilearned/comments/atzlmp/til_high_priced_college_textbooks_bundled_with/?utm_source=reddit-android
Image by analogicus on Pixabay
Open education can transform higher education.
More open access publishing
A change in how we allocate spending
Increased engagement
Improved retention
Improved completion rates
Improved pedagogy
Ownership of course content
New partnerships and collaborative opportunities
Image Credit:
“Effect_of_Butterfly” by Anastasiya_Markovich is CC BY-SA 3.0
https://commons.wikimedia.org/wiki/File:Anastasiya_Markovich_Effect_of_Butterfly.jpg
Common misconception: open = free (period)
Open = free + permissions is CC BY Michelle Reed
https://www.flickr.com/photos/oelib/37051477601/
Open license allows for content customization, localization, and open pedagogy.
New partnerships and collaborative opportunities
Rebus Community
Rebus Community
Dave Dillon's open textbook, Blueprint for Success in College and Career, won the 2019 Textbook Excellence Award from the Textbook & Academic Authors Association. This award recognizes excellence in current textbooks and learning materials. First open textbook to win this award.
What the judges said: "Blueprint for Success in College and Career deserves to win the textbook Excellence Award for making succeeding in college possible for a wide audience. It is a straightforward, useful, and accessible textbook that makes it easier to navigate college and develop skills for succeeding beyond the classroom."
https://press.rebus.community/blueprint2/
Some folks question the quality of OER because they are “free” resources
Open is a license, not a quality indicator.
Dave Dillon on publishing the OER.
https://about.rebus.community/2018/06/blueprint-for-success-open-textbooks-now-available-for-adoption/
Audiobook now in the works – team being built and organized via Rebus Community.
https://projects.rebus.community/project/f8Czpu74dN6QnmnJz3zs7v/audiobook-of-blueprint-for-success-in-college-and-career
Dave remixed openly licensed content on his topic with his original work. Two of his sources were developed with Open Oregon Educational Resources grants: A Different Road To College: A Guide For Transitioning To College For Non-traditional Students by Alise Lamoreaux and How to Learn Like a Pro! by Phyllis Nissila. Alise and Phyllis are both affiliated with Lane Community College.
Blueprint for Success in College and Career is a remix of four previously existing OER (Open Educational Resources): A Different Road To College: A Guide For Transitioning To College For Non-traditional Students by Alise Lamoreaux, How to Learn Like a Pro! by Phyllis Nissila, Foundations of Academic Success: Words of Wisdom, edited by Thomas Priester, College Success, provided by Lumen Learning, and one previously copyrighted textbook with content that is now openly licensed: Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies by Dave Dillon. A free OER, (Open Educational Resource), Blueprint for Success in College and Career is a students’ guide for classroom and career success. This text, designed to show how to be successful in college and in career preparation focuses on study skills, time management, career exploration, health, and financial literacy.
https://about.rebus.community/2018/06/blueprint-for-success-open-textbooks-now-available-for-adoption/
Dave remixed openly licensed content on his topic with his original work. Two of his sources were developed with Open Oregon Educational Resources grants: A Different Road To College: A Guide For Transitioning To College For Non-traditional Students by Alise Lamoreaux and How to Learn Like a Pro! by Phyllis Nissila. Alise and Phyllis are both affiliated with Lane Community College.
Ownership of course content
Pressbooks
Example of content customization.
Pressbooks clone screenshots show cloning of book URL from the Rebus Community’s Pressbooks site to UTA’s Pressbooks site for a new book titled “Social Work Professionalism.” Also shows information about the book source and license (CC BY 4.0) on the new OER’s landing page at https://uta.pressbooks.pub/socialworkprofessionalism/.
A Growing Open Textbook Library of 577 books in 2018 from one resource in 2012 is depicted as a steadily increasing bar chart. Image courtesy of the Open Textbook Network. The library is at open.umn.edu.
Significant growth in the library’s OER collection since it was established in 2012.
In 2016 and 2017, the Library had more than 200 submissions each year through their online suggestion form. 66% of the open textbooks have been publicly reviewed . The library had 1.9M pageviews last year.
“The OTL's growth, both in terms of resources we highlight through book records and the number of people visiting the site, reflects the increasing interest, commitment and hard work among people in higher education to create and share open resources, which is something to celebrate.” – Karen Lauritsen, Managing Director of Open Textbook Network
Open Textbook Library entry for OpenStax Anatomy and Physiology textbook. Shows peer review ratings and reviews, Creative Commons license, bibliographic information, access options, table of contents, and summary. https://open.umn.edu/opentextbooks/textbooks/anatomy-and-physiology
The history department at UT Arlington adopted an OpenStax book and saved students over $388,700. According to Dr. Alex Hunnicutt, "it isn’t just affordable – it’s affordable and it’s just as good a book.“
“I had used online textbooks before, and the experience was not a happy one. There were all these access codes and keys and things to unlock- just a technological nightmare to me. It would drag on for weeks and weeks. We’re a third or halfway through the semester with students still trying to get access to the book. This wasn’t that at all…. Give them a link and it worked and that’s it. My sentence is longer than the time it took them to access the materials.”
https://library.uta.edu/scholcomm/blog/episode3
https://libguides.uta.edu/utacares/heroes
The American Yawp, an OER used by UTA’s Department of History, is licensed CC BY SA by Stanford University Press.
http://www.americanyawp.com/
UTA Libraries’ staff are available to help you locate OER during Open Office Hours in Central Library B20 today at 2:45-4:45 p.m. and tomorrow at 11 a.m. -1 p.m.
“Single Project Earns Federal OER Pilot Grant”
Updated: Education Department awards $4.9 million to a 12-institution consortium led by UC Davis for open STEM textbooks. Advocates push for spreading the wealth for next year’s round of funding. LibreTexts.
Story by Mark Lieberman was published on October 2, 1018 at
https://www.insidehighered.com/digital-learning/article/2018/10/02/department-education-awards-pilot-oer-grant-uc-davis-open
“New Twist in Federal Funding for OER”
Updated: Education Department apparently disregards congressional instructions for spending 2019 money, dividing $5 million between Arizona State University and Chippewa Valley Technical College
Story by Mark Lieberman published February 26, 2019 in Inside Higher Ed at https://www.insidehighered.com/digital-learning/article/2019/02/26/arizona-state-and-chippewa-valley-get-oer-grants-education
The UTA CARES Grant Program sponsored by UTA Libraries will award funding for Scale and Innovation Grants in Spring 2019. Additionally, applications for Adoptions Stipends will be accepted on a first-come, first-served basis. Information is available at http://libguides.uta.edu/utacares/grants
Creation of Tout un Monde by Alicia Soueid was funded by the UTA CARES Grant Program.
http://libguides.uta.edu/utacares/grants
Feedback from UTA CARES student surveys
Intermediate French – open textbook creation
Engineering – creation of OER by building collection of openly licensed images
“Among her findings, students with loans had a more positive perception of the OER, and in this particular course, students using this OER did better than students who had used a traditional textbook in her same course the prior semester.”
https://pressbooks.education/news/2018/08/university-of-texas-at-arlington-kicks-off-oer-program-with-eight-books-in-development/
Across all surveys completed by students in courses supported by the UTA CARES Grant Program and those using customized OER published by Mavs Open Press, students consistently report the free OER are much or somewhat better than traditional course materials and much or somewhat easier to use than traditional course materials.
Results of student surveys
Question:
Imagine a future course you are required to take. If two different sections of that course were offered by the same instructor during equally desirable time slots, but you were aware that one section used traditional printed texts and the other used reduced-cost digital materials similar to those used in this course, which section would you prefer to enroll in?
Responses:
In Fall 2017, 7 students reported preference for traditional resources, 110 reported preference for free and low-cost resources, and 21 reported no preference.
In Spring 2018, 0 students reported preference for traditional resources, 24 reported preference for free and low-cost resources, and 6 reported no preference.
In Fall 2018, 11 students reported preference for traditional resources, 184 reported preference for free and low-cost resources, and 14 reported no preference.
https://uta.pressbooks.pub/
Current Pressbooks stats:
Platform launch: February 14, 2018
UTA users: 73
OER published: 3
Current pilot/development: 20
Reported adoptions at other institutions: 3
Pressbooks used for:
Replace $$$ Textbooks
● Free textbooks for high-enrollment courses
● Remixed, localized versions of existing OER
Training, Outreach, Distance Education
● Manuals, guides, handbooks, course ‘teasers’
● Festschrift, edited conference collections
Public Domain Anthologies
● Anthologies of work published pre-1923 (US)
● Government docs or other public material
Student & Community Authored Projects
● University-Community Partnerships [GLAMs]
● Student writing, class projects, ePortfolios
Slide content adapted from Steel Wagstaff https://drive.google.com/file/d/16kr-Bz_myQMd61YTtO8GOxUPBrzrk6xR/view
Example of open pedagogy
Education Governance in Texas is an OER currently under construction by a graduate course in Educational Leadership and Policy Studies.
Additional examples of open pedagogy include Robin DeRosa’s anthology for earlier American literature (later revised by Rebus Community) and David Wiley’s Project Management for Instructional Designers. Read more at http://libguides.uta.edu/openped/examples or visit the Open Pedagogy Notebook at http://openpedagogy.org/
In one day, a group of educators came together to create 303 test bank questions to accompany an open textbook on organizational behavior.
“Excited to be kicking off another #OER development sprint tomorrow @KwantlenU, this time with @KPU_Business faculty to build a question bank to support this #opentextbook in Organizational Behaviour”
Read about Rajiv’s experience asking students to write questions (rather than demonstrating mastery by answering them): http://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/
https://twitter.com/thatpsychprof/status/1097953188341153792
Marginalia: Web Annotation for Engaged Teaching and Learning
Jeremy Dean, Director of Education, Hypothes.is
Steel Wagstaff, Educational Client Manager, Pressbooks
Hypothesis
Welcome to the 2018-19 Marginal Syllabus and our February conversation! This is the fourth article we will read and publicly annotate as part of "Literacy, Equity + Remarkable Notes = LEARN." LEARN has been co-developed in partnership with the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and Hypothesis. The Marginal Syllabus convenes and sustains conversation via open web annotation with educators about issues of equity in teaching, learning, and education. What's "marginal" about the Marginal Syllabus? We partner with authors whose writing is contrary to dominant education norms, we read and annotate in the margins of online texts, and we discuss educational equity using open-source technology that’s marginal to commercial edtech. Read the full 2018-19 syllabus here.
https://twitter.com/remikalir/status/1099713283865509893
https://via.hypothes.is/https://educatorinnovator.org/wp-content/uploads/2019/01/when-school-is-not-enough-marsyl.pdf
https://educatorinnovator.org/campaigns/literacy-equity-remarkable-notes-learn-marginal-syllabus-2018-19/
https://educatorinnovator.org/learn-with-colleagues-committed-to-equity-in-learning-and-literacy-the-2018-19-marginal-syllabus/
Courses that require only open educational resources (OER) or additional resources costing up to $25 in total (per student) are eligible for UTA's "free" or "low-cost" course attributes. These courses will carry the attribute in the schedule of classes, as shown here. The attributes allow students to search and filter courses based on educational resource costs. This addition to MyMav is the result of Texas Senate Bill 810. Information at http://libguides.uta.edu/utacares/report
By the start of classes for Spring 2019, 52 classes with a combined enrollment of 3,125 had been tagged with a free or low-cost course attribute in the schedule of classes.
https://uta.pressbooks.pub/
Resources
Open Education Day at UTA: https://library.uta.edu/scholcomm/blog/open-education-week-2019
Open Education Week: https://www.openeducationweek.org/
Resources
Open Education Day at UTA: https://library.uta.edu/scholcomm/blog/open-education-week-2019
Open Education Week: https://www.openeducationweek.org/