Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
Adventures in Designing a MOOC with OER--STEMTech Denver, CO Nov. 2014cccschamp
This presentation was part of a session on creating a Technical Math MOOC with open educational resources. In October 2013, Colorado Community College System was awarded a TAACCCT 3 grant for Advanced Manufacturing. Our Advanced Manufacturing Industry partners were actively engaged in helping our faculty tailor their courses and course content to industry needs. Yet, the industry partners still had some complaints: I would like to send my employees to your colleges for courses, certificates and training but you want them to take and pass a technical math course before they can complete a course or certificate; my employees or I can’t afford the time and money to have them pass through the “gate keeping course.” Attendees will hear on how the CCCS system created a viable solution, a free Technical Math MOOC that works for faculty, industry and our students.
This presentation was used in a series of workshops for Prior Learning Assessment Training for the Colorado Community College System under a TAACCCCT3 grant (CHAMP)
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
CCCS' Digital Badge Possibilitites IMS Global Badging and Credentials Conveni...cccschamp
Colorado Community College System's digital Badge journey CCCC's Digital Badge Possibilitites IMS Global Badging and Credentail Convening Austin TX November 2015
Presentation on the TAACCCT3 grant funded Instructional Design projects/content development of the 4 cohort teams: Electro-Mechanical, Engineering Graphics, Machining, and Welding for the CHAMP Leadership Team quarterly meeting June 5, 2014.
Adventures in Designing a MOOC with OER--STEMTech Denver, CO Nov. 2014cccschamp
This presentation was part of a session on creating a Technical Math MOOC with open educational resources. In October 2013, Colorado Community College System was awarded a TAACCCT 3 grant for Advanced Manufacturing. Our Advanced Manufacturing Industry partners were actively engaged in helping our faculty tailor their courses and course content to industry needs. Yet, the industry partners still had some complaints: I would like to send my employees to your colleges for courses, certificates and training but you want them to take and pass a technical math course before they can complete a course or certificate; my employees or I can’t afford the time and money to have them pass through the “gate keeping course.” Attendees will hear on how the CCCS system created a viable solution, a free Technical Math MOOC that works for faculty, industry and our students.
This presentation was used in a series of workshops for Prior Learning Assessment Training for the Colorado Community College System under a TAACCCCT3 grant (CHAMP)
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
CCCS' Digital Badge Possibilitites IMS Global Badging and Credentials Conveni...cccschamp
Colorado Community College System's digital Badge journey CCCC's Digital Badge Possibilitites IMS Global Badging and Credentail Convening Austin TX November 2015
Presentation on the TAACCCT3 grant funded Instructional Design projects/content development of the 4 cohort teams: Electro-Mechanical, Engineering Graphics, Machining, and Welding for the CHAMP Leadership Team quarterly meeting June 5, 2014.
CHAMP Grant Instructional Design Meeting September 4 2014cccschamp
Presentation for the Colorado Community College System-Colorado Helps Advanced Manufacturing Programs, TAACCCT3 grant September monthly instructional design meeting
Opening the gate -a fast and easy way to build and share coursescccscoetc
Presentation given at the Sloan-C Emerging Technologies for Online Learning conference in Dallas, TX, April 9-11, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
Presentation visuals used in support of 7-Sept-2011 webinar exploring and elaborating on SCoPE (http://scope.bccampus.ca) discussions on designing OERu credentials.
A Gayle Geitgey presentation for co-asis&t on the topic Future Ready: Preparing for the Third Grade Reading Guarantee and College/ Career Readiness with INFOhio Resources.
For more information visit our website:http://www.asis.org/Chapters/coasis
Open Education Resources: Challenges and BenefitsPhillip Clingan
The presentation is part of an OER course. Explains the benefits and challenges and how to overcome challenges in using OER. This presentation is licensed under CC BY-NC-ND 4.0
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Tuesday, June 11, 10:00 am (PDT) for a webinar on Competency-based learning and OER. Competency-based learning is gaining traction as institutions strive to personalize learning experiences and decrease time to graduation. Students demonstrate mastery at their own pace through e-Portfolio assessments or on-demand tests and institutions often recommend free or open educational resources (OER) along with prior learning as a source for learning materials.
Hear from several higher education experts on how OER and open courses complement competency-based learning to improve student outcomes:
Dr. Ellen Marie Murphy, Executive Director of Curriculum and Learning Systems, Ivy Bridge College. Ivy Bridge College is a two-year online institution that streamlines the transfer process to four-year degrees through personalized learning programs.
Dr. Chari Leader-Kelley, Vice-President of Learning Counts at the Council for Adult & Experiential Learning (CAEL). Learning Counts specializes in the assessment of prior learning for college credit. Currently working with the Saylor foundation to embed portfolio templates into open courses to allow students to demonstrate and reflect upon their learning.
Dr. David Shulman, Vice-President of the Virtual Campus and Instructional Technology at Broward College, Florida. Broward College is offering a competency-based MOOC this summer entitled “College Foundations: Reading, Writing, and Math” to provide students with skills to begin college or to prepare for college placement exams.
Participant Login Information:
There is no need to register in advance but please use the link below on the day of the webinar. You may use a headset or dial-in over the phone if you would like to speak otherwise you can listen directly from your computer speakers and use the chat window.
Benefits and challenges of OER for higher education institutionsMichael Paskevicius
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’.
That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of
sharing.
Understanding Millennials and Neo-Millennials: Making the Most of Course Mate...ED MAP
“Making the Most of Course Materials” will examine the notion and sources of content, and how transparency, economics, relevancy, collaboration, and technology impact content strategies. We will also discuss advantages and challenges to integrating multiple content channels, best practices and factors to consider in adopting new content strategies.
Taaccct 1 online learning status oct 2013cccscoetc
Presentation given at the October 2013 TAACCCT 1 COETC sharing day on the status of the online content for energy courses redesigned or developed in hybrid/online format for CCCS COETC grant
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.
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 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.
Embracing GenAI - A Strategic ImperativePeter 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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. INTRODUCTIONS
Peter Lindstrom
Instructional Designer
CHAMP Grant
Colorado Community College System
peter.lindstrom@cccs.edu
Brenda Perea
Instructional Design Project Manager
TAACCCT Grants
Colorado Community College System
brenda.perea@cccs.edu
3. SESSION OUTCOMES
Define open educational resources and
locate OER resources and courses related
to your discipline
Understand how to curate OER for
individual faculty, department, or institution
Understand how to choose existing
repositories for hosting your institution’s
OER
4. QUESTIONS ABOUT OER
What is it?
Won’t that make
my job
obsolete?
Can I trust that
it’s accurate?
"question questions talk balloons" by geralt,
Pixabay is in the Public Domain, CC0
5. REASONS FOR USING OER
Learning Effectiveness
Better quality or more recent material--Peered
reviewed
Scale – Cost
Free resources for students and instructors
Access
Faculty and students have a wider variety of learning
materials to choose from
Faculty success
Avoids “reinventing the wheel” for time efficiency
6. CHAMP GRANT AND OER
Dept. of Labor TAACCCT Grant
Requirements:
80% instructor-created material
Creative Commons CC-BY License
Published to skillscommons.org
CHAMP has 187 Courses
7. OER REPOSITORIES
Repositories are websites that host
server space for OER content
Curated in varying degrees
Contributions come from educators,
industry, government …
8. "Flat World Knowledge: Open College Textbooks" by Libby Levi,
opensource.com is licensed under CC BY 2.0
9. BUILDING WITH
OER
Course shared by four institutions
Developed as Master Course
EGT205 – Geometric
Dimension & Tolerance
"Engineering drawings with Machinery's Handbook" by Benrobuck,
Wikipedia is licensed under CC BY-SA 3.0
22. WHEN TO LET GO
Suitable content does not exist
“Going down the rabbit hole”
Type of content being sought is too
narrowly define
Videos
Complete lesson plans
23.
24. PRODUCING OER
Is it allowed in your institution?
Does faculty or college “own” intellectual
property?
25. PRODUCING OER
Develop a Detailed Plan
Where will it be hosted?
Where will people find the OER index?
Will multimedia be hosted on an
institution channel or institutional account
at 3rd party provider
Will faculty be allocated time for
producing content?
Will a position be created to curate OER?
26. CHAMP GRANT OER
OER was required by grant
Leverage experience gained from COETC
Grant
Materials at www.skillscommons.org
Index of materials at www.cccs.edu/champ
Recommended institutional accounts for
multimedia
Faculty paid to develop OER for their
courses
Index of OER managed by grant position
Skillscommons.org curates OER materials
27. BENEFITS TO USE OER
OER encouraged faculty collaboration
across departments and institutions
OER helped standardize approach to
common competencies across the state.
OER increased the speed of development
when moving courses across consortium
members.
28. SAFETY FOR WELDERS
CHAMP affected course scheduled for
redesign
1-credit course offered at all colleges
Three competencies in most welding
courses
Follow shop safety practices
Maintain a clean, safe work area
Perform safety inspections on ____
equipment
33. LICENSE & ATTRIBUTION
This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s
Employment and Training Administration. The solution was created by the grantee and does
not necessarily reflect the official position of the U.S. Department of Labor. The Department
of Labor makes no guarantees, warranties, or assurances of any kind, express or implied,
with respect to such information, including any information on linked sites, and including, but
not limited to accuracy of the information or its completeness, timeliness, usefulness,
adequacy, continued availability or ownership.
Mining for OER: Creating Gold from Pyrite by Peter Lindstrom and
Brenda Perea is licensed under a Creative Commons Attribution
4.0 International License.
Permissions beyond the scope of this license may be available at
www.cccs.edu/champ.
Editor's Notes
Mining for OER: Creating Gold from Pyrite
Presenters:
Peter Lindstrom and Brenda Perea
Introductions:
Peter Lindstrom
Instructional Designer
CHAMP Grant
Colorado Community College System
peter.lindstrom@cccs.edu
Brenda Perea
Instructional Design Project Manager
TAACCCT Grants
Colorado Community College System
brenda.perea@cccs.edu
Session Outcomes:
Define open educational resources and locate OER resources and courses related to your discipline
Understand how to curate OER for individual faculty, department, or institution
Understand how to choose existing repositories for hosting your institution’s OER
Questions from faculty:
Some may have heard of the term, but do not know what it is
Some may be afraid of its use
Some may not trust an open source as much as a traditionally published text/resource
Beyond global initiative to integrate higher ed professionals into Web 2.0 dynamics, these are the common institutional and individual departmental reasons given for using OER
Evolving material at a faster cycle than traditionally published texts
Cheaper than traditional publishing industry – OER saves student an average of $65 per class
More materials and easier to adapt – pick and choose relevant chapters, presentations, etc
Ability to individualize a course without having to create all materials from scratch
Goal of TAACCCT is to redesign certificate & degree programs in community colleges so students can earn credentials in targeted industry sectors.
Colorado participated in:
Round 1 – Energy
Round 2 – Healthcare
Round 3 – Advanced Manufacturing
Programs include Engineering Graphics, Electro-Mechanical, Machining, and Welding
Redesign of courses included updating content to meet industry partner’s needs and implementation of blended and/or web-enhanced delivery
Repository managed by California State University’s MERLOT Program for the TAACCCT grants
Faculty were overwhelmed!
Had to show them that OER goes both ways – they can adapt existing OER to meet the terms of the grant
OER repositories vary in size and purpose - from massive, open repositories for all contributors/producers of open content to small, restricted sites that host content limited by subject or by contributing institution
Curating happens in varying degrees, too. Some sites have staff to review content and verify quality. Others rely solely on information given by contributors.
Contributions come from faculty and education professionals dedicated to sharing content
Content can be powerpoint presentations, text-based lecture notes, multimedia presentations, interactive media, and even open textbooks.
Questions about OER Repositories?
Now that we know where to find OER … how do we put it to use?
Consortium decided to develop master courses to minimize duplicative development of courses
CCCS is a system with statewide process for approving courses and course competencies
Programs shared many courses that needed to be redesigned for web-enhanced/blended delivery using 80% instructor-created material published to OER
Divided up the 187 courses among the 9 institutions for development
Instructional designers helped faculty with course development
EGT205 is an example
First step is developing a course map
This was the first assignment given to all faculty working on the project
Used to get faculty to think critically about their courses
Standardized template was developed for use
Meetings held between faculty and instructional designers to guide analysis of their courses
Reassured faculty that they were meeting competencies – map was a tool to show others how to do it, too.
Faculty shown how to map what they do in their face-to-face course
Completed (or partially completed) course maps used to clarify the search for OER content
Gaps were identified that indicated the need for specific content
Proprietary content identified that needed to be replaced (textbook powerpoints, lab manuals, ect)
This narrowed search to specific items or learning objects
Very important not to go out searching for the ideal course that you want to run – the ideal course needs to be build from existing content available in multiple repositories.
This is a partial list of sites available to use for content
Faculty overwhelmed by choice
Faculty unprepared to identify usable content
Not all of the content has an open license for use and reuse
Creative commons makes it easy for people to copyright the things they publish on the web
Standard licenses that allow people to choose how their material can be used/re-purposed by others
CHAMP Grant required CC-BY, the least restrictive license that allows people to do whatever they want with your material as long as they credit you for the original.
Easy to follow instructions on licensing your material on the website
CC BY most open
CC BY-SA – like CC BY, but new work based on original must be published with same license
CC BY-ND – no derivatives: content cannot be shared by anyone, but cannot be changed
CC BY-NC – like CC BY, but new work cannot be for commercial purposes
CC BY-NC-SA – like CC BY-NC, but it must be relicensed under the same license
CC BY-NC-ND – most restrictive license. Work can be downloaded and shared, but cannot be changed or used commercially
We went to our own site first, to see if components had bee produced in previous grant
Start small and local -
Skillscommons.org and merlot.org to see if any other TAACCCT Grantee had published content
Move on to large, content-specific repositories
Cteonline.org is a repository for cte courses for both secondary and post-secondary programs
Need to set up account (free) and sift through content based on a variety of search options
By subject keywords
Complete lesson plans
Resource type
Saylor.org focused on secondary course content
Some content and course materials suitable for post-secondardy
Module 1
All content here found at OER sites and repurposed for this course
Introduction to GD&T Presentation adapted from EGT103 – Applied Dimension & Tolerance
Course is part of grant
Link to youtube video that was screened and approved by the faculty
Text-based assignment developed by faculty
How did we get 8 colleges and 1 university to do this?
EGT205 and all of the others courses produced are off-the-shelf course cartridges available at skillscommons.org, but it took 18 months to get there.
What was our process?
Recap of process:
Course maps began the process
Produced and approved by faculty
Used existing material whenever possible
Gathered whatever faulty had/currently used
Verified content did not contain proprietary material
Symbaloo used as tool for dashboard to commonly used resources
Designed for evolution and change as more resources discovered by team
Key factors unique to our process - may be different depending individual institution’s needs
We did not have a media librarian
Coordination and facilitation of collaborative effort from Instructional Design team at system office
Important to have a person or team aware of everyone’s projects to facilitate collaboration!
Institutions spread across the state with little contact among faculty and staff
Team met face-to-face once a month
All other communication by email, phone, site visit, and WebEx
Each institution used its own LMS (Desire2Learn)
Created shared space on one institution’s D2L system that program cohort groups had access to
Electro-mechanical
Engineering Graphics
Machining
Pre-Manufacturing and Manufacturing Technologies
Welding
Shared resources con’t:
Used a resource page on the system’s open website that everyone had access to – gave people access to information when they needed it.
Creative commons information
DOL disclaimer
How-to manual on moving a face-to-face course to hybrid
Evaluative rubric on how to get to 80% instructor-created material
Grant documents
Every course eventually reaches a point where the conversation must be had with a faculty member on the need to create content
Finding OER content can be like fishing or panning for gold
When there are fish/gold, it is great – throw in a line (a search) and download usable content
Sometimes it takes patience
Content may not exist – take it as an indicator that the everyone is waiting for your faculty to develop the next best thing
Avoid spending too much time on an unsuccessful search
Review and reflect on what it is you’re searching for
Publishing you own OER
Questions about our process for getting faculty to use and create OER?
Some institutions own all material created by employees while on contract
Plans should consider more than just licensing and producing open content
Web2.0 requires more interaction and effort on all parties
Users help create their own experiences by choosing content
Users also become producers of content
This relationship requires more knowledge and responsibility on the part of content consumers
Analogy is moving from broadcast tv viewing to streaming content
Viewer must take responsibility for choosing what they watch – not as passive
Important to recognize effort involved both in terms of finding and using content as well as creating and publishing content
It is not just doing a google search and taking the first thing that comes along.
Requirements of CHAMP grant
COETC was round 1 taaccct grant awarded to Colorado – focused on Energy
skillscommons.org become repository in round 3
Merlot II used by COETC in round 1
Index of materials on CCCS system website
Multimedia can be challenging – institutional account at youtube can work, but may not be ideal
Faculty paid to redesign curriculum using OER
Money is not enough - still requires buy-in from Faculty
Index of OER material curated by grant-funded position
Grant resources and documentation will need to remain on system website for five years after termination of grant
Unknown what will happen after that
Creating system-wide repository of OER had faculty sharing from all over the state
Helped alleviate problem of departments being skeptical of transferring course completion from one regional school to the next
Made it easier for new faculty to transition into teaching new courses
OER makes it more adaptable to individual instructor needs without losing consistency
One more benefit we found.
OER helped use build a common safety course which is made up of competencies found in all welding certificates and degrees
We used MERLOT II to publish the WEL100: Safety for Welders
Course chosen because of apparent ease of transitioning to a blended course
Course not sequenced in any program – students may or may not take it their first semester
Competencies repeated in many courses
Follow shop safety practices
Maintain a clean, safe work area
Perform safety inspections on ____ equipment
WEL100 – Safety for Welders on MERLOT II
Skillscommons.org publishes complete course cartridges and/or individual documents/artifacts
MERLOT II publishes live webpages that can be linked to for students to access the content
WEL100 created as off-the-shelf online course that could run as is and meet all competencies
All welding instructors indicated that they would still want authentic assessment in the live shop environment, but everything else in the course
Created quizzes and challenges tests from tests and quizzes from all three welding faculty
Designed to meet the differentiated needs of students in the varying welding courses with the safety competencies
Required differentiation in these classes since the material could be brand new or old hat for different students in different classes, depending on if they had taken WEL100
Created Welding Safety Review module for all other welding courses to meet the three competencies
Follow shop safety practices
Maintain a clean, safe work area
Perform safety inspections on ____ equipment
Linked to OER modules on MERLOT II
Created “challenge tests” for each module
Students could review content or take challenge test
Shared the safety review module and WEL100 course with all welding departments in the 14 college system
