PD Presentation. Sycamore High School, 8/12/19

1. Using and Creating
Open Education
Resources (OERs)
Lynn H. Ritchey
University of Cincinnati, Blue Ash
Lynn.Ritchey@uc.edu

2. What are Open Education
Resources?
• Free Teaching and Learning Material
• Full Courses
• Textbooks
• Learning Modules
• Syllabi
• Lectures
• Homework Assignments
• Games
• Simulations
• Created by individuals and organizations that use a Creative
Commons (CC) copyright that indicates that you can:
• Use
• Reuse
• Modified
• Share

3. What are the Benefits of OERs?
• Learners:
• No costly textbooks
• Flexibility
• Expanded access to learning
• Continually updated resources
• Increased understanding of course material (68%)
• Faculty:
• Quality supplemental learning material already available
• Increased visibility of your scholarly work
• Create your own resources
• Facilitate new ways of teaching and learning
• Greater diversity in the learning environment
• Multiple creators

4. What are the Disadvantages of
OERs?
• Uneven quality of OERs
• Some do not have a user feedback mechanism
• Quality decreases without regular updating
• May need to be adapted to specific need
• Accessibility for students with disabilities
• Resistance to sharing intellectual property
• Language/cultural barriers
• Technological Issues

5. How Can You Use OERs?
• Although many people think of OERs are for online and
hybrid/blended courses. We are using OERs in our traditional
face-to-face courses, too.
• Supplement lecture with an OER
• Locate classroom activities and demonstrations
• Free e-texts or low-cost bound copies for students
• PowerPoint presentations/Lectures
• Documentaries
• Graphics to enhance your own powerpoint/lectures
• Homework assignments that are more interactive and engaging
for students

6. How Can You Use OERs?
• All online courses and hybrid courses are using educational
resources:
• Publisher created content (high cost, created by a limited number of
people)
• Open Resources (low/no cost, created by many individuals/organizations,
modifiable)
• We can find resources to:
• Create learning modules/playlist
• E-texts
• Engage our learners
• Quizzes
• Assignments/Projects

7. CopyrightInformation–CreativeCommons
Creative Commons offers a way to give permission to others to use and
modify your work without surrendering your copyrights.
Four License Types:
1. Attribution – give permission to use as long as work is cited as you
desire. If they want an endorsement, they must get your
permission
2. Share-A-Like – gives permission to copy, distribute, display,
perform, and modify your work, as long as they distribute any
modified work on the same terms
3. Non-Commercial – gives permission to copy, distribute, display,
perform, modify and use your work for any purpose other than
commercially unless they get your permission first.
4. Non-Derivatives – gives permission to copy, distribute, display and
perform only original copies of your work. If they want to modify
your work, they must get your permission first.

8. Finding Quality OERs
• Guides: information on finding, creating, and sharing OERs.
• OER Commons
• Community College Consortium for Open Education Resources
• OpenStax (Rice University)
• MIT Open Courseware
• Repositories: A collection of learning objects
• Merlot
• Project Gutenberg
• Webquest
• Referatory: Provides links to a variety of resources
• Creative Commons
• College Open Text Books
• Search Engines

9. Let’s Create!
• The ability to effectively design OERs provides us with opportunities to create unique student-centered
learning environments.
• Curriculum Design Tips
• Start at the end – course learning objectives; course theme
• Identify weekly learning objectives
• Build Learning Modules
• There are many models available to develop learning modules. One is the ECLASS model developed by
Gerson (http://www.westga.edu/~distance/ojdla/winter34/gerson34.html)
• E: Explain
• What is the focus of the module; Why is it important? How does it fit with the course theme?
• C: Clarify
• What are the specific details the module components – readings, assignments, assessments?
• L: Look
• Provide students with examples and samples. Allow students to review other student work.
• A: Act
• How will you have the students apply the information? How can you engage the students in their own learning?
• S: Share
• Collaborative learning; how can students learn from each other?
• S: Self-Evaluate/Submit
• After the completion of the module, students should reflect on their own work and the learning module objective(s).

10. LearningModule
UnderstandingDevianceandSocialControl,Part 1
Learning Module Objective:
At the end of the Understandingv Deviance and Social Control
learning modules, students will:
• Understand the importance of social control for society
• Identify the various social control mechanisms used by societies.
• Distinguish the various explanations (theories) for deviance
offered by functionalist, conflict and interactionist perspectives.

11. Explain
Explain
When we think about the structure of societies, we have to
recognize that these structures provide social order to our
society. Without these structures, our society would be chaotic
and our society would not survive. These structures allow us to
"get on the same page," so to say. This week we will explore
how societies transmit cultural patterns to the next generation
and how society uses social control mechanisms to maintain
social order.
• Objectives:
• Understand the socialization process, including the agents of
socialization
• Understand how individual behavior is controlled by the social
structure.

12. ClarifyandAct (individualassignment)
Part A:
Read the article provided by the American Sociological Association by Professor Persell, How
to Become a Member of Society through Socialization.
1. What is socialization?
2. Discuss the three aspects of socialization. Be sure to provide example.
3. How does socialization contribute to social order?
Part B:
Next, read the attached article, The Meaning of Social Control by Peter Berger.
1. Why is social control important?
2. What mechanisms do societies use for social control?
3. Be sure to use examples!
4. Which mechanisms do you think are most effective? Explain.
Part C:
Finally, read Hate Groups for Dummies
(http://faculty.webster.edu/woolflm/HateDummies.pdf).
1. Identify and explain the essential principles for creating a Hate Group.
2. How are these same principles used by society to build group cohesion and solidarity?

13. Clarify,Look,Share,Act(groupassignment)
Creating A Society – Semester Group Project
Part 1:
What techniques can we use to make certain that our citizens agree about
our cultural patterns? How do we learn the appropriate cultural patterns
to make us successful in a society? Religious groups and organizations are
agents of socialization and can assist a society to create group cohesion
and social order. Read the attached article by Professor Harris, he
discusses the origin of the cultural belief in India that the cow is
sacred. Indias-sacred-cow.pdf
1. What are the benefits of the belief that the cow is sacred?
2. How does this belief shape individual behavior?
3. How can religious groups/organization assist us in transmitting our
cultural heritage in our new society?

14. Clarify,Look,Share,Act(groupassignment)
Part 2:
Often times, political groups and organizations are an agent of socialization. The Nazi Party is
an extreme example of how political groups can influence our beliefs, values and norms. You
can review one or both of these resources. The German Propaganda
Archive (http://research.calvin.edu/german-propaganda-archive/index.htm) houses a series
of links to a variety of interesting historical documents or you can view this (1.5 hour video)
PBS video - The Man Behind Hitler. (http://webertube.com/mediadetails.php?mid=18698&)
1. How do political groups and organizations influence our beliefs, values, norms?
2. How did the people of Germany believe the propaganda generated by the Nazi Party?
3. What techniques did they use to convince people to support the party and its agenda?
What techniques can you observe in our world today?
4. How are the techniques of political and religious groups similar? Dissimilar?
5. What techniques should we use in our new society to insure social order?

15. Self-Evaluate/Submit
Student Group Participation Report
• 1. What did you do to contribute to the group discussion this week? Be very specific.
This week in our discussions about our societies’ beliefs, I made some points to clarify the beliefs we chose to stand by. First,
we had some debate on what we means to have the belief of “human rights”. In the USA, our view of human rights is
different from the UN. We held a discussion on these differences, and debated on what it means to our society. There were a
few individuals in the groups that did not understand that even a murderer has basic human rights according to the UN.
That as a society if we kill a murderer for justice, are we not breaking the rules of human rights? I also organized an email to
the group outlining our topics to be discussed in this weeks’ discussion board. I urged the group to watch the video on Hitler
so that we could discuss it all together.
• 2. What three discoveries did you make through group discussions that you would like to share with the class?
Three discoveries that I’d like to share with the class are:
1. It was remarkable to see how easy it was for Hitler and his all-star propaganda team to hoodwink an entire nation. As
many from that generation are passing, we need to be well aware of the happenings that took place in Germany, and take
care that we do not repeat these.
2. Hitler was remarkable well informed on sociology. He spoke of collectivist societies vs. individualistic societies and how he
wished to merge those two ideologies together to form a new, better Germany.
3. Mass Media is highly influential. What we are “fed” by the media changes the way we think, act, and feel. It is important
to understand that not everything we are “fed” by the media is necessarily a good way to live.
• 3. What three questions would you like the class to discuss further?
1. In what ways has Mass Media influenced the way you (the class in general) feel about a subject?
2. Why do you think it was so easy that Hitler was able to gain so much power and momentum in a short period of time? Do
you believe this was directly caused by the propaganda campaign?
3. How will you make sure an event like this or any other hate group will never occur within your society?

16. Self-Evaluate/Submit
These types of simple reflection “reports” require students to
reflect on their learning. It provides us the opportunity to
provide individual feedback directed at student interests; a quick
assessment of student understanding; and, ability to direct class
discussion around collective student interests.

17. Creative Commons
• As you are creating your OERs, be certain you are aware of
how you should cite the work you use, create, and modify.
• Usually, you will want to cite:
• The creator
• The URL
• CC Licensing Type
• Share away!

18. CitesofInterest
• Examples of Data Sources (most governmental agencies (.gov) have databases and teaching resources.
• Teaching with data http://www.teachingwithdata.org/
• National Center for Education Statistics https://nces.ed.gov/
• Our world in Data https://ourworldindata.org/
• Pew research center http://www.pewresearch.org
• Bureau of Labor Statistics -- https://www.bls.gov/
• The Centre for Time Use Research -- Oxford University, Sociology -- https://www.timeuse.org/
• DiversityDataKids.org – http://www.diversitydatakids.org/ (child well-being)
• CensusReporter.org – https://censusreporter.org/
• USA Census https://www.census.gov/en.html
• SocialExplorer.com – https://www.socialexplorer.com/ (can access some data free; access to full site may be available
through your library or a discounted rate for educators
• Bureau of Justice Statistics descriptions of the criminal justice systems of 40+
countries. https://www.bjs.gov/content/pub/html/wfcj.cfm
• Learn how marketers profile neighborhoods. Claritas Prizm
(https://claritas360.claritas.com/mybestsegments/?ID=20&menuOption=ziplookup&pageName=ZIP%2BCode%2BLooku
p) is a a website where you can look up your zip code and find out your neighborhood profile.
• Hate Symbols Database -- https://www.adl.org/education-and-resources/resource-knowledge-base/hate-symbols
Resources for educators on fighting hate by highlighting cultural learning and awareness.
• Southern Poverty Law Center -- https://www.splcenter.org Resources on hate groups (extremist files) and their
histories and ideologies. The Hate Map provides a way to explore hate groups by states and cities.
• Other interesting sources
• Ohiolink page: https://ohiolink.oercommons.org/courseware/module/497/overview
• Academia -- https://www.academia.edu/ Provides a way to share academic papers with millions of people across the
world for free.

19. CitesofInterest
Video Cites
• PBS (https://www.pbs.org/education/)
PBS has a number of interesting documentaries. These usually have teaching resources. A favorite is A Class
Divided. (https://www.pbs.org/video/frontline-class-divided/) In 1968, Jane Elliott, a teacher in a small, all-white Iowa
town, divided her third-grade class into blue-eyed and brown-eyed groups and gave them a lesson in discrimination. This
documentary looks at the lasting impact of her lesson.
• National Geographic (https://www.nationalgeographic.org/education/classroom-resources/)
National Geographic Channel’s series Taboo (https://video.nationalgeographic.com/video/taboo) explores various cultural
practices and shows how these practices vary by comparing diverse societies.
• TedEd (https://ed.ted.com/)
Animations, short video lessons – share and create. Great place for students to share their ideas! TedTalks
(https://www.ted.com/talks) offer videos by experts in their fields. Why summarize ideas for your students when they can
hear from the “expert.” One of my favorite TedTalks is by Professor Diamond on Why Societies Collapse
(https://www.ted.com/talks/jared_diamond_on_why_societies_collapse)
• YouTube Learning (https://www.youtube.com/channel/UCdxpofrI-dO6oYfsqHDHphw)
A variety of subject based videos on a variety of topics. Many organizations and individuals post their video lessons on
YouTube. I have a series of videocribe animation lectures for one of my courses. They are on a private channel that is only
accessible by linking to the URL. Here is a link to my videoscribe animation comments on one of the assignments from
Introduction to Sociology on Statuses and Roles (https://www.youtube.com/watch?v=DRslSiFlUt4). Kahn Academy
produces highly visible and respected educational videos (https://www.youtube.com/user/khanacademy)