Schedule

Reserving a seat is highly encouraged but not required.

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Monday, October 1

7:30 - 8:00 AM

Check-In

8:00 - 8:30 AM

Opening Remarks (Location: RCED 120 (Reynolds Center Auditorium))

University of Arkansas Provost Jim Coleman will give opening remarks.

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8:30 - 9:05 AM

Opening Keynote: Jasmine Roberts (Location: RCED 120 (Reynolds Center Auditorium))

9:05 - 9:15 AM

BREAK

9:15 - 10:00 AM

Session 1A (Location: RCED 120 (Reynolds Center Auditorium))

Panel: Tenure and Promotion: Open Education Resources for Success

Tenure and promotion are separate aspects of professorial ranks that are granted only to individuals who exhibit distinction in scholarly and academic achievement. There are multiple subjective and objective components and criteria considered in recommending a faculty member for tenure and advancement in academic rank. Most institutions evaluate individual performance in the areas of teaching and learning, research/ creative/scholarly activity, and service. However, the criteria are very similar from institution to institution, but the required artifacts may vary slightly from institution to institution. Tenure and promotion policies at all levels are acknowledged, and the value it contributes to supporting the university's strategic priorities. In this proposal how faculty may utilize open education resources and the advantage and disadvantage of faculty and faculty librarians in their pursuit for tenure or promotion. A review of a variety of universities tenure and promotion guidelines, the tenure and promotion evaluation process, requirements, procedures, and expectations for promotion and tenure. Further examine specific tips for preparing for tenure and promotion throughout your academic career.

Presenters: Lavoris Martin, Associate Librarian, the University of Arkansas at Pine Bluff; Maplean Donaldson, Associate Library Director, the University of Arkansas at Pine Bluff; Shenise McGhee, Associate Librarian, Coordinator of Digital References and Learning Commons, the University of Arkansas at Pine Bluff

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Session 1B (Location: RCED 103 (Seminar A))

Presentation: The Creative Commons Solution: What an educator needs to know about Copyrights in education

Staying current with copyright policy in education can be a time consuming endeavor. Because educators simply do not have the time to investigate all of the intricacies of Copyright Law and the Fair Use Doctrine that allows educators certain liberties, Creative Commons seeks to make an alternative path for everyone interested in copyright information. Although Creative Commons can serve as a viable alternative to Copyright Law and Fair Use, an educator must have an understanding of all three in order to properly protect their intellectual property, and to avoid infringing upon others intellectual property.

Presenter: Chauncey Huffman, Associate Professor, Pittsburg State University

Please note that content in this session is similar in nature to Session 2A's presentation "Copyright, OER, and CC licenses 101."


Presentation: Librarians, Pre-service Teachers, & Public School: An Approach to OER K-12 Collaboration

Within the K-12 OER teachers, librarians, pre-service teachers, and faculty are oftentimes working in isolation.  By creating a collaborative workflow all stakeholders involved benefit and progress the OER movement.

Presenter: Tiffeni Fontno, Education Librarian, Boston College

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10:05 - 11:00 AM

Session 2A (Location: RCED 120 (Reynolds Center Auditorium))

Panel: Copyright, OER, and CC licenses 101

As more institutions consider adopting Open Educational Resources into their classrooms, educators, librarians, and other staff are increasingly faced with questions about copyright - but navigating licensing, fair use, and open is never easy.

Creative Commons licenses are designed to help simplify the process, but they operate in this complex environment. This seminar aims to build a shared foundation of knowledge – helping practitioners reduce uncertainty about copyright and licensing questions in their day-to-day roles.

This session will comprise of two parts: an overview on the basics of copyright, fair use, and open education, but focusing on the CC licenses, how they operate, and what considerations they entail. At least 15-20 minutes will be reserved for audience discussion, troubleshooting, and Q & A with a CC expert.

Presenter: Ethan Senack, Outreach and Policy Manager, Creative Commons USA

Please note that content in this session is similar in nature to Session 1B's presentation "The Creative Commons Solution: What an educator needs to know about Copyrights".

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Session 2B (Location: RCED 103 (Seminar A))

Presentation: Opening up to Open Pedagogy via OERs

Interested in lowering textbook costs for students and tailoring the content to their lived experience, learning commons librarians, in tandem with the scholarly communication librarian hacked an OER on Information Literacy for their credit bearing course. After several iterations, it became obvious the textbook was a fluid document. The librarians quickly became aware of the power of moving away from the traditional textbook: control over content; inclusivity; localization. As a result, the discourse evolved away from the textbook to the classroom. How can this “openness” move beyond the text and translate to the classroom experience? How does it impact teaching? And, perhaps most crucially, how does open pedagogy impact student engagement?

Personalizing and localizing the text and class to students’ reality, neighborhood and experience sets them up for success. Capitalizing on their expertise, students become participants and contributors to the Internet’s knowledge base. We will discuss how a Wikipedia curriculum can bolster active information literacy learning.

Presenter: Lusiella Fazzino, eScholarship Librarian, St. John’s University


Presentation: Creative Commons One-Shot Exercise for the Student Studio Artist

This presentation describes a scholarly communication librarians’ experience with an invited one-shot session to a senior studio art class. Students portfolios would be submitted to the institutional repository at the end of the term, where students would face an option to include a Creative Commons license. The librarian chose to talk about each of the licenses. The first session was bogged down in minutia. For the second session, the librarian created worksheets with a slip of tracing paper attached, handed these out with a pen, and got the students to draw, remix classmates’ drawings, then come up with monetization schemes for it all. A post-test was given later. This presentation will be a discussion of the method, the implications, and the results of the post-test.

Presenter: Arthur Boston, Scholarly Communication Librarian, Murray State University

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11:05 AM - 12:00 PM

Session 3A (Location: RCED 120 (Reynolds Center Auditorium))

Working with Student Government (45-minute presentation)

As we work to improve students’ experience in the classroom and paying for school with OER, it is essential to include their voices in our advocacy. From advising affordability task forces to speaking to faculty about making the transition to open, students have important insights to offer in this conversation. But how do we get them involved? For those who don’t have existing connections to student government and other leaders on campus, it can be a daunting challenge. The Student PIRGs, the national network of student-run advocacy groups, have been working to promote textbook affordability for decades, successfully campaigning to get funding for OER programs at the institutional and federal level. In this session, we’ll talk about the big picture on working with student stakeholders as we seek to fold them into our existing promotional work. Furthermore, we’ll talk about wiring our campuses to push for more ambitious goals. Drawing on our history of faculty outreach and survey collection, we’ll outline practical steps for working with student government to push for larger institutional, state, and even federal investment in OER.

Presenter: Kaitlyn Vitez, Higher Education Program Director, Student PIRGs

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Session 3B (Location: RCED 103 (Seminar A))

Presentation: Developing Open Resources to Support Data Literacy

This presentation focuses on the development of data literacy skills through the delivery of open resources focused on library instructional sessions. The Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education (Frames) asks teaching faculty and librarians to develop pedagogical strategies highlighting information literacy. Answering the call, two librarians and an economist are working toward building an edited collection of lesson plans designed for library instructional sessions centered on data literacy and quantitative reasoning.

The session begins by introducing the topic of mapping the ACRL Frames to data-specific skills. For example, the frame of “searching as strategic exploration” can be articulated into concrete knowledge practices by using data categories, tags, and sources to facilitate data discovery and acquisition. Similarly, the frame “information creation as a process” can be articulated into concrete knowledge practices by using data visualization strategies that facilitate analysis (e.g. computing the difference between two data series).

The session ends with an outline the components of a lesson plan and information on how participants can contribute to the edited collection of lesson plans focused on data literacy. Participants who are interested in writing a lesson plan focused on data literacy will be particularly interested in this presentation.

Presenter: Katrina Stierholz, Director of Library and Research Information Services, Federal Reserve Bank of St. Louis


Presentation: Designing physical science instruction online for openness, permanence and exploration

The physical science course for nonmajors at Tusculum University, NSCI 105, underwent substantial redesign over the 2017-2018 academic year. The redesign was completed with an intention of exposing students to open resources for learning that would be accessible to them beyond the completion of the course for further learning, and to respond to observations of the natural world authentically. The course owed a great deal of its ultimate structure to the accessibility and openness of the HTML5 simulators of the University of Colorado’s PhET project, but while physically accurate simulators have a great deal of power in online education, they are no match for engagement with the physical world. Students were further challenged to capture short video recordings of their engagement with nature, either as standalone assignments or in connection with motion or behavior modeled by a simulator. Redesign was completed in hopes that experience with the natural world would not be confined to artificial environments, and would be accessible to students freely not merely within a specific course, but beyond.

Presenter: Chuck Pearson, Associate Professor, Tusculum University

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12:00 - 1:30 PM

LUNCH (Willard J. Walker Hall) (Location: WJWH 203 (H.L. Hembree III))

1:30 - 2:25 PM

Session 4A (Location: RCED 120 (Reynolds Center Auditorium))

OER in Spanish Literature: A Review of Antología abierta de literatura hispana and the Critical Edition (45-minute presentation)

In the Spring of 2018, the students of my Spanish Introduction to Literature and Cultural Studies class participated in the development of materials for an OER textbook, the Antología abierta de literatura hispana. The project is the brainchild of Julie Ward, Assistant Professor of Spanish from the University of Oklahoma. The textbook is produced with student-generated content through the development of critical editions of canonical texts from Hispanic literature. The goal of this project is to crowd source entries (including introductions, annotations in the text, and discussion questions) of important literary texts in the public domain; eventually, the goal of this project is to replace the traditional Introduction to Spanish Literature textbook with this OER publication. In my presentation I evaluate the Antología abierta de la literatura hispana's merits and drawbacks, explain how I used the textbook and critical edition project in the classroom, and (with the help of my students) discuss my student's contributions to the project.

Presenter: Edma Delgado-Solórzano, Assistant Professor, University of Arkansas at Little Rock; Heather Rodriguez, Student, University of Arkansas at Little Rock; Daisy Vasquez, Student, University of Arkansas at Little Rock; Nallely Lopez, Student, University of Arkansas at Little Rock; Bryana Herrera, Student, University of Arkansas at Little Rock

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Session 4B (Location: RCED 103 (Seminar A))

Presentation: Applying Instructional Design Strategies to Incorporate OER and Alternative Textbook Materials into Online Courses

The OER Task Force at UA Little Rock has hosted an OER & Alternative Textbook Mini Grant for the past two years as an incentive for instructors to decrease costs of course materials for students. Instructors were able to select a variety of materials, including Open Educational Resources (OER), Affordable Course Content (ACC), Open Access (OA) materials, and other credible and relevant materials openly available on the Internet. 

But, what to do with these materials? After instructors have identified the materials they want to use, they need to add them to their online course within Blackboard. As an Instructional Designer and a member of the OER Task Force, I have seen instructors incorporate materials into their online courses both satisfactorily and inadequately. 

While there is no single “right way” to incorporate materials into online course learning management systems (LMS), instructors can follow some instructional design best practices to ensure successful student learning. The simplest and most commonly used instructional design model is the ADDIE model, which guides the selection, presentation, and delivery of courses. Additionally, following General Standard 4: Instructional Materials from the Quality Matters Higher Education Rubric, 5th Edition ensures that the selected materials meet the needs of the course and are appropriately identifiable. 

This presentation will demonstrate the application of these instructional design best practices to incorporate OER and alternative textbook materials into the Blackboard learning management system (LMS).

Presenter: Cori Schmidtbauer, Instructional Designer, University of Arkansas at Little Rock


Presentation: The Librarian-Educator Partnership at the St. Louis Fed: OER for the Public Interest

This session will explain the decades-long history and current state of the free educational and information resources offered through the Federal Reserve system and specifically at the St. Louis Fed. With my colleague Kris Bertelsen, senior economic education specialist at the Little Rock branch of the St. Louis Fed, we will showcase the breadth of the Fed's lessons, activities, and library resources for students and teachers, pre-K through college, and explain how the FRASER digital library and the Economic Education unit work together to encourage inquiry-based learning in history, personal finance, and economics.  We will also touch briefly on the programs' marketing, outreach, and user-responsive ongoing resource development.

Presenter: Genevieve Podleski, Senior Digital Projects Librarian, Federal Reserve Bank of St. Louis; Kris Bertelsen, Little Rock Branch, Federal Reserve Bank of St. Louis

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2:25 - 2:35 PM

BREAK

2:35 - 3:30 PM

Session 5A (Location: RCED 120 (Reynolds Center Auditorium))

Panel: The Road to Damascus — OERs in Introductory Courses

This panel focuses on the successes and challenges for OERs in introductory courses. Three community college professors - from economics, English, and political science - discuss how differing groups of students are impacted by OERs in their 1000 and 2000 level, Honors and regular, and online and in-person classes. Do OERs make an impact in socializing student to the norms and in introducing them to the concepts of an academic discipline? Are students less likely to read OERs than traditional textbooks? Do OERs reduce the economic precariousness of college students? Do OERs increase attendance and retention rates of student in introductory courses? How do students connect with the supplementary resources for OERs? How have the disciplines of economics, English, and political science enabled and hindered student usage of OERs? This panel will chew on these questions, and will transform a docile audience into OER instigators and accomplices.

Presenter: Matt Evans, Professor, Northwest Arkansas Community College; Bryan Aguiar, Northwest Arkansas Community College; James Laughton, Northwest Arkansas Community College

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Session 5B (Location: RCED 103 (Seminar A))

Presentation: Publishing OER with Markdown

The open education community is faithful to making resources easily reused, redistributed, and retained. However, the open education community stands to improve the ways in which it makes content available for revision or to be remixed. To remain true to the 5Rs put forth in the Open Content Definition, it is not enough to apply an open license to content. There are technical considerations that must be given careful attention to achieve maximum openness and be true to the open philosophy.

In this presentation, Cody Taylor, Open Education Coordinator at the University of Oklahoma Libraries, will demonstrate the use of Markdown, a plain text markup language, and discuss how it can be used to create OER that are universally editable and can be converted into a number of other easy-to-use formats. Also demonstrated will be a tool developed at OU Libraries to ensure that open content is easy to create and can be optimally shared. In its fifth year, the Office of Open Initiatives at OU Libraries has explored several open publishing approaches. Lessons learned from these will be shared as well as plans for the future.

Presenters: Cody Taylor, Open Education Coordinator, University of Oklahoma Libraries


Presentation: Developing a LibreText and the Application of Hypothes.is Web Annotations to Enhance Student Learning

LibreText (http://libretexts.org/) is an OER hyperlibrary that evolved out of the ChemWiki and currently has content in the STEM disciplines, health sciences and humanities. It is a multi-institutional collaborative effort that functions as a dynamic eTextbook construction and dissemination platform.  This presentation will start with a description of the structure of the Chemistry LibreText Library, which receives 60-70 million annual page views. We will show how LibreText can be adopted by different schools and our experience at UALR, which started as a textbook map through the core hyperlibrary content (following the table of contents of the commercial textbook). Over time the content of the UALR LibreText became customized with original content, including over 100 videos and activities of the ChemCollective Virtual Laboratory, an OER developed at Carnegie Mellon University. As part of the hyperlibrary this material can easily be incorporated or modified by other instructors in the hyperlibrary.

The presentation will then cover the integration of the open source hypothes.is (https://web.hypothes.is/) web annotation service into LibreText, and an intercollegiate course in cheminformatics. This allows students to highlight open access (OA) text on a webpage and discuss it in an overlay, generating a contextual link, which will open the page in a browser, scroll down to the highlighted text and displays their comments in an overlay. Responses will trigger an email to the student, allowing discussion of OA web content across the web. These discussions may be open or closed. Each chapter of the LibreText starts off with a table of contents that has an embedded block that shows all annotations students’ have tagged with the chapter’s tag. This allows students to connect disparate resources and the OA primary literature to the content of the chapter. Then at the bottom of each page of the chapter is a block exposing all comments made on that page (without any tag).

Presenter: Robert Belford, Professor, University of Arkansas at Little Rock; Delmar Larsen, University of California-Davis

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3:35 - 4:50 PM

Session 6A (Location: RCED 120 (Reynolds Center Auditorium))

Holding the Line on Open in an Evolving Course Content Landscape (45-minute presentation)

The open educational resources (OER) movement has grown considerably in the past decade. With this growth, we have seen new players enter the open education space from commercial publishers to learning platform companies. The entrance of these new players into the space is part of a larger shift in the course materials market as technology has changed both access to knowledge and the way students learn. New actors are putting considerable pressure on institutions to purchase new platforms and suites of materials below market price that often contain OER. Some of these platforms for delivery are part of a larger model often called “inclusive access” or “digital discount” programs. These new models and products beg the question, “what is actually best for students?” Providing open educational resources to students without barriers is truly the best way to ensure students have access to the materials they need. How do we make smart decisions on content and content delivery with changing technology and new actors in the OER space? This session will outline existing and new players in the OER movement and discuss strategies for choosing content delivery models.

Presenter: Nicole Allen, Director of Open Education, SPARC

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Session 6B (Location: RCED 103 (Seminar A))

Lightning Talk: Open Access, Open Development: Creating Local Educational Resources for First-Year Writing

This presentation will introduce the pilot version of an open access textbook project and reader for first-year composition students, with an accompanying guide for instructors. These new resources seek to model new principles of educational design: shorter 3-5 minute blog posts and infographics on rhetorical topics instead of 10-15 page chapters; a concise and straightforward style; and greater emphasis on readings from academic journals, magazines, and other genres.

Presenters: Brian Ray, Assistant Professor/Director of Composition, University of Arkansas at Little Rock


Lightning Talk: Use of Open Education Resources in a Quality Matters Certified Community Health Course

The price of textbooks has increased dramatically in recent years, rising even more quickly than health-care costs, according to some estimates. College administrators and faculty members are concerned that the expense adds to students’ financial burdens. OER simply refers to educational material available without charge. The purpose of this presentation is to demonstrate the diverse open education resources used in a 100% distance learning intro level graduate course in community and public health which has received Quality Matters National Certification. The presenter would provide a course tour of this evidence-based course describing the diverse open education resources such as websites, articles and videos to enhance student learning and engagement along with meeting course objectives. Finally, the presenter will discuss the opportunities and challenges for using Open Education resources in a question/answer discussion format.

Presenter: Amar Kanekar, Associate Professor, University of Arkansas at Little Rock


Lightning Talk: OER in Online Developmental Mathematics Classrooms

With the use of Open Education Resources (OER) on the rise, it is important to understand how these resources can be implemented in the classroom and the impact they have on student success. In particular, it is important to understand the impact these resources can have on developmental courses. Since students enrolled in developmental courses are often least able to afford textbooks, implementing OER in these courses is vitally important to help increase student access and success. This lightning talk will highlight how OER are used in online developmental mathematics courses at UA Little Rock. It will include discussion about the types of OER materials used, how the courses were built entirely in the Learning Management System, Blackboard, and how we evaluate students using OER.

Presenter: Annie Childers, Assistant Professor, University of Arkansas at Little Rock


Presentation: OER at Community College: Success and Pitfalls

The presenter has written a textbook for a survey course. This book has been made available using the City University of New York's OER platform and has been downloaded more than 2500 times within 2 years all around the world. In the presentation the technological as well as the content problems of the book and its adaptation as an OER will be discussed.

Presenter: Helmut Loeffler, Associate Professor, City University of New York- Queensborough


Presentation: Moving to Active OER Learning: Applying Bloom’s Digital Taxonomy in Education

This proposed presentation will use the UNESCO definition of Open Educational Resources (OERs):
“Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.”  http://www.unevoc.unesco.org/go.php?q=Open%20Educational%20Resources

However, this definition falls short as an instructional strategy to present optimal active learning to students, and does not include online interactive resources that can be matched to levels of Bloom’s Digital Taxonomy of Educational Objectives. These levels proceed from “Understanding” simple resources enabling the learner to view descriptive quantitative evidence, through the “Analyze” level using interactive resources allowing the learner to perform data analyses to investigate issues on their individual areas of professional interest, to the “Create” level involving complex online resources enabling the learner to complete multivariate statistical analyses to answer sophisticated research questions involving prediction. I will use online journalism website data, education foundation websites, and research tools from the US Department of Education to demonstrate tools that generate more significant, important, and credible education research results.

This proposed presentation will begin with the UNESCO definition of OER before providing a brief overview of active learning concepts and instructional strategies. This will be followed with a brief presentation of Bloom’s Digital Taxonomy of Educational Objectives and conclude with demonstrations of interactive OER websites exemplifying three levels of the Taxonomy using audience participation to estimate the actual research results before presenting them.

Presenter: Jim Vander Putten, Associate Professor, University of Arkansas at Little Rock

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4:50 - 5:00 PM

Day One Closing Remarks

6:30 - 9:00 PM

Dine Arounds

Tuesday, October 2

8:05 - 9:00 AM

Session 1A (Location: RCED 120 (Reynolds Center Auditorium))

Panel: Critical Thinking for Complex Times: How the New Literacies Alliance Uses OER for Information Literacy

Online tutorials, flipped-classroom methods of delivery, and curriculum scaffolding have independently been used successfully to teach information literacy concepts. But few library instruction projects have combined all three to not only enhance face-to-face instruction, but also to incorporate information literacy concepts programmatically and logistically as part of an OER effort.

The New Literacies Alliance (NLA) has done just that. The NLA is an award-winning inter-institutional consortium of academic libraries committed to building open access online lessons based on the Association of College and Research Libraries Framework for Information Literacy. The lesson modules can be embedded in websites and libguides, synced with most learning management systems, or taken in the cloud. All lessons are institution, vendor, and technology agnostic meaning that they can be used by any institution. The lessons are also licensed through a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 license, so individual branding and other modifications can be made. These lessons are especially useful for libraries who do not have access to an instructional design staff or do not have enough librarians to meet every instructional demand, and they can easily be incorporated into lessons by teaching faculty with little support from librarians.

This session will detail how the lessons are created and vetted, how they can be synced with learning management system assessment tools, and how they have been scaffolded into academic programs at several different institutions. Attendees will learn how combinations of various lessons are packaged and marketed to faculty, and will be given an overview of curriculum mapping processes that can lead to the integration of information literacy competencies at various levels. Attendees will leave with ideas regarding how to talk to faculty or librarians about NLA and steps to integrate into instruction at their own institutions.

Presenters: Matt Upson, Director of Library Undergraduate Instruction and Outreach, Oklahoma State University; Melissa Mallon, Vanderbilt University; Joelle Pitts, Kansas State University

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Session 1B (Location: RCED 103 (Seminar A))

Presentation: Self-Publishing in the OER Paradigm: A Critique of Some Options

This presentation will examine the idea that students are diverse in their preferences for how course content is delivered, and this diversity is considered in the context of self-published OER materials.  The presenters will consider various popular file formats that can be delivered over the internet and through an LMS.  They will also consider various electronic publication options, such as the popular Amazon Kindle format.  Finally, various options for the low-cost printing and distribution of materials in book form will be presented.

Presenter: Adam McKee, Professor, University of Arkansas at Monticello; John Davis, University of Arkansas at Monticello


Presentation: A Tale of Two Textbooks: Workflows for Supporting Production of Adaptable Open Textbooks

Successful creation and adaptation of open textbooks relies on mastery of multiple parallel processes: analysis of market gaps and needs, author communication and negotiation, copyright/open licensing practices, funding and procurement, peer review processes, peer review and field-testing of texts, tools/technology for all stages of production and publication, project management, evaluation, and marketing.

This presentation compares and contrasts the decisions made throughout these parallel processes and how they were implemented before, during, and after the adaptation, creation, and revision of two open textbooks at our institution: Fundamentals of Business (2016) and Electromagnetics Vol 1 (Beta) (January 2018), and their subsequent revisions into the Pressbooks version of Fundamentals of Business, 2nd edition (2018) and final version of Electromagnetics Vol 1 (July 2018).

We describe the processes, decisions, and values that were considered in production, as well as the challenges, happy surprises, and lessons learned from these collaborative library projects. Ample time will be reserved for discussion.

Presenters: Anita Walz, Open Education, Copyright & Scholarly Communication Librarian, Virginia Tech; Corinne Guimont, Digital Publishing Specialist, Virginia Tech

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9:05 - 10:00 AM

Session 2A (Location: RCED 120 (Reynolds Center Auditorium))

Panel: Getting the Party Started: Creating Content for Open Education Resources

Projects in recent years, including the Online Archive of California and the Digital Public Library of America, have ignited the public's interest in accessing unique resources. For 20 years, the University of Arkansas Libraries has been committed to creating open educational resources for public use. We have established a partnership between the Digital Services Unit, the Technical Services Department, and the Special Collections Department to curate these unique resources, with 12,000 objects published. This work enables others to re-purpose the content and create open educational resources for use in their classrooms and research. The libraries' main goal has been to remove as many barriers as possible to this content and provide the public free access to unique materials. Last year, these collections were viewed 200,000 times. Examples of our distinguished collections are Colonial Arkansas Post Ancestry, the Arkansas Extension Circulars, and Florence Price, and provide a complementary approach to more traditional resources such as books and journals. The Colonial Arkansas Post Ancestry, has been viewed 25,742 times, and used at the university for teaching the history of the French living in Arkansas. Of the Arkansas Extension Circulars, a user wrote: “The collection is instrumental in helping me get access to research for an upcoming presentation. Without your kind help and cooperation, I would not be able to do this research.” Of the Florence Price collection, one out-of-state professor wrote: “Thank you so much. It’s terrific that you have so many materials online!” During this panel, participants will learn about the libraries' approach from the perspectives of the Digital Services Librarian, Head of Special Collections, and the Head of Technical Services. Exploring the development of specific projects, participants will gain an understanding of the kinds of unique resources freely available at this university, and strategies for finding other available content through digital consortia.

Presenters: Lori Birrell, Head, Special Collections Department, University of Arkansas; Martha Anderson, Head, Digital Services Unit, University of Arkansas; Deb Kulczak, Head, Technical Services Unit, University of Arkansas

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Session 2B (Location: RCED 103 (Seminar A))

Presentation: Faculty Incentives to Adopt OER

UA Little Rock OER promoted the use of open materials by offering mini-grants to faculty willing to adapt their online courses to use open educational resources.  The first round of grant winners were announced in the spring of 2017 using some general guidelines.  Using feedback obtained from winners as well as observations made by the OER taskforce members, a scoring rubric and more specific guidelines were developed for the 2018 round of mini-grant recipients.  In addition to grant funds, recipients received custom librarian assistance to locate, select, and create open materials.  Grant winners also gained access to media creation programs such as Camtasia for content creation.  This presentation will describe the scoring rubric and the incentives that faculty benefited from by using OER resources.

Presenters: Cole Williamson, Research and Scholarly Communications Librarian, University of Arkansas at Little Rock; Carol Macheak, Research and Scholarly Communications Coordinator, University of Arkansas at Little Rock


Presentation: Proactively Building Success into OER Initiatives

Textbook affordability initiatives and U.S. federal government mandates and grants have prompted newly appointed R3 research institution Rowan University, in Glassboro, NJ to implement a nascent OER Program to test the viability of developing OERs and explore the OER landscape. With the objectives of lowering the cost of course materials and raising awareness of the cost of these materials, Rowan initiated a Textbook Alternative Program (TAP) in 2018 which launched a grant program to encourage faculty to redesign their existing course materials.

In anticipation of supporting future OER development programs campus wide, the Rowan University Libraries are investigating measures that will promote the success of OERs on campus. The libraries define success not as the initial launching of OERs but ongoing interest in the development of OERs as well as their continued use and modification.

From investigating the OER field and the library’s own past successes with other digital projects such as institutional repositories, and failures such as the implementation of little-used products and resources launched by the library, librarians understand that there can be many obstacles to successful OERs. These challenges include a campus culture that does not value "Open" publishing for tenure purposes, the lack of consistent funding, the lack of understanding of copyright issues, the lack of dedicated development/support staff, use of ill-defined workflows, and the lack of outreach and ongoing education.

This presentation is being developed by the Library which is investigating and recommending measures and best practices to proactively address the planning and implementation phases of OERs at Rowan University. These practices include administration buy-in, ongoing funding sources, measures to ensure the continuity of momentum, communication, outreach, and education efforts, and the establishment of a community of practitioners.

Presenters: Christine Davidian, Electronic Resources & Serials Librarian, Rowan University; Jennifer Matthews, Collection Strategy Librarian, Rowan University

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10:00 - 10:10 AM

BREAK

10:10 - 11:05 AM

Session 3A (Location: RCED 120 (Reynolds Center Auditorium))

Panel: Open Illinois: Supporting Open Educational Resources as a Consortium

The Consortium of Academic and Research Libraries in Illinois (CARLI) comprises 128 diverse member libraries, including 13 public universities, 39 community colleges, and 76 private, research, and special libraries. In 2016, member libraries began to ask CARLI staff about joining the Open Textbook Network (OTN), a membership organization anchored at the University of Minnesota that promotes access, affordability, and student success through the use of open textbooks. Part of the University of Illinois System, CARLI is funded by State of Illinois appropriations and at the time was unable to afford the OTN membership fee due to the historic 736-day “budget impasse” that gripped the state. CARLI leadership asked member library directors for pledges to support the fee for this important initiative. After OTN membership was established, the CARLI Board of Directors created the “Open Illinois” CARLI initiative.

As part of the Open Illinois Initiative, an Open Educational Resources Task Force--made of up librarians at diverse institutions across the state--was formed in summer 2017. The task force helps identify and develop materials about OERs for libraries’ use with their institutions. A subset of librarians on the task force are “system leaders” who attended OTN training workshops and are charged with providing training on increasing OER awareness, engagement, and adoption to other librarians in Illinois.

This presentation will focus on the benefits and challenges of leveraging existing consortial arrangements to promote OER at member institutions, as well as the implementation of this project. The chapter will cover strategies used so far to increase awareness of and training with OER to campuses across the state, including surveying member libraries regarding their experiences and needs relating to OER, developing resources, providing training, and giving librarians from CARLI member libraries the tools to communicate the value of OER to their communities.

Presenters: Kathy Ladell, Outreach Librarian, Northern Illinois University; Anne Chernaik, College of Lake County; Anne Shelley, Illinois State University

 

Session 3B (Location: RCED 103 (Seminar A))

Presentation: Open Educational Resources: Making Dreams into Reality - CANCELLED

OER is a frequently used acronym that lately has become a sound byte in higher education, but means much more. Its paradigm is one that not only strives for affordable education, but one that ensures inclusion and diversity. This talk is designed to explore how Open Educational Resources are mutually beneficial to faculty, institutions and most importantly, students. I have witnessed on my campus that it is no secret that while academic publishers make record profits, many students struggle to meet the financial demands of their education. Implementation of OER’s on a community college level is especially vital because of the investment in educating and retaining many first generation and high-risk college students. OERs make the dream of an affordable education a reality for many students, and the continued pursuit of dissemination of knowledge without a price tag is one worth fighting for.

Presenter: Bill Blick, Electronic Resources Librarian, Queensborough CUNY


Presentation: The Price is Right - Promoting and Giving Away Free Textbooks

Come on down! Learn how to build, promote and distribute free, high quality textbooks.

Our library needed a simple and functional way to distribute accessible OER textbooks that were created as part of the Wise Open Textbook Initiative, a program which offered faculty a stipend to develop or adopt OER textbooks. We will explain how we tackled various challenges and the tools we developed to implement our solutions. Best of all, we are sharing these tools with your organizations, free of charge.

This presentation provides an introduction to:

  • OERx: A textbook delivery system, built using the content management system, Modx.
  • Adopt-an-OER Textbook: A website designed to provide faculty OER options while selecting textbooks.

The OERx software is free and includes a pre-configured Microsoft Word template designed to build OER textbooks that conform to accessibility guidelines.

Presenters: Jason Dean Henderson, Digital Services Librarian, Oklahoma State University; Roy Degler, Digital Services Librarian, Oklahoma State University

Presenter: Bill Blick, Electronic Resources Librarian, Queensborough CUNY


Presentation: The Price is Right - Promoting and Giving Away Free Textbooks

Come on down! Learn how to build, promote and distribute free, high quality textbooks.

Our library needed a simple and functional way to distribute accessible OER textbooks that were created as part of the Wise Open Textbook Initiative, a program which offered faculty a stipend to develop or adopt OER textbooks. We will explain how we tackled various challenges and the tools we developed to implement our solutions. Best of all, we are sharing these tools with your organizations, free of charge.

This presentation provides an introduction to:

  • OERx: A textbook delivery system, built using the content management system, Modx.
  • Adopt-an-OER Textbook: A website designed to provide faculty OER options while selecting textbooks.

The OERx software is free and includes a pre-configured Microsoft Word template designed to build OER textbooks that conform to accessibility guidelines.

Presenters: Jason Dean Henderson, Digital Services Librarian, Oklahoma State University; Roy Degler, Digital Services Librarian, Oklahoma State University

Reserve a seat

11:15 AM - 12:15 PM

Closing Panel feat. UARK OER Course Conversion Program faculty, Global Campus, & University Libraries (Location: RCED 120 (Reynolds Center Auditorium))

Our closing panel will feature representatives from University of Arkansas Libraries, Global Campus, and UA-Fayetteville faculty members who have participated in the campus' OER Course Conversion Program. They will discuss how the program came to be, changes implemented, reasons for switching to OER from traditional textbooks, and their experiences utilizing OER in their classes.

A Q&A will follow a 30 minute moderated panel discussion.

Panelists
Elaine Thornton, Distance Learning & Open Education Librarian
Scott Wright, Instructional Designer
Dr. Julio Gea-Banacloche, Professor of Physics
Dr. Michael Thomsen, Professor and Undergraduate Coordinator of Argicultural Economics and Agribusiness
Dr. Daneil Barth, Clinical Assistant Professor of STEM Education
Dr. Jim Gigantino, Associate Professor and Department Chair of History

Moderator: Stephanie Pierce, Head of the Physics Library
 

Reserve a seat

12:15 - 12:30 PM

Closing Remarks and Goodbye (Location: RCED 120 (Reynolds Center Auditorium))