#LCCOER – Faculty #OER Panel


Faculty Panel – Moderated by Dr. Cable Green

This panel of faculty will talk about their engagement with open learning materials and how their experience with open licensing enables them to take full advantage of OER in ways not otherwise possible with “closed” educational materials.Speakers

  • Dr. Matthew VanCleave, Professor of Philosophy, Lansing Community College
  • Joseph Mold, Director of Online Learning & Instructional Design, Bay College
  • Dr. Charles Lowe, Associate Professor of Writing, Grand Valley State University

Notes:

  • Edited by Charles Lowe of GVSU and Patel Zemliansky – Writing Spaces: Readings on Writing is a series of 2 volumes of CC-licensed essays written as readings for the first year composition classroom.
  • Benefits of OER via Charles Lowe:
  1. Working on OER projects can be good professional development
  2. Creating OER demonstrates teaching excellence
  3. Collaborating with fellow teachers; commons based peer production
  4. Developing pedagogical theory on creating textbooks for our disciplines which is otherwise lost through outsourcing
  • Bay College Open Educational Resources Video – A campus wide initiative to support student success. OER provides freedom from the textbook. OER allows faculty to use their own expertise rather than have the curriculum be dictated by a textbook publisher.  OER textbooks give a unique voice and campus context and personalized by students. When students pay for a class, they don’t want a textbook to teach them, they want the faculty to provide insight.
  • Dr. Matthew VanCleave, Lansing Community College, wrote an open textbook “Introduction to Logic and Critical Thinking“.
  • Sustainable Development Knowledge Platform – Transforming our world: The 2030 Agenda for Sustainable Development > How can we use OER for this important work?
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#LCCOER – Creative Commons Licenses Workshop

Attendees will learn about the basics of open licenses (Creative Commons) including how to add open licenses to your work and best practices for attribution.

Notes:

  • Creative Commons FAQ
  • Consider your plans: Local (we can rely somewhat on fair use, library materials are paid for, we can make changes easily), Sharing (fair use is less applicable, because of distribution, subscription materials are not available everywhere), Grants (the founder may have restrictions, greater need for adaptation work, downstream users matter a lot).
  • Teach Act allows you to make copies for spontaneous use under Fair Use of copyrighted materials. However, reusing the same article is not covered under Fair Use. Using CC licenses is beneficial because they are openly licensed.
  • Elements of Licenses (Attribution, Share-Alike, Non-Derivative, Non-Commercial)
  • Currently the Creative Commons License is at 4.0.
  • Creative Commons Wiki
  • Creative Commons License Compatibility Chart

  • Goal is to maximize use and reuse.
  • TASL – Title, author, source, license.
  • CC Atribution 4.0 Creative Commons Marking – guidance of marking up work. E.g. “Chemistry” by OpenStax is licensed CC-BY 4.0.
  • Remixed work can only be shared if the licenses are compatible. 
  • For additional information about licenses see: Creative Commons FAQ 
  • Openly licensed content still has copyright.
  • Creating a CC license picker: https://creativecommons.org/choose/
  • Open Attribute is a browser plugin to capture CC license information.
  • Open Attribution Builder by Open Washington which provides assistance in creating a proper attribution.

#LCCOER – OER in K12 via #GoOpen Initiative


OER in the K-12 through Michigan’s Participation in the #GoOpen Initiative
Speakers:

  • Ann-Marie Mapes, Education Technology Consultant, Michigan Department of Education (MDE)
  • Teresa Fulk, Director of Instruction for Wayland Union Schools
  • Cheryl Wilson, Teacher Technology Consultant at Wayland Union Schools

Notes:

Why OER for K12? 

  1. Personalize learning
  2. Increase student engagement
  3. Customizable
  4. Flexible
  5. Free minimal costs
  6. Savings to be diverted to teaching and learning

“Textbook business in K12 is an $8 Billion (with a B) Business in the US”

MI Open Book Project

  • K-2 In Development
  • Michigan project by teachers for teachers
  • 3-8 Grade Series
  • High School US History
  • Economics

#GoOpen Campaign

  • Launched by US DOE
  • Encourage statewide OER statewide strategy and repository 
  • MI is one of 19 states to #GoOpen
  • Wayland and Marysville are #GoOpen Districts in the State

#GoOpen Community

  • Michigan #GoOpen Districts
  • MACUL
  • Lansing CC, GVSU, Open Michigan, Michigan Colleges Online, Library of Michigan

Systems of Support K12 Educators via Michigan #GoOpen Initiative

  • Awareness
  • OER Repository
  • Professional Learning (MACUL, REMC, MVU)
  • Access to Content
  • #GoOpen District Examplars

Wayland Union #GoOpen District 

  • 5th year in a 1:1 with 7-12 with an iPad
  • 2011-12 – staff received iPads in the spring, iTunesU K12 portal course management systems/blended learning
  • 2012-13 – grades 7-12 have iPads, math received MacBooks, increased blended learning, immediately our Math department began using OERS: ck-12, Engage NY
  • Building knowledge and skills as teachers become more comfortable with flipping instruction, using iPads, seeking free resources to take advantage of 1:1, desire for MacBooks for creation.
  • Grants and funding – MACUL provided MacBook for creation, WUEF provided MacBooks for textbook and Mac Mini for student created textbooks, TRIG – using resources for purchasing devices.

Current OER Use in Wayland

  • MAISA Units (K-8 ELA, 5-8 Social Studies)
  • Engage NY (Math)
  • Ck-12 (Math and Science)
  • Michigan Open Book Project (Social Studies)
  • Creative Commons
  • Continue to seek out others: OpenEd.com, OER Commons, and LearningRegistry.org

 Culture Shift for Teaching

  • Return to the art of teaching (not directed by the textbook)
  • Focus on student needs and standards as opposed to “getting through” the textbook
  • Personalized learning

Future of OER at Wayland

  • Continued implementation of MI Open Books Project
  • #GoOpen Commitment
  • Student created open resources
  • Continued professional development and suppport of OER

#GoOpen Future

  • Establish OER Repository 2017-18
  • Raise Awareness
  • Coordinate professional learning opportunities across organizations
  • #GoOpen districts as exemplars sharing their story
  • Move to “technology enabled transformative personalize learning”

#LCCOER – Michigan Colleges Online #OER Initiative

Advancing OER Adoptions Across MI Community Colleges

Ronda Edwards, Executive Director, Michigan Colleges Online (MCO), Michigan Community College Association (MCCA)

Notes:

Goals:

  • Improving Student Success
  • Lowering Costs for Students
  • Increasing Inter-Institutional Faculty Collaboration

Student Success:

  • Completion
  • Passing with a C- or better grade
  • Course grade
  • Enrollment intensity in current tea
  • Enrollment intensity in next term

Statewide Steering Committee

  • Representation from all 28 community colleges
  • Training/webinars
  • Data collection
  • Repository

Survey on Open Textbook Usage

  • 14 colleges reporting
  • 120 courses
  • $1,523,200 savings reported ($100 textbook cost) 2.6 million if you include the full price current textbook
  • Disciplines using an Open Textbook: (colleges using)
  • Business Law (2)
  • Economics (2)
  • Biology (3)
  • Anatomy and Physiology (5)
  • US History (6)
  • Statistics (2)
  • Pre-algebra (2)
  • Chemistry (3)
  • Sociology (4)
  • Geography (2)
  • Physics (2)
  • Psychology (5)

Repository for the State of Michigan via MCO

https://www.oercommons.org/hubs/mco

  • Launched this Fall
  • Michigan Colleges Online Hub is hosted by OER Commons
  • Connections to over 65,000 resources
  • Low maintenance costs
  • Authoring tools
  • Training
  • Collections on the MCO Hub including curated discipline collections
  • Groups on the MCO Hub highlight each college’s contribution
  • Users can tag, rate, review, save, note, and contribute content
  • Faculty Grants – Adoption (Macomb, Northwestern, Lansing CC, Mott Community College) using open textbooks.
  • Faculty Grants – Adaption (Mott CC, Lansing CC, MidMichigan, Kirkland CC) have Psychology and Communication, American and World History and Cell Biology and Human Genetics courses adding ancillary and supplementary resources in addition to Openstax textbooks.
  • Faculty Grants – Development (Lansing CC) develop Spanish multimedia ancillary resources using virtual partners, interactive multimedia, practice exercises etc. Forensic Science (Mott CC, Genesee Career Institute) to create a full open textbook on Forensic Science. (Lansing CC) will develop a Fashion textbook and workbook on the Principles and Elements of Design.

Next for MCO OER

  • More professional development with staff/faculty/authors
  • Inter-Institutional sharing/collaboration
  • Research 
  • Z Degrees – Zero cost for an entire degree for instructional materials…

#eLearning2017 – Plagiarism Detected: A Practical Guide to Judicious Investigation of Suspected Academic Misconduct

Presenter:

  • Christian Moriarty, Assistant Professor, JD MA, St. Petersburg College

Notes:

  • Law and ethics of academic plagiarism.
    • In loco parentis¬†(of a teacher or other adult responsible for children, in the place of a parent.) is dead, long live procedure!
    • FERPA – disclosure only to school officials with legitimate educational interest.
      • Student papers, assignments, assessments ARE education records.
  • Syllabus language
    • A syllabus is a contract
      • Ensure syllabus is complete and robust as far as all course and campus policies.
      • Consent, consent, consent
      • Signature page of syllabus, confirmation quiz, or other assignment – this confirms their agreement.
    • Standards of proof
      • Arbitrary and capricious (I’m not out to get you…)
      • Preponderance of the evidence (51%)
  • Plagiarism software
    • Highly recommended, not for gotcha, rather use it for teaching and a learning tool.
    • THEY must submit (student needs to take action and not the instructor submitting for them) AND give consent (they maintain ownership of the content).
      • If either of these is not true, you MUST remove identifying information .
      • If student desires not to use, they could be provided with alternative validation methods.
    • Googling parts of the paper is fine
    • HOWEVER: you should not ask for students’ papers that are not in your class, EVEN with consent
  • If plagiarism detected, then institution policies.
    • Get a second opinion
    • Inform administration
    • Set-up “informational”meeting with student preferable in person
      • Do not record, unless granted by student.
      • Be conversational and polite, not accusatory so that student doesn’t start on the defensive.
        • Present paper and ask probing questions
        • Inquire on details of sources
        • Where did you get this information?
        • If student admits, they may not be aware it is cheating, genuinely!
        • Next step is to invoke institutional procedure.
      • Teachable Moment
        • Refer back to syllabus with it’s clear statements of what plagiarism is and what it’s ramifications and punishments are…
        • Use pre-printed form describing the allegation and the punishment – should be complete process including appeal process.
          • If admission or “reasonable” excuse consider lighter punishment.
          • If moving forward, create a paper trail.
  • Recommended for institutions to have a database of students who have plagiarized.
  • Be aware of paper mills and the difficulty in catching them.
  • Use introduction papers/discussion posts at beginning of semester to compare writing style and ability.
  • Use proctoring at least once during the semester (students go to campus testing center, agreed upon remote proctor, proctoring software).

#eLearning2017 – Assessing and Supporting ICT Literacy Skills in Blended and Online Courses

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Presenters:

  • Kristin Heathcock, Librarian, Hillsborough Community College
  • Richard Senker, Assistant Professor and Program Manager, Hillsborough Community College

Notes:

  • ICT literacy is a digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society.”
  • Information literacy is “Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” 1 Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources.”
  • SmarterMeasure Learning Readiness¬†Assessment
    • Students often over-estimate computer competency, internet competency, computer specs, tech in your life, tech usage, tech vocabulary, etc.
  • I believe students have adequate ICT/Information Literacy skills to be successful in a hybrid or online course? It depends… Where do they get or acquire their skills? How do educators help students to increase ICT/Information Literacy skills?
    • Common Issues
      • Tech problems (eg. old computer/internet access)
      • Tech skills
      • Critical thinking
      • Time management
      • Life factors
  • Embedded Librarian
    • Librarian added as a co-instructor to class
    • Provide instructional materials at point of need
    • Communicate with students during research periods in the course
  • LibGuide was created and this was found to be most valuable at the time of need (eg. when their assignment was due)
  • Link was added to the LMS to directly link students to Library resources.
  • The more students used the library module in a course, the better grade students typically received on their research paper.
  • Takeaways:
    • Provide info and resources at the time of need.
    • Purposeful tech and information literacy courses and training for students.
    • Faculty, librarians, and staff support are trained in tech/info literacy.
    • Online training tools (eg. Atomic Learning, Readiness Assessments).
    • AskMe Online! & Ask a Librarian for realtime live chat help.
    • Campus resources (and publisher info if online resource is used) need to be outlined in the syllabus.

#eLearning2017 – Super e-Student Initiative

FullSizeRender (22).jpgPresenter:

  • Breanna Hidalgo, Instructional Design, Pasco-Hernando State College

Notes:

  • Guide to eLearning at PHSC¬†– LMS Orientation Course
  • eLearning Readiness Survey
  • Presentation
  • Academic Technology Department Website
  • Student Support Site
  • LEVEL UP with eLearning: Become a Super eStudent
    • Understanding – What is the difference between traditional, online, and hybrid courses?
    • Preparation – What are the technical requirements for eLearning and what is myPHSC?
    • Readiness – How can you determine if you are ready for eCourses?
    • Participation – How can you be successful in your online course, and what can you expect?
    • Support – Where can you go for help with your courses in myPHSC?
    • Answers – Not sure how to answer these questions? Check out the guide and online readiness survey.
  • Goals: What does it take to be successful in online learning. Increase student success by providing support and access to student support services. Respond to student needs.
  • All students are enrolled automatically into the orientation course built into the LMS.
  • Handouts and business cards were created for students and distributed to advisors as well.
  • Created a mobile app as part of the myPHSC app.
  • An infographic poster is located in the library.
  • A brand was used to deliver consistent messaging.
  • Target lowest 5 retention courses in both redesign and student support targets.
  • Future: Does the readiness survey or orientation course contribute to student success and retention? Require the orientation course for student. Review course evaluations and link back to instructional design and professional development. “Super eFaculty Initiative” including resources (handouts, tip sheets) for becoming a more effective online faculty member. Connect online orientation to general student orientation process at the campus.

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