#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


  • 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?

#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.


  • 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

  • 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


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
  • 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)



  • 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


  • 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…

2017 #OER Summit at Lansing Community College #LCCOER

fullsizerender-24“Open Education: The Moral, Business & Policy Case for OER” by Dr. Cable Green
Dr. Cable Green, Director of Open Education, Creative CommonsThe Internet, increasingly affordable computing and bandwidth, open licensing, open access journals and open educational resources (OER) provide the foundation for a world in which a higher education can be a basic human right. Governments and foundations are supporting this shift with a move to open policies: requiring public access to publicly (and foundation) funded resources. Dr. Cable Green, Director of Open Education at Creative Commons, will provide an overview of open licensing and OER, and discuss specific examples where institution, provinces / states, nations and foundations have moved the default on funding from “closed” to “open.” He will also explore new OER projects that are pushing open education further into the mainstream.


  • 29 colleges and universities and K12 districts with 300 attendees at the 2017 Lansing Community College OER Summit.
  • Lansing CC has an “Operation 100%” where all students will be successful. In order to meet this goal there was a need for equity and zeroing in on textbook costs.

47 faculty in 15 courses saving over $800,000 at Lansing Community College

  • Goal at Lansing is to get zero degrees, for students and faculty. Education needs to be about sharing, knowledge, and possibilities for all students.
  • Digital + Open Licensing + Internet = Share at the Cost of Zero
  • Internet Enables Copyright Forbids
  • OER is any kind of teaching material – textbooks, syllabi, lesson plans, videos, recordings, exams that provides:
    • Free and Unfettered Access
    • Free Copyright Permissions to Engage in the 5 R Activities
      • Retain
        • Keep, make, and maintain and own copies
      • Reuse
        • Use in a wide range of ways
      • Revise
        • Adapt, modify, and improve
      • Remix
        • Combine two or more
      • Redistribute
        • Share with others
  • Open is not equal to Free – Open is Free + Legal Permissions to be able to use the 5R’s.
  • Retain is fundamental because if you don’t have a copy you can’t reuse, revise, or remix.


    • Consumer Price Index January 2006 – 2016
      • 88% textbooks have gone up
      • 21% all goods
      • 63% tuition
    • Average cost of a textbook $174 for highest enrollment courses
  • US PIRG Report, 2014
    • 65% of students decided against buying a required textbook because of cost
    • 50% of students said that cost of textbooks impacted how many and which classes they took
    • 82% students said that they would have done better if they had access to the resources in the course
  • 2016 Student Textbook and Course Materials Survey from Florida Virtual Campus


  • creativecommons.org – CC is a global non-profit organization.
  • Licenses via CC
    • Attribution – Not optional, if someone uses your work they have to give credit
    • ShareAlike – Optional, if you take my work and change it, you have to share
    • NonCommercial – Optional, you cannot sell it
    • NoDerivatives – Optional, you cannot change it (in education, try to stay away from this)


>>> Enter Renewable Assignments >>>

Let’s spend time in our courses with students to contribute to the global community, leveraging real world applicable assignments… and sharing back using open content.

  • Renewable Assignments
    • Students see value
    • Teachers see value
    • The world is a better place in the end… eg. Flint Water Crisis analysis in a political science and statistics classes… and contribute this work to an open textbook resources…
  • How is OER changing K12 Education?

$130 million per year is spent in the state of Washington on K12 Textbooks

  • Textbooks in Washington are:
    • Books are on average 7-10 years old.
    • Paper only books.
    • Students can’t write/highlight in books.
    • Student can’t keep books at the end of the year
    • All rights reserved and teachers can’t update.
    • Parents often pay for lost paper books.
    • Isn’t there a better way? Rather than spending $130 million per year, let’s spend some money in the state to develop our own OER resources in the state! See Open Washington Network
  • openupresources.org 
  • New Zealand Creative Commons
  • Leicester City Council
  • Poland – 50% of kids cannot afford resources. “naszelementarz”
  • Lumen Learning Textbook Cost Calculator
  • Benefits of OER
    • Increate Access – open access license materials provide
    • Save Money – repurposing financial aid spend on static textbooks for other pressing student financial needs.
    • Keep Content Relevant, Effective and High Quality – Fix error immediately!
    • Empower Faculty – Give faculty the best content and the ability to adapt content for benefiting students.
  • OER Initiative – How to advance on your campus:
    • Raise Awareness
    • College Support for Adaption and Adoption (Release Time, Instructional Designer and Staff Support, Stipends)
    • Funding (Rededicate funds for the campus to innovative efforts…)
    • Creation and Adaption of OER in Tenure and Promotion

Publicly funding projects should be openly licensed, we as taxpayers are paying for it!

There is tremendous potential in leveraging open education resources in education. How can we transform teaching and learning using OER?

eLearning2017 – Changing Institutional Culture with OER


  • Daniel Carchidi, Associate Director, Academic Technology, University of New Hampshire
  • Catherine Overson, Director, Teaching Learning and Research Services, CEITL
  • April Rau, Instructional Designer


  • OER defined by Hewlett.org: “Open Educational Resources are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and repurposing by others. OER include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.”
  • OER Pilot 2015
    • Cable Green came to campus to kick off pilot.
    • Spent $30,500 for faculty stipends
    • About 1,000 students saved $150K.
    • Student outcomes were the same or better. Exam scores were either similar or exceeded exams of previous year.
    • Faculty indicate time and effort were worthwhile
    • Students favored perception of cost savings.
    • Faculty indicated they would continue using OER.
  • OER Support Team
    • Library – Finding and evaluating content, subject support, open licenses.
    • Academic Technology – Instructional design, course integration, technology support.
    • CEITL – Assessing student learning outcomes and faculty satisfaction.
  • Building on Pilot Success
    • Wrote successful $385,350 grant to USNH to support growth of OER at Granite State College, Keene State College, Plymouth State University, and UNH based on success of UNH pilot. Provide funding for ambassadors for each campus ($2K) of 15 faculty.
    • Target large enrollment courses to rapidly advance OER adoption and cost savings.
    • Build OER awareness and make OER adoption common.
  • Data Gathering and Awareness
    • Developing an institution wide survey based on Babson’s survey.
    • Faculty senate presentation for support.
    • Student leader support.
    • System level awareness and support.
  • Assessments
    • Textbook Savings
      • $131,000 students with 1,000 students savings.
    • Student Learning Outcomes
    • Student Perceptions and Ratings
      • 7 questions (rating scale):
        • easy to access
        • as high in quality as a textbook
        • broader perspective than textbook
        • Overwhelming number of materials
        • Choose OER for quality
        • Choose OER for cost savings
        • Resources helpful to learning
        • Open ended comments: cost savings, quality, technical issues, accessibility, clarity, usefulness, enjoyment
        • “No cost is a big plus”, “Would like all courses to use OER”, “OER same or better compared to textbook”, “Online textbook better aligns with the course”, “Online organization of material for online text can be confusing”, “Now all students have access to all materials”, “Easier to transport on phone or tablet compared to traditional textbooks” (always have their resource with them), “Helped in learning course content”, “Readings were interesting”, “Doing better in classes with OER materials”
        • Student learning outcomes were the same or better based on grades (within about 5 point difference).
    • Faculty Experience (ranking)
      • Technical support
      • Easy to find OERs for my course
      • Comprehensive Quality of OERs available
      • OERs used were up to date
      • Course updates were manageable
      • Student performance better
      • Student engagement better
      • Students’ exposure beyond the classroom
      • Course was enhanced
      • Consider textbook cost as a value to use OER
      • Will continue to use OERs
      • “Support and compensation helped defray cost”, “Students appreciated cost savings”, “Accessibility for DSR was built-in”, “Online textbook crashed before the exam”, “Energized teaching”, “More engagement with material”, “Cost savings”, “Lesson plans modified according to student feedback”, “Students enthusiastic”, “Next time, use a stepped modifications approach, rather than all at once”, “Create my own textbook”
      • OER opens the doors to examine and reshape course design.
      • Collaborating with Instructional Designers and Librarians is important.
      • Remember: Retain, Reuse, Revise, Remix, Redistribute by David Wiley
    • UNH Faculty Ambassadors – Highlight what UNH faculty are doing with OER.
    • UNH LibGuide
    • Capacity Building and Outreach
      • Instructional staff survey
      • Leadership retreat
      • Promo videos
      • Self-paced course development
      • Conference presentations
      • Campus Speakers (Cable Green)


#eLearning2017 – Having it All: How OER Give Faculty and Students what they Want


  • Sandra King, Professor, Communications, Anne Arundel Community College


  • What students want
    • Reduced Cost: Maryland OER Day Keynote
    • Federal student loan debt is up to 1 Trillion, and college textbooks increased by 812% since 1978.
    • Access issues such as not purchasing the text, waiting to purchase a text, waiting for a text to arrive in the bookstore, purchasing the wrong text or edition, or misplacing/losing the text.
    • Engaging content, less text, more multimedia, graphics, interactive content to use and explore the content, animations, appropriate vocabulary (to include developmental students, ESL), and gaming elements < universal design
    • Example: $160 for communications textbook, OER costs $0.
    • Huge benefit is that students have access to the text the first day of class.
    • Articulate Storyline is used for interactive assessment.
    • Badges are awarded when 90% completed.
  • What faculty want
    • High quality courses: QM standards on measurable objectives, curriculum alignment (textbooks generally do not link to your course directly as far as curriculum), assessments
    • Accessibility: hard copies and eBooks, captioning,  self-described links, headers
    • Universal Design: graphics, audio, video
    • Currency: Up-to-date and relevant content
    • Liberation: publishers no longer dictate changes in terminology, or reorganization of content
    • Increased student satisfaction, engagement, and retention
  • Lessons learned
    • Give yourself extra time
    • What elements need to be implemented first and together
    • Gaming elements didn’t all work well
    • View implementing OERs as an ongoing project
    • Consider allowing students to participate
  • Resources for OERs

#eLearning2017 -OER: Small University, Big Impact!


  • Julee A. Russell, Chair, Departments of Language and Literature, Art and Communications, Valley City State University
  • Diane Burr, Professor of Kinesiology and Human Performance, Valley City State University


OER Pilot Course (Fall 2015)

  • ENGL 125: Introduction to Professional Writing
  • Student satisfaction measured through surveys administered at four week intervals.
  • Topics included:
    • How accessible are the resources
    • Opinions of reading text on screen
    • Effect of reading online texts and motivation to read
    • Impact of textbook costs
  • Students found that the resources are accessible, students feel like the content provides enough knowledge, overall positive experience.
  • Spring 2016 Faculty Focus Group and Beyond
    • 10 Faculty Participated with Stipend of $750 to find and implement an OER in their General Education course.
    • Faculty were positive about the flexibility of the resources, yet realized that it took a lot of time to locate valuable resources.
    • “I believe there is much more to OER than textbooks. The ability to blend ad wide variety of sources is valuable.”
    • 35% of students were impacted by the OER initiative. In the fall 50%. The spring of 2017, 55% of students were receiving OER content. In the fall of 2017 a goal was set to 65%.
  • Faculty buy-in is growing.
  • A video was produced to showcase the successes that includes testimonials from the president of VCSU student senate and the faculty.


  • Do it Yourself: OER
    • If you can’t locate a single source of content.
    • Outdated information.
    • Difficult with accessibility and playback.
    • Not “open” for everyone.
  • Building your own Textbook
    • What are the identify instructional topics and objectives.
    • Research open source materials that match the topics/objectives.
    • Update open resources to reflect current recommendations and research.
    • Create learning activities and content delivery materials.
    • Identify the software platform for construction. (iBooks Author)
    • Assemble the textbook.
  • Benefits
    • Ability to align to specific course objectives.
    • Developer not reliant on unstable links or websites.
    • You can use all of the content vs a textbook where much of the content often is not used.
    • Finished product is available in a more traditional format.
  • Challenges
    • Some outdated information in OERs
    • Time intensive (how can grants assist or stipends?)
    • Software learning curves
    • Never done… always need updated content (ie. nutrition standards)
  • Resources
    • VCSU Libguide
    • Librarians assist in finding resources.
    • ilos is being used at VCSU for captioning.


PBS provides video content for courses at GVSU

In a special session organized by Kim Kenward, instructional designer in IDeL, faculty and staff at GVSU learned about a new resources available via a special partnership with PBS.  Faculty and students can access thousands of FREE, standards-aligned digital resources that can be used for classroom and online courses.

With 100k+ digital resources from a variety of subjects, faculty can integrate the content into their curriculum to help their students make connections to a variety of topics.  Developed in partnership with the WGBH Educational Foundation and supported by public media stations nationwide, PBS LearningMedia offers multiple service levels to millions of educators and students.

In July, Rosemary Cleveland, GVSU COE proferssor and graduate teacher certification students were filmed by WGVU regarding their training and use of PBS Learning Media.  This video is currently on the WGVU Home Page and is airing multiple times on WGVU HD from now until October 30.

Background information about PBS Learning Media can be found at:

Learn more about PBS LearningMedia and create your account by visiting: http://pbslearningmedia.org  You can also follow PBS LearningMedia on Twitter and Facebook.