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Watch the video recording of this Office Hours session, or keep reading for a full transcript. For those interested in reading the conversation that took place among participants and the resources shared, the chat transcript is also available below.
Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please contact Tonia.
Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please contact Tonia.
Audio Transcript
Speakers:
- Apurva Ashok (Director of Open Education, The Rebus Foundation)
- Karen Lauritsen (Publishing Director, Open Education Network)
- Heather Caprette (Senior Media Developer/Instructional Designer, Cleveland State University)
- Clint Lalonde (Project Manager, BCcampus)
- Verena Roberts (ZTC Lead Instructional Designer, Thompson Rivers University)
Apurva: Hello everyone, welcome to another Office Hours. I'm Apurva Ashok and I'm joining you all today from Toronto, from the traditional territories of many nations, including the Mississaugas of the First Credit, the Anishnabeg, the Chippewa, the Haudenosaunee, and the Wendat peoples. I am very grateful to be living and working here and to be able to join and learn from all of you wonderful people in the open education community virtually.
In case you haven't seen or met me before, I am Apurva Ashok from Rebus Community. We are a Canadian charity that helps educational institutions build human capacity in OER publishing and open education more generally through professional development. We also offer a lot of free open guides and resources and organize sessions like this one, Office Hours, with our excellent partners, the Open Education Network. So I'm going to pass it over to Karen to tell you a little bit about herself and the Open Education Network.
Karen: Hi everybody and thank you, Apurva. I am Karen Lauritsen, I am publishing director with the Open Education Network, and I am joining you today from San Louis Obispo, California, the traditional land of the Northern Chumash. And I too am excited to be with all of you and learn with you today. We're going to be talking about instructional design for OER. And if this is your first Office Hours, I'll just introduce you to the format briefly.
We will hear from three guests today, who will speak informally about their experiences with instructional design for OER. And then we will look to all of you to direct the conversation, ask questions, share your local experiences, and otherwise kind of guide us in making this a useful and helpful hour for you. So let's see, yes, the Open Education Network, if you are not familiar with the OEN, we are a community of higher ed professionals who are supporting one another in making things more open.
So thank you for that. And I think without further ado, I'll go ahead and introduce our guests. We are joined today by Heather Caprette, she is Senior Media Developer and Instructional Designer with Cleveland State University. Clint Lalonde, who is Project Manager with BCcampus and Verena Roberts, who is the ZTC Lead Instructional Designer at Thompson Rivers University. And I believe we're going to kick things off today with Heather.
Heather: Hi guys, I just want to say thank you very much for having me today. I'm going to start off with screen sharing a couple of slides and I'm going to take you to a Pressbook that some theater students worked on, actually. Okay, so bear with me here. So here is my contact information in case you want to get a hold of me later. And I'm going to put my slides and some other resources in a Google Drive folder, and I'll paste that in chat after I'm done speaking.
So part of our affordable learning initiative at CSU includes textbook affordability grants that we offer to our faculty. And those were kicked off in 2016 by our former library director, Glenda Thornton, absolutely love the woman. I miss her. She offered grants to faculty wanting to adopt and adapt an open textbook or OER to their course and also to those who wanted to write an open textbook.
So the technologies that we have at CSU are a self-hosted Pressbooks, we administrate that on campus. It has the H5P plugin, it also has Hypothesis and we use Blackboard Learn as our LMS. We do offer professional development courses to faculty to learn about OERs and open pedagogy and there's a couple of them with a stipend. One is called the Textbook Affordability Summer Symposium, and I co-facilitate that with a couple other people in the OER committee at CSU.
And so, faculty turn over their syllabi to an OER librarian, and she maps out possible open textbooks and other OER or library licensed content to the topics within the syllabus. And so, within this course faculty we them to review their OER and if they review an open textbook in the OTL, she can publish it there. And I also have them go through an exercise where they do a mini course alignment map for one or two modules in their course.
So they're introduced to Blooms taxonomy, and they create measurable learning objectives with those action verbs from Blooms taxonomy. And then, they map those to the chapters or the sections in their open textbook that support those learning objectives. And they also list their learning activities and their assignments and tests that are going to measure the achievement of those learning objectives.
And I have an example of a course alignment map in the Google Drive folder. I also have open pedagogy in Pressbook course and we have an OER librarian that talks to them about Creative Commons licensing, copyright and gives the open textbook workshop. So as an instructional designer, what I do varies. I get paired up with people that are awarded the textbook affordability grant.
And if they don't have a course shell already in Blackboard, I can make a copy of our CSU course template, which is based on Quality Matters standards to provide a development shell for them. I can help them locate OER and place links to those within their Blackboard development course. As an example, one professor who was doing African American literature asked me to find ex-slave narratives.
So I did a search on YouTube and placed some links in there for her to pick and choose from. She was also interested in the library licensed documentaries on I think it was called Greatest Civilizations of Africa. So I gave her the links to that. I provide training on technology such as Blackboard, H5P and Pressbooks to faculty and students. Occasionally I get to develop creative content for the open textbooks.
So one is an example of I did it in Camtasia it's a narrative explaining the symbolism in a painting of Durga, who's a Hindu goddess. And the objects that are in her hands are all linked to spots on the timeline, which explain the symbolism of those objects. And I get to help write creative assignments for students. So one such assignment was for introduction to theater students.
And we had them create interactive learning content and knowledge checks for other students and for the public. They got published in a Pressbook at CSU. And they could pick any of the content types that they wanted within H5P.org. So here's like an example. There is interactive videos that have spots on the timeline that jump to websites that give more information about the topic.
And at the end, you can put questions in or intersperse questions on the timeline to gauge understanding of the content. There is like a course presentation tool, they can build quizzes. Some of them did timelines over the history of Greek theater or costume design process. And so what I'll do is escape out of here, and I'll take you to the Pressbook. Here is it. And if you scroll down, the very first chapter here has all of the information about the assignment and the open textbook that they used.
And you're welcome to adopt it and adapt it to your institution, if you want to. It has suggested learning objectives for the assignment. There's a rubric for grading, with criteria and levels of achievement for each of those criteria. We did want them to cite their sources, so using MLA. There's language here that you can copy and paste into a Blackboard or other LMS assignment tool and this helps the faculty member with grading.
So it explains somewhere in here it shows what they're supposed to turn in. Essentially, here's a screenshot of the H5P plugin area in the Pressbook. So they would turn in their title and their H5P ID so that she could match it up later. I did create all the accounts in the Pressbook and I created the announcement that sent the invitation to them to join. And I reminded them to do within 72 hours because it would expire and I'd have to recreate the account and resend it.
And I have links to tutorials here on what is Pressbooks and H5P and how to build various content types. So very quickly, I just want to show one example, this is an interactive video that was done by a theater major, Dylan Sell. And he went behind the scenes of a student production called Company and interviewed all the people in the various roles with the development of the production. [video plays]
So everywhere on this timeline, you see a little dot he's got a link to a website that talks more about that role. And at the very end, he has some questions to gauge understanding of the content. So who prepares the actors vocally? That's actually the music director. And if somebody misses something, they can retry the question. Okay, so I'm going to stop sharing and turn it over to the next presenter, Verena. Thank you.
Verena: Thank you so much, Heather, that's difficult to follow. I'm just going to read a little bit, actually and not use PowerPoint so you can close your eyes for a second. So hello everyone, I am coming to you today from Treaty Six territory in Edmonton, Alberta, Canada, which is a traditional meeting grounds, gathering place and traveling route of the Cree, Saulteaux, Blackfoot, Métis, Dene, and Nakota Sioux. I want to acknowledge all the many First Nations, Métis and Inuit, whose footsteps have marked these lands for centuries.
And I'm going to talk to you a bit today about the potential of open learning design as an instructional designer to create a ripple effect. As an open learning designer, or as we're often called an instructional designer who advocates for the use of OER and open educational practices, depending on your context. I am currently working with Thompson Rivers University, TRU in Kamloops BC helping to facilitate the new course redesign to create a ZTC a zero textbook cost associate science degree pathway for our students.
In most cases, this means that we are redesigning and updating our current open learning courses with OER and open educational practices. At TRU open learning, as an instructional designer we work with subject matter experts, known as the developers and consultants from all over North America. I have been lucky enough to work with TRU campus faculty themselves, Canadian instructors from multiple institutions and faculty from colleges across the US.
What I want to focus on today though is the importance of designing for open from the beginning. Specifically what do you intentionally choose to do as an instructional designer or instructor from the beginning of the course design to ensure that your course will be student centered and sustainable for you and others in the future? I start by encouraging you to think about how my or your personal actions and contributions will promote or encourage a positive ripple effect for others in everything you design.
I always think about the possible positive impact of my course design in order to build for sustainability within a larger learning ecosystem. For example, when we considered student centered learning for our biology 1113 course, which is the first course you take as an undergraduate student at our university, we discovered that linking to outside Pressbooks wasn't enough.
So we needed to learn how to download and adapt and recreate new TRU versions of the Pressbooks in order to ensure that the content was personalized for our students in authentic and meaningful ways. At our university in particular we have a larger indigenous population, so we needed to ensure that we could adapt and integrate some content so that students could actually see, feel, hear themselves within the content.
From an accessibility and infrastructure point of view, the open content that we linked to was often adapted and changed without our knowledge. And what we thought we were linking to was not always correct. By creating TRU OER adaptions of Pressbooks, the students are aware of the possibilities of open content and have multiple additional open links and resources in which to expand their learning to clarify and expand upon their understanding of topics.
Because when you adapt a Pressbook, you also have to include where you got the content from. And the students will go back and go down multiple rabbit holes, learning about new things. In terms of student experience, as we consider other copyright options for our students, we are aware that students are often given the option to buy additional resources to practice learning the content.
For example, in biology and in my chemistry courses, they're often given multiple interactive assignments, and additional activities that they can do if they choose to buy the publishable content. So it's kind of like how do we meet the needs of our students when we're competing against really great interactive content? So as such, we expanded our OER course design to include open homework systems, while we were developing our course and we learned how to support these systems at our institution.
So you can't just integrate an open homework system without ensuring that you can actually integrate it at your institution into your learning management system. These innovative pilots helped us to make connections with LibreTexts and adapt homework systems where we started to learn about the possible future of open learning and instructional design. LibreTexts has also helped us find files and openly accessible content that we can remix and reuse more easily in our courses.
Building and participating within an open community becomes essential when designing for open. So by intentionally designing for open learning from the beginning, you are advocating for the ripple effect, an unlimited learning potential. What I didn't mention today is also the work that I have done co-designing Pressbooks and other OER with my students. And I look forward to answering questions about this process as well. Thank you. And I pass it over to Clint.
Clint: Thanks Verena. And nice shout out to LibreTexts and their work there, too. My name is Clint Lalonde everyone. My pronouns are he and him, and I'm joining you today from the traditional territories of the Lekwengen speaking people of the Songhees and Esquimalt nations. I've been a settler on these lands since 1994, originally from Treaty Six territory, right around where Verena is, actually, from the land of the Cree, Chipewyan and Stony nations.
So I'm an open education project manager with an organization called BCcampus, if you're not familiar with BCcampus, we provide shared services around open education and open educational resource grants in the Province of British Colombia, working with the 25 publicly funded post-secondary institutions. So we do a lot of collaborative projects and a lot of collaborative content development.
One of our big projects is our open textbook project, which has been going on since 2012, currently a repository of about 400 openly licensed textbooks and open education resource guides created or curated for faculty here in the Province of British Colombia. So I don't have instructional designer in my title, however I've done quite a bit of instructional design influenced work in the OER work that I've done for the past decade.
And I always try to bring some ID principles to the open education work that I do. And I actually think that open education and OER, the creation especially of open educational resources is a really good Trojan Horse to introduce the concept of instructional design to instructors we often work with in the post-secondary system people who are not trained in education. They're subject matter experts, so they don't often have a grounding in learning theories or how to design a course or how to design a lesson plan.
And sometimes working in OER can be a really good opportunity to have those conversations with instructors. As we're talking about the resources, we're also talking about how to integrate those resources, how to make sure they align with your learning outcomes, and how to make sure that you can actually assess your learning outcomes in your course. So it's a really good opportunity to have those conversations with instructors.
I thought maybe what I'd do today is talk about how instructional design has kind of influenced some of the work that I have done on some of the open education projects that I manage here at BCcampus. I mentioned the open textbook project that's a big project that's been going on since 2012. And I've been working on that on and off for the past 10 years. When I first started with the open textbook project, and when we first got this open textbook project, one of the first things we wanted to do was find out what actually makes a textbook?
Like what's the difference between a textbook and just like a regular source of information? So I did a deep dive into some of the research around what makes a textbook. And really, I was looking at things like pedagogical aids, like what are the things in the textbook that can really help students understand the content better? So I've just posted a link to a blogpost that I wrote around 2014 where I synthesize some of the research I was finding about what are some of the pedagogical features of a textbook.
And this is the first area where I looked at trying to incorporate some instructional design thinking around the creation of open resources, like an open textbook. And it was really interesting research, because I actually found that some of the things that were really useful for students and helped with their learning were things that were quite basic in a textbook, things like bold and italicized terms, chapter summaries and chapter reviews and practice questions.
Those were really useful for students, and that would come back a little later or come forward in some of the work that I've been doing recently, this idea of practice questions. From there I also took a look at we did quite a bit of creation of textbooks, I did a project called an open textbook sprint, where we created an open geography textbook, localized here for British Colombia with a group of there was about 10 people.
We locked ourselves in a room at UBC for five days and at the end of it, we came up with a textbook. And so, these people were instructors, so we wanted to try to incorporate some instructional design into the creation of the textbook. So one of the first things we did is we sat down and we talked about the kinds of learning that happens within their discipline. And they hit upon this idea of service learning as being very important within their discipline.
So we actually use that as kind of a guiding principle as we created the textbook. And we incorporated a lot of service learning type activities in the actual content of the textbook. And along the way, too we also created this which was a five rules of textbook development that kind of helped us structure the textbook and some sort of big picture ideas that were pulled from some research around how to structure a textbook to make it a really good learning resource for students.
We also did another sprint where we created a test bank for an open psychology textbook that we had. And we brought together in that case there was 20 faculty over the course of a weekend. We brought them together and we just banged out questions to create a test bank to go along with an open textbook. And along the way, that allowed us to have conversations around how do you actually create a really good question that will actually challenge students?
And so, we dove deep into what makes a good multiple choice question, how do you construct these? I mean, there's some good work that has been done around how to construct good things like distractors within your multiple choice questions to make sure that you're providing students with something that may seem like the right answer and they may go, "Mm, that isn't the right answer."
But they're not quite sure, so it kind of distracts them a little bit and makes them really think about the question. So it gave us an opportunity to work with 20 faculty members around things like how to create really good questions. And then, the second project is one Verena actually mentioned a little bit, the open homework systems project that I've been managing here for the last couple of years in British Colombia.
Where we looked at creating questions and took an even deeper dive into how to structure questions using H5P as our tool. So we put together some resources, not only about how to use H5P, but also how to incorporate the questions into a textbook, so that it made sense and helped students learn. So it was again a good opportunity to speak with faculty about things like learning sciences, things like retrieval practice and inter-leaving and the spacing effect.
And how to design your textbooks and your questions in a way that kind of takes advantage of some of these learning science principles, which to me are sort of part of the instructional design principles and how to make sure that you're creating resources that actually help students with their learning. So I'm going to stop there, that's my high level overview, and pass it back. And see if we can use any of the discussions that we've heard here from these three presentations as a basis of a discussion. Thank you.
Apurva: Thank you all, all three of you, Clint, Verena, Heather for sharing just what the tip of the iceberg is of your expertise as either official instructional designers or what term did you use, Verena? Open learning designers. This is really the time of our one-hour conversation where we turn it over to all of you, all of our attendees and participants today for questions and comments. Feel free to drop your questions into the chat if you wanted to unmute your microphone and ask any of our three speakers a question out loud, you're welcome to do so.
I know that Veronica has posted a question in the chat while you three were presenting. Veronica is curious if there is an existing community of practice for instructional designers working in open education. Do any of you know of one? Is there a secret hideout spot for instructional designers in the field?
Heather: The Open Education Network has instructional designers at their institution. So for me that's my go-to. I'm on their list serve, so I get the emails through Gmail and that helps me. Anybody else?
Verena: I put Twitter, just Twitter, because I think that's where I connect with everyone. But that's a really good point, Heather, that there is potential area for growth in this community. So I think that's a really great question, yeah, Veronica, that's a really good point.
Apurva: Clint, do you know of one for across the province in BC? Do you bring instructional designers together at times?
Clint: Yeah, we have a number of different communities of practice here in British Colombia. We have ETUG, which is our education technology user group, which contains a number of instructional designers. And in fact, I know Amelie who is here, I saw was quite involved with ETUG, she's an instructional designer at Camoson College. We also have a number of informal things like we have list serves where we have a number of instructional designers that participate.
We have a number of instructional designers that work at BCcampus, that have informal networks of instructional designers. So I know those things exist. I think instructional design, there is a discipline of instructional design, and there are conferences and groups associated.
None that are really specific to open though, which when you're designing open resources or open courses or working with students on open pedagogy projects, it does bring its own special challenges. So I think there's definitely room to have something for instructional designers.
Heather: So I pasted a link to the Quality Matters annual member meeting for we have a consortium in Ohio. And it's a non-profit that's dedicated to quality online learning, it's not specific to open. But I would imagine you could weave in like open topics if you want to present, that would be something to present at.
Karen: Thank you all, and if there are other suggestions from participants, please feel free to put them in the chat. We have a very active chat and I know that a lot of you are joining us from different regions that may have similar groups. So speaking of the chat, Stephanie had a question about H5P and if there is a resource anyone can recommend or training that's provided for H5P?
Verena: I added your link, Clint. Sorry.
Clint: Did you?
Verena: I put the kitchen in already, yeah. Sorry, glad I could tell you I already did that, but anyway, go on, keep going.
Clint: Yeah, I was just going to mention the kitchen, the H5P kitchen. For the open homework systems project, we created a website for our grantees but it's open and it does have some basics around H5P and some links back to some tutorials, some webinars there. But it also has some instructional resources around the things that I was talking about, like how to actually create good questions.
How to provide robust feedback that is actually going to be useful for students. So we tried to use that as a hub for not only the technical how to use H5P but also how to pedagogically use it in a manner that's going to help with students learning. Yeah.
Apurva: Thank you all. I know Adrian's posted a question in the chat and Melissa has a hand up. So Melissa, I'm going to let you jump in and we'll get back to Adrian's two questions shortly.
Melissa: Okay, great. Hi this is amazing. I have a fair amount of instructional design experience but only some moderate experience with OER, not anywhere near, especially in terms of construction. I'm pretty new and I just came into a role where we're trying to build some courses that are focused around OER and then offer the entire courses as OER probably nationally throughout the United States aligned to some national teaching standards.
I'm wondering, I'm feeling a little overwhelmed to say the least. Also very excited about what we might be able to do. I guess my big question is when you're working by committee with a lot of subject matter experts and you're working in a space that needs to be carefully mapped out and aligned, do you have some advice on what as an instructional designer kind of keeps your head clear or helps you keep track of how the mapping process is happening upfront?
Heather: So we do course alignment maps that I talked about earlier. And that's not only, it's just helpful I think for planning and organizing a course. But we do it to try to meet Quality Matters standards because they're very big on course alignment, having those measurable learning objectives and they start with action verbs from Blooms taxonomy. And just making sure that everything that is chosen as far as like course materials, learning activities and assessments meet and support those learning objectives.
Melissa: Yeah, I appreciate that. And Heather, we have briefly crossed paths because of QM. You are familiar to me through that. But yeah, that's I think absolutely a great point. I think the worry I have is the design by committee part, I think a little bit, too, right?
Heather: Too many hands? Yeah, too many hands.
Melissa: And I'll just mention one more thing and then I'll hush because there are lots of excited people and very cool things going on in the chat which is why I love instructional designers, we use the chat, it's great. But my other thing that I'm wondering about is part of the grant I'm working on had promised personalized learning within an OER environment and I'm trying to, I mean, obviously branching is the feasible option for that.
But I'm wondering if any of you have worked with that kind of approach within your OER. I know H5P gives you some opportunities.
Heather: So are you talking about them coming up with their own learning objectives?
Melissa: I think the idea is different learners are going to be coming in at different places as they engage with this material. So based on what their individualized learning needs are, how that might determine the way that they navigate through the material or how they're guided through the material, if that makes sense. So branching yeah, right? But I'm wondering what your experience has been with trying to make that a bit more sophisticated in the engaged bit, more interactive within your OER. Yeah.
Heather: So I've never designed a course where there is some pre-assessment and people start at different levels or wherever they fit in. With the H5P assignment, it revolved around constructionism learning theory. So they're actively learning by reviewing the content and constructing new knowledge based on that. So that's where that assignment is coming from.
Verena: Melissa, would these courses have someone facilitate or not?
Melissa: I feel like I'm hijacking here, I will just say the idea is that anyone who uses these courses in an OER space would be able to facilitate. In fact, one of the things they're suggesting is that there may need to be an instructor's guide written to go with the pre-packaged courses that I would be writing. So anyway, I'm just feeling a little bit overwhelmed and thinking let's start by getting really immersed in this community. So I can stop there. But lots of cool things that you all are doing, very exciting.
Verena: Melissa, I would suggest looking at P to P, it's peer to peer, and the way that they've developed online courses and they've been doing it for years before we even thought about OER or open. Because it gives you a more informal community-based way of thinking about developing flexible, multi-options for all learners with content. Yeah, and I've taken Quality Matters, obviously as instructional designers we have expectations that we need to meet.
But I tend to expand from Quality Matters in that I integrate formal and informal learning environments. And I think that you might want to develop a community with a hashtag, while developing the content as well. Anyway, peer to peer and I know Clint will probably have some suggestions, too, but I think that would be my way to go.
Melissa: Thank you, I'll definitely check that out.
Apurva: Melissa, I'll just say thank you so much for being so vulnerable and for giving us a chance also to deep dive a little bit into the ID instructional design methods. I can see Verena and Heather's questions of wanting to understand your context a bit more before offering a single platform. And I think there's probably many of us in that space who are coming in perhaps new to instructional design wondering what are the best ways to begin.
Melissa: Phenomenal group.
Apurva: And Clint, you've done a lot of writing about H5P and branching scenarios. Perhaps you can highlight in the chat some blogposts or sessions of the H5P kitchen from last year, where several of your grantees talked about the learning activities they created.
Clint: Yeah, we actually did one specific around branching scenarios and with I think it was Arley Cruthers at KPU who did it, who actually had used a branching scenario for H5P. She did a keynote for a conference at BCcampus I put on a few years ago, and she did her whole entire keynote as a choose your own adventure based on a branching scenario she had created in H5P.
So at various points she would stop and poll the audience and say, "What path do we want to go down now?" And then, take the keynote down that way, it was really unique and an interesting way to use the branching scenario. But I'll dig up a post for you and post it in the chat.
Karen: Thanks, Clint. We'll turn to Adrian's questions that he posted in the chat a little bit ago. This is for any of our guests. Do you link faculty with other staff in your institution to help share practice? Do any of you run communities for faculty who are implementing aspects of open educational practices?
Verena: So at TRU, we have an open education committee and within that committee we have what they've described as they're the key atom and then they have these little electrons that go around the key of the founding atom of open. And I'm an electron, and I lead the open research committee, the community of practice. But we also have a community of practice for open pedagogy, and we have one for open publishing, and we have one for OER.
And so, these are communities of practice that any faculty can join from anywhere, I guess. The other things that I definitely would suggest are considering looking at Go GN. Go GN is the Global Open Graduate Network, and Adrian's part of that network, so I'm speaking to him as well. But Go GN has some resources to help with this as well, in order to really help develop awareness across your institution.
And the idea is that you can't do this alone, so it's about finding allies in your institution and working with them to support what they're doing, a great idea, and then say, "Have you considered this?" But never go in in an instructional design conversation saying, "This is what we're doing." Instead it's, "What are you doing? And have you considered?" Or maybe not even have you considered? It's just what are you doing?
And the great Alan November always said, "Go in with a cup of tea." So when I think of working with our faculty and members, every time you want to say something literally have your tea and take a sip or imagine taking a sip. Because the more the faculty and others talk about what they want to do, the more you'll figure out how to connect those open ideas that you may have or those OER connections or links that you may have.
So I hope that gives you some ideas, Adrian, on all the different ways. I mean we have some set formal communities of practice, but then there's the informal how do we do it as well.
Karen: Thanks, Verena. I appreciate too the top tips for starting conversations and strategies for opening things up with curiosity and getting those conversations going. It also reminds me of a conversation we've just been having in the OEN that Cheryl Casey shared some resources that I just put in the chat. She led a faculty learning community for Pressbooks, did not have a lot of funding or other resources.
And so, that was a way to bring faculty together and support them as they developed OER. So she shares the content that she used for those learning communities, and I went ahead and put that link there in the chat. Heather, Clint, please feel free to chime in if there's anything you'd like to add to that question. We do have another one from Veronica in the chat. Does anyone have favorite strong examples of instructor guides to accompany open textbooks? This is something we're working on in our grant funded textbook pathways.
Heather: So ours is so specialized to the person and their course. We don't have anything like that. It's very personal, so I'm sorry, I can't add anything there.
Verena: I'm doing some work with BCcampus on our open course, and I know it's an expectation that we create instructor guides. So I know, Clint, do you have the link for? How would someone find them? I just know that I have to design it as I'm going along.
Clint: Yeah, so I can't speak too much about it, but we have a number. One of the new initiatives that I'm working on with Melanie Meyers, my colleague at BCcampus is now looking at expanding on open textbooks and creating courses that are based on open textbooks that are open courses. And one of the expectations that we have is the creation of instructor guides and faculty focused materials on how to teach using this textbook and this course.
So we're just in the process of doing exactly the same thing that it sounds like what is happening there. But I do want to point to what I think is a pretty good facilitator guide for an open resource, and that's UBC and the Center for Sustainable Food Systems at UBC. They have a number of open courses that are built around open case studies. And they do have a facilitator guide that goes along with it.
And I just came across this as I was doing some of the research around the work that we're doing at BCcampus. And I thought this was quite good, it talked about how to use the modules, which could easily be adapted to how to use this textbook, how to use this chapter. What are the guiding principles behind the creation of this material? Something that talks a little bit about the philosophy of the content and how to actually go about teaching with this content.
Apurva: Thank you, Clint. We'll be staying tuned for more coming out of BCcampus on those guides. I'm going to encourage others if you have more questions or comments to drop them into the chat. And perhaps while folks are thinking one that's been on my mind for a while has just been around the time that it takes to design good learning experiences for our students.
Now, for faculty members or adjunct instructors or instructors of any kind who might not have the time it takes to completely redo their course and work alongside an instructional designer. Are there still ways that they can work with you and make sure they start thinking about student centric design and good learning experiences? And start out in that path, even if it's not a full overhaul of perhaps what they've been doing. Might be a big question for us to try to answer, but I'm just curious. An easy starting point for faculty.
Heather: So I think our textbook affordability grants allowing for instructors to adopt existing open textbook is kind of a lighter version. It's not the full out like writing your own open textbook, which some of them have done a fabulous job. So just that in itself, they're not doing a complete rehaul of their course, but they are developing new test banks or quizzes around that content.
And it's an opportunity for me to introduce them to Quality Matters and our course template to meet those standards and start talking about writing measurable learning objectives. Because a lot of times I'll see things like the students will understand, they'll have an awareness of, an appreciation of, which those aren't measurable. So I would say yeah, it doesn't have to be a complete overhaul, they can mix and match and tie in older assignments and come up with new assignments within a course doing that.
Apurva: Thank you, Heather. I think that's so reassuring to hear. And Verena, I'm thinking about what are the ways to create the small ripples? If you or Clint have any suggestions.
Verena: I think it's a really, really good question because I for example am a sessional instructor with the University of Calgary Werklund School of Education. And I teach actually yeah, good job. Alec Couros she's picked up Alec Couros so great open learning, I'm distracted by the chat. When you are one of 12 sessional instructors, for example, like me I have the same syllabus that everyone else has.
So I don't have the opportunity to necessarily make those changes that I would when I teach my own courses. So what I do do and I know that I'm advocating for Twitter today, which is kind of interesting, but I always have a course hashtag. Because what the course hashtag does and in my introductory online survey, I say are you interested in ed tech? Or are you interested in open learning?
And I introduce the opportunity to look to Twitter to expand beyond the course because you have what you need in the course, especially when everyone's doing the same thing. But you give those students who are interested the opportunity to expand in little ways. I used to also have a Twitter chat, but then I learnt that that just complicates things, especially for the really regimented everyone has the same course type of course.
So that's one way that you could do it, it's just how do you bridge and actually, I'll find an image to show you, how do you bridge those things outside the learning management system with the learning management system? The other thing is asking students to create their own content, or their own projects. So with my graduate course I would not suggest it, I would absolutely not suggest as a beginning thing.
Start by everyone creating the textbook together or Pressbook together, that is incredibly difficult. I will admit it, I had multiple faculty working with me and librarians and other people. But what I have started with is just going into Wikipedia for example and asking the students to go in and make an edit. The learning that they get out of joining Wikipedia and making an edit when I see their reflections, because I always ask my students to reflect was exactly the same as the students who wrote their own chapters in a Pressbook.
You don't have to do something big, you can do something little. It's uncanny to see and actually I'm sure future research would be really interesting comparing and contrasting student perceptions and experiences. So my point is just small steps can make astronomically big ripples. Yeah, and then also if you look at the e-portfolio I put in another project that I just did, it was designing podcasts.
And these are former students who have come back and want to do more work, so the secret is not ending with your course. Making learning so exciting that they want to develop a learning relationship with you that continues beyond the course, and you continue to do things with them and connect with them in different ways. That's also important. Okay, so those are some varied ideas, but no, you don't have to make a Pressbook or make a WordPress. Clint.
Clint: Yeah, well just add a couple of things. I think one of the things if you do have, if you are in control of any grant money at your institution or you're able to give out grants to instructors or faculties, try to set aside some of that money for professional development opportunities to attend conferences, to attend things that are teaching and learning or CTL resources to have them go there to get some ideas for quick starts.
One thing I picked up though on the question was just about I am an adjunct faculty member as well at both Royal Roads University and also at the University of Victoria, and going back to the University of Victoria experience, Verena and I ended up being brought on right around the pivot because a lot of courses had to be put online very, very quickly. And we were, I can't even remember how long we had, Verena, it was so quick.
But it gives you such an understanding of what most adjuncts go through. It's like here's a syllabus, here's some, maybe there's some previous material from the instructor before that you can use to put together your course. But you've got two weeks, go. And you've got 45 online students, many of them who are online not because they want to be online, but because they were pushed online.
And how do you go about doing that? So I think one of the first things that Verena and I did is we teamed up. She had one section, I had another section, and so we kind of went, "Let's just try to mix our sections as much as possible and design for one course even though we have multiple sections of that course." So taking that team approach to doing it really helped and it saved my bacon.
I would have gone nuts if I would have had to have designed this whole thing in essentially a couple of weeks to go fully online with 45 students. So that was one of the strategies that we had to try to divide and conquer at the adjunct level.
Karen: Thank you all for your reflections and guidance on that question. I especially appreciate how we're keeping the human experience at the center and how we can support one another as people going about our work under stressful conditions especially. So we have only a few minutes before the end of the hour. So if there are any pressing questions, now is the time.
So please raise your hand or drop them into the chat. I have a question that I will ask in the meantime, which is focused on open pedagogy and engaging with students and just wanting to hear a little bit more about the guidance and support that you recommend or provide directly to students as they engage in some of these projects. And how do you get them so excited that they keep coming back for more? So any thoughts you can share on collaborating with students.
Heather: I think offering them choice to pick something that they're interested in, give them okay, here's the means to do it. And then, you explore what part of the course you're interested in. I think that helps. Certainly being there for them, like showing them how to use the tools, and offering your support like offering your contact information. I know the first time we did this for some reason the gentleman that did the video was having trouble uploading it to YouTube.
So before he could get his channel up and running, I just uploaded it for him and gave him the link and then he was able to use that in his H5P to get his interactive content started. So that's my thoughts. It's just reassuring them and making sure they have your contact information.
Verena: I totally echo that, Heather. I think it's developing those relationships because you can't make assumptions about your students. You can have some guesses as you're designing, but you have to leave enough opportunity for plan B, plan C, plan D as you're teaching. I think the difference is as an instructional designer I often am not there when the actual course is being delivered.
And so, it's encouraging the instructor to think about plan A, and B, and C in that planning phase. But the reality is as an instructor, you have to be ready to follow through with plan B and C. And also, be human yourself and know that no matter how many different plans you make, someone does something or something happens that you have to ready and open to like you're saying, Heather, just sort it out together and be humble and transparent. And I think Covid has definitely taught us that, just be honest with what's going on.
Heather: Yeah, so we always tell them when I'm meeting with them in person and in the class, I give them an opt out. Like I pass around a sheet of paper, and say, "If you don't want your name published online, you don't want your work published online, let us know." And there were two or three people the first time we did it that they just didn't want to do the online part of it. So they wrote up their ideas and gave it to the instructor so she could grade it, but they just didn't take part in the public part.
Clint: Yeah, thanks for saying that, Heather. That was the point I was going to make, too. If you're doing things in open spaces and I'm a big believer, I like public sphere participation for students in some of the courses that I teach. So I like to have them editing Wikipedia or blogging in public. But always giving them the option to be able to not be in public. To participate in different ways, which does bring up another instructional design challenge that you have.
In that you have to figure out how to say maybe fairly assess students that are participating in the public and getting the benefit from doing that, versus those that don't want to participate in the public. And how do you make sure that those are assessed equally in your program? But it's very important that you do that and give the students the opportunity to not participate in public if they don't want to.
Karen: Thank you all so much for sharing that. Since we only have a couple of minutes left, I think it's time to wrap up and just say thank you again for everyone including all of you for participating in the chat and have shared your questions. Please join us in thanking Heather, Clint and Verena. And Apurva, I will hand things to you to see if there's anything that you would like to add.
Apurva: Thank you, Karen and thank you all of our speakers. I have learned so much, and I've jotted down a lot of different ideas to take back to the communities that I work with, but also conversations that hopefully we can explore at future Office Hour sessions. And on that note, I might actually drop in a form into the chat in case all of you here, our wonderful community today, have ideas for future topics you'd like us to delve into.
Whether it's instructional design and OER related, whether it's more about pedagogy, or if it's about nominating speakers and other voices that you think should share the Office Hours spotlight, please do drop in your suggestions. As you've seen today, the conversations are very much for and driven by communities. So if you have anything that has been a pressing issue on projects you've worked on or at your institution or in your region, we might want to pick up the mantle on this stage.
And I will just say thank you once again to all three speakers and to everyone here. We will follow up as always with a recording of the session, so stay tuned for more resources and information and a link to share this out with others in your network in the coming weeks.
Karen: Thank you all again.
Heather: Thank you everyone, have a good day. Bye.
Verena: Thank you.
Karen: Bye.
END OF VIDEO
In case you haven't seen or met me before, I am Apurva Ashok from Rebus Community. We are a Canadian charity that helps educational institutions build human capacity in OER publishing and open education more generally through professional development. We also offer a lot of free open guides and resources and organize sessions like this one, Office Hours, with our excellent partners, the Open Education Network. So I'm going to pass it over to Karen to tell you a little bit about herself and the Open Education Network.
Karen: Hi everybody and thank you, Apurva. I am Karen Lauritsen, I am publishing director with the Open Education Network, and I am joining you today from San Louis Obispo, California, the traditional land of the Northern Chumash. And I too am excited to be with all of you and learn with you today. We're going to be talking about instructional design for OER. And if this is your first Office Hours, I'll just introduce you to the format briefly.
We will hear from three guests today, who will speak informally about their experiences with instructional design for OER. And then we will look to all of you to direct the conversation, ask questions, share your local experiences, and otherwise kind of guide us in making this a useful and helpful hour for you. So let's see, yes, the Open Education Network, if you are not familiar with the OEN, we are a community of higher ed professionals who are supporting one another in making things more open.
So thank you for that. And I think without further ado, I'll go ahead and introduce our guests. We are joined today by Heather Caprette, she is Senior Media Developer and Instructional Designer with Cleveland State University. Clint Lalonde, who is Project Manager with BCcampus and Verena Roberts, who is the ZTC Lead Instructional Designer at Thompson Rivers University. And I believe we're going to kick things off today with Heather.
Heather: Hi guys, I just want to say thank you very much for having me today. I'm going to start off with screen sharing a couple of slides and I'm going to take you to a Pressbook that some theater students worked on, actually. Okay, so bear with me here. So here is my contact information in case you want to get a hold of me later. And I'm going to put my slides and some other resources in a Google Drive folder, and I'll paste that in chat after I'm done speaking.
So part of our affordable learning initiative at CSU includes textbook affordability grants that we offer to our faculty. And those were kicked off in 2016 by our former library director, Glenda Thornton, absolutely love the woman. I miss her. She offered grants to faculty wanting to adopt and adapt an open textbook or OER to their course and also to those who wanted to write an open textbook.
So the technologies that we have at CSU are a self-hosted Pressbooks, we administrate that on campus. It has the H5P plugin, it also has Hypothesis and we use Blackboard Learn as our LMS. We do offer professional development courses to faculty to learn about OERs and open pedagogy and there's a couple of them with a stipend. One is called the Textbook Affordability Summer Symposium, and I co-facilitate that with a couple other people in the OER committee at CSU.
And so, faculty turn over their syllabi to an OER librarian, and she maps out possible open textbooks and other OER or library licensed content to the topics within the syllabus. And so, within this course faculty we them to review their OER and if they review an open textbook in the OTL, she can publish it there. And I also have them go through an exercise where they do a mini course alignment map for one or two modules in their course.
So they're introduced to Blooms taxonomy, and they create measurable learning objectives with those action verbs from Blooms taxonomy. And then, they map those to the chapters or the sections in their open textbook that support those learning objectives. And they also list their learning activities and their assignments and tests that are going to measure the achievement of those learning objectives.
And I have an example of a course alignment map in the Google Drive folder. I also have open pedagogy in Pressbook course and we have an OER librarian that talks to them about Creative Commons licensing, copyright and gives the open textbook workshop. So as an instructional designer, what I do varies. I get paired up with people that are awarded the textbook affordability grant.
And if they don't have a course shell already in Blackboard, I can make a copy of our CSU course template, which is based on Quality Matters standards to provide a development shell for them. I can help them locate OER and place links to those within their Blackboard development course. As an example, one professor who was doing African American literature asked me to find ex-slave narratives.
So I did a search on YouTube and placed some links in there for her to pick and choose from. She was also interested in the library licensed documentaries on I think it was called Greatest Civilizations of Africa. So I gave her the links to that. I provide training on technology such as Blackboard, H5P and Pressbooks to faculty and students. Occasionally I get to develop creative content for the open textbooks.
So one is an example of I did it in Camtasia it's a narrative explaining the symbolism in a painting of Durga, who's a Hindu goddess. And the objects that are in her hands are all linked to spots on the timeline, which explain the symbolism of those objects. And I get to help write creative assignments for students. So one such assignment was for introduction to theater students.
And we had them create interactive learning content and knowledge checks for other students and for the public. They got published in a Pressbook at CSU. And they could pick any of the content types that they wanted within H5P.org. So here's like an example. There is interactive videos that have spots on the timeline that jump to websites that give more information about the topic.
And at the end, you can put questions in or intersperse questions on the timeline to gauge understanding of the content. There is like a course presentation tool, they can build quizzes. Some of them did timelines over the history of Greek theater or costume design process. And so what I'll do is escape out of here, and I'll take you to the Pressbook. Here is it. And if you scroll down, the very first chapter here has all of the information about the assignment and the open textbook that they used.
And you're welcome to adopt it and adapt it to your institution, if you want to. It has suggested learning objectives for the assignment. There's a rubric for grading, with criteria and levels of achievement for each of those criteria. We did want them to cite their sources, so using MLA. There's language here that you can copy and paste into a Blackboard or other LMS assignment tool and this helps the faculty member with grading.
So it explains somewhere in here it shows what they're supposed to turn in. Essentially, here's a screenshot of the H5P plugin area in the Pressbook. So they would turn in their title and their H5P ID so that she could match it up later. I did create all the accounts in the Pressbook and I created the announcement that sent the invitation to them to join. And I reminded them to do within 72 hours because it would expire and I'd have to recreate the account and resend it.
And I have links to tutorials here on what is Pressbooks and H5P and how to build various content types. So very quickly, I just want to show one example, this is an interactive video that was done by a theater major, Dylan Sell. And he went behind the scenes of a student production called Company and interviewed all the people in the various roles with the development of the production. [video plays]
So everywhere on this timeline, you see a little dot he's got a link to a website that talks more about that role. And at the very end, he has some questions to gauge understanding of the content. So who prepares the actors vocally? That's actually the music director. And if somebody misses something, they can retry the question. Okay, so I'm going to stop sharing and turn it over to the next presenter, Verena. Thank you.
Verena: Thank you so much, Heather, that's difficult to follow. I'm just going to read a little bit, actually and not use PowerPoint so you can close your eyes for a second. So hello everyone, I am coming to you today from Treaty Six territory in Edmonton, Alberta, Canada, which is a traditional meeting grounds, gathering place and traveling route of the Cree, Saulteaux, Blackfoot, Métis, Dene, and Nakota Sioux. I want to acknowledge all the many First Nations, Métis and Inuit, whose footsteps have marked these lands for centuries.
And I'm going to talk to you a bit today about the potential of open learning design as an instructional designer to create a ripple effect. As an open learning designer, or as we're often called an instructional designer who advocates for the use of OER and open educational practices, depending on your context. I am currently working with Thompson Rivers University, TRU in Kamloops BC helping to facilitate the new course redesign to create a ZTC a zero textbook cost associate science degree pathway for our students.
In most cases, this means that we are redesigning and updating our current open learning courses with OER and open educational practices. At TRU open learning, as an instructional designer we work with subject matter experts, known as the developers and consultants from all over North America. I have been lucky enough to work with TRU campus faculty themselves, Canadian instructors from multiple institutions and faculty from colleges across the US.
What I want to focus on today though is the importance of designing for open from the beginning. Specifically what do you intentionally choose to do as an instructional designer or instructor from the beginning of the course design to ensure that your course will be student centered and sustainable for you and others in the future? I start by encouraging you to think about how my or your personal actions and contributions will promote or encourage a positive ripple effect for others in everything you design.
I always think about the possible positive impact of my course design in order to build for sustainability within a larger learning ecosystem. For example, when we considered student centered learning for our biology 1113 course, which is the first course you take as an undergraduate student at our university, we discovered that linking to outside Pressbooks wasn't enough.
So we needed to learn how to download and adapt and recreate new TRU versions of the Pressbooks in order to ensure that the content was personalized for our students in authentic and meaningful ways. At our university in particular we have a larger indigenous population, so we needed to ensure that we could adapt and integrate some content so that students could actually see, feel, hear themselves within the content.
From an accessibility and infrastructure point of view, the open content that we linked to was often adapted and changed without our knowledge. And what we thought we were linking to was not always correct. By creating TRU OER adaptions of Pressbooks, the students are aware of the possibilities of open content and have multiple additional open links and resources in which to expand their learning to clarify and expand upon their understanding of topics.
Because when you adapt a Pressbook, you also have to include where you got the content from. And the students will go back and go down multiple rabbit holes, learning about new things. In terms of student experience, as we consider other copyright options for our students, we are aware that students are often given the option to buy additional resources to practice learning the content.
For example, in biology and in my chemistry courses, they're often given multiple interactive assignments, and additional activities that they can do if they choose to buy the publishable content. So it's kind of like how do we meet the needs of our students when we're competing against really great interactive content? So as such, we expanded our OER course design to include open homework systems, while we were developing our course and we learned how to support these systems at our institution.
So you can't just integrate an open homework system without ensuring that you can actually integrate it at your institution into your learning management system. These innovative pilots helped us to make connections with LibreTexts and adapt homework systems where we started to learn about the possible future of open learning and instructional design. LibreTexts has also helped us find files and openly accessible content that we can remix and reuse more easily in our courses.
Building and participating within an open community becomes essential when designing for open. So by intentionally designing for open learning from the beginning, you are advocating for the ripple effect, an unlimited learning potential. What I didn't mention today is also the work that I have done co-designing Pressbooks and other OER with my students. And I look forward to answering questions about this process as well. Thank you. And I pass it over to Clint.
Clint: Thanks Verena. And nice shout out to LibreTexts and their work there, too. My name is Clint Lalonde everyone. My pronouns are he and him, and I'm joining you today from the traditional territories of the Lekwengen speaking people of the Songhees and Esquimalt nations. I've been a settler on these lands since 1994, originally from Treaty Six territory, right around where Verena is, actually, from the land of the Cree, Chipewyan and Stony nations.
So I'm an open education project manager with an organization called BCcampus, if you're not familiar with BCcampus, we provide shared services around open education and open educational resource grants in the Province of British Colombia, working with the 25 publicly funded post-secondary institutions. So we do a lot of collaborative projects and a lot of collaborative content development.
One of our big projects is our open textbook project, which has been going on since 2012, currently a repository of about 400 openly licensed textbooks and open education resource guides created or curated for faculty here in the Province of British Colombia. So I don't have instructional designer in my title, however I've done quite a bit of instructional design influenced work in the OER work that I've done for the past decade.
And I always try to bring some ID principles to the open education work that I do. And I actually think that open education and OER, the creation especially of open educational resources is a really good Trojan Horse to introduce the concept of instructional design to instructors we often work with in the post-secondary system people who are not trained in education. They're subject matter experts, so they don't often have a grounding in learning theories or how to design a course or how to design a lesson plan.
And sometimes working in OER can be a really good opportunity to have those conversations with instructors. As we're talking about the resources, we're also talking about how to integrate those resources, how to make sure they align with your learning outcomes, and how to make sure that you can actually assess your learning outcomes in your course. So it's a really good opportunity to have those conversations with instructors.
I thought maybe what I'd do today is talk about how instructional design has kind of influenced some of the work that I have done on some of the open education projects that I manage here at BCcampus. I mentioned the open textbook project that's a big project that's been going on since 2012. And I've been working on that on and off for the past 10 years. When I first started with the open textbook project, and when we first got this open textbook project, one of the first things we wanted to do was find out what actually makes a textbook?
Like what's the difference between a textbook and just like a regular source of information? So I did a deep dive into some of the research around what makes a textbook. And really, I was looking at things like pedagogical aids, like what are the things in the textbook that can really help students understand the content better? So I've just posted a link to a blogpost that I wrote around 2014 where I synthesize some of the research I was finding about what are some of the pedagogical features of a textbook.
And this is the first area where I looked at trying to incorporate some instructional design thinking around the creation of open resources, like an open textbook. And it was really interesting research, because I actually found that some of the things that were really useful for students and helped with their learning were things that were quite basic in a textbook, things like bold and italicized terms, chapter summaries and chapter reviews and practice questions.
Those were really useful for students, and that would come back a little later or come forward in some of the work that I've been doing recently, this idea of practice questions. From there I also took a look at we did quite a bit of creation of textbooks, I did a project called an open textbook sprint, where we created an open geography textbook, localized here for British Colombia with a group of there was about 10 people.
We locked ourselves in a room at UBC for five days and at the end of it, we came up with a textbook. And so, these people were instructors, so we wanted to try to incorporate some instructional design into the creation of the textbook. So one of the first things we did is we sat down and we talked about the kinds of learning that happens within their discipline. And they hit upon this idea of service learning as being very important within their discipline.
So we actually use that as kind of a guiding principle as we created the textbook. And we incorporated a lot of service learning type activities in the actual content of the textbook. And along the way, too we also created this which was a five rules of textbook development that kind of helped us structure the textbook and some sort of big picture ideas that were pulled from some research around how to structure a textbook to make it a really good learning resource for students.
We also did another sprint where we created a test bank for an open psychology textbook that we had. And we brought together in that case there was 20 faculty over the course of a weekend. We brought them together and we just banged out questions to create a test bank to go along with an open textbook. And along the way, that allowed us to have conversations around how do you actually create a really good question that will actually challenge students?
And so, we dove deep into what makes a good multiple choice question, how do you construct these? I mean, there's some good work that has been done around how to construct good things like distractors within your multiple choice questions to make sure that you're providing students with something that may seem like the right answer and they may go, "Mm, that isn't the right answer."
But they're not quite sure, so it kind of distracts them a little bit and makes them really think about the question. So it gave us an opportunity to work with 20 faculty members around things like how to create really good questions. And then, the second project is one Verena actually mentioned a little bit, the open homework systems project that I've been managing here for the last couple of years in British Colombia.
Where we looked at creating questions and took an even deeper dive into how to structure questions using H5P as our tool. So we put together some resources, not only about how to use H5P, but also how to incorporate the questions into a textbook, so that it made sense and helped students learn. So it was again a good opportunity to speak with faculty about things like learning sciences, things like retrieval practice and inter-leaving and the spacing effect.
And how to design your textbooks and your questions in a way that kind of takes advantage of some of these learning science principles, which to me are sort of part of the instructional design principles and how to make sure that you're creating resources that actually help students with their learning. So I'm going to stop there, that's my high level overview, and pass it back. And see if we can use any of the discussions that we've heard here from these three presentations as a basis of a discussion. Thank you.
Apurva: Thank you all, all three of you, Clint, Verena, Heather for sharing just what the tip of the iceberg is of your expertise as either official instructional designers or what term did you use, Verena? Open learning designers. This is really the time of our one-hour conversation where we turn it over to all of you, all of our attendees and participants today for questions and comments. Feel free to drop your questions into the chat if you wanted to unmute your microphone and ask any of our three speakers a question out loud, you're welcome to do so.
I know that Veronica has posted a question in the chat while you three were presenting. Veronica is curious if there is an existing community of practice for instructional designers working in open education. Do any of you know of one? Is there a secret hideout spot for instructional designers in the field?
Heather: The Open Education Network has instructional designers at their institution. So for me that's my go-to. I'm on their list serve, so I get the emails through Gmail and that helps me. Anybody else?
Verena: I put Twitter, just Twitter, because I think that's where I connect with everyone. But that's a really good point, Heather, that there is potential area for growth in this community. So I think that's a really great question, yeah, Veronica, that's a really good point.
Apurva: Clint, do you know of one for across the province in BC? Do you bring instructional designers together at times?
Clint: Yeah, we have a number of different communities of practice here in British Colombia. We have ETUG, which is our education technology user group, which contains a number of instructional designers. And in fact, I know Amelie who is here, I saw was quite involved with ETUG, she's an instructional designer at Camoson College. We also have a number of informal things like we have list serves where we have a number of instructional designers that participate.
We have a number of instructional designers that work at BCcampus, that have informal networks of instructional designers. So I know those things exist. I think instructional design, there is a discipline of instructional design, and there are conferences and groups associated.
None that are really specific to open though, which when you're designing open resources or open courses or working with students on open pedagogy projects, it does bring its own special challenges. So I think there's definitely room to have something for instructional designers.
Heather: So I pasted a link to the Quality Matters annual member meeting for we have a consortium in Ohio. And it's a non-profit that's dedicated to quality online learning, it's not specific to open. But I would imagine you could weave in like open topics if you want to present, that would be something to present at.
Karen: Thank you all, and if there are other suggestions from participants, please feel free to put them in the chat. We have a very active chat and I know that a lot of you are joining us from different regions that may have similar groups. So speaking of the chat, Stephanie had a question about H5P and if there is a resource anyone can recommend or training that's provided for H5P?
Verena: I added your link, Clint. Sorry.
Clint: Did you?
Verena: I put the kitchen in already, yeah. Sorry, glad I could tell you I already did that, but anyway, go on, keep going.
Clint: Yeah, I was just going to mention the kitchen, the H5P kitchen. For the open homework systems project, we created a website for our grantees but it's open and it does have some basics around H5P and some links back to some tutorials, some webinars there. But it also has some instructional resources around the things that I was talking about, like how to actually create good questions.
How to provide robust feedback that is actually going to be useful for students. So we tried to use that as a hub for not only the technical how to use H5P but also how to pedagogically use it in a manner that's going to help with students learning. Yeah.
Apurva: Thank you all. I know Adrian's posted a question in the chat and Melissa has a hand up. So Melissa, I'm going to let you jump in and we'll get back to Adrian's two questions shortly.
Melissa: Okay, great. Hi this is amazing. I have a fair amount of instructional design experience but only some moderate experience with OER, not anywhere near, especially in terms of construction. I'm pretty new and I just came into a role where we're trying to build some courses that are focused around OER and then offer the entire courses as OER probably nationally throughout the United States aligned to some national teaching standards.
I'm wondering, I'm feeling a little overwhelmed to say the least. Also very excited about what we might be able to do. I guess my big question is when you're working by committee with a lot of subject matter experts and you're working in a space that needs to be carefully mapped out and aligned, do you have some advice on what as an instructional designer kind of keeps your head clear or helps you keep track of how the mapping process is happening upfront?
Heather: So we do course alignment maps that I talked about earlier. And that's not only, it's just helpful I think for planning and organizing a course. But we do it to try to meet Quality Matters standards because they're very big on course alignment, having those measurable learning objectives and they start with action verbs from Blooms taxonomy. And just making sure that everything that is chosen as far as like course materials, learning activities and assessments meet and support those learning objectives.
Melissa: Yeah, I appreciate that. And Heather, we have briefly crossed paths because of QM. You are familiar to me through that. But yeah, that's I think absolutely a great point. I think the worry I have is the design by committee part, I think a little bit, too, right?
Heather: Too many hands? Yeah, too many hands.
Melissa: And I'll just mention one more thing and then I'll hush because there are lots of excited people and very cool things going on in the chat which is why I love instructional designers, we use the chat, it's great. But my other thing that I'm wondering about is part of the grant I'm working on had promised personalized learning within an OER environment and I'm trying to, I mean, obviously branching is the feasible option for that.
But I'm wondering if any of you have worked with that kind of approach within your OER. I know H5P gives you some opportunities.
Heather: So are you talking about them coming up with their own learning objectives?
Melissa: I think the idea is different learners are going to be coming in at different places as they engage with this material. So based on what their individualized learning needs are, how that might determine the way that they navigate through the material or how they're guided through the material, if that makes sense. So branching yeah, right? But I'm wondering what your experience has been with trying to make that a bit more sophisticated in the engaged bit, more interactive within your OER. Yeah.
Heather: So I've never designed a course where there is some pre-assessment and people start at different levels or wherever they fit in. With the H5P assignment, it revolved around constructionism learning theory. So they're actively learning by reviewing the content and constructing new knowledge based on that. So that's where that assignment is coming from.
Verena: Melissa, would these courses have someone facilitate or not?
Melissa: I feel like I'm hijacking here, I will just say the idea is that anyone who uses these courses in an OER space would be able to facilitate. In fact, one of the things they're suggesting is that there may need to be an instructor's guide written to go with the pre-packaged courses that I would be writing. So anyway, I'm just feeling a little bit overwhelmed and thinking let's start by getting really immersed in this community. So I can stop there. But lots of cool things that you all are doing, very exciting.
Verena: Melissa, I would suggest looking at P to P, it's peer to peer, and the way that they've developed online courses and they've been doing it for years before we even thought about OER or open. Because it gives you a more informal community-based way of thinking about developing flexible, multi-options for all learners with content. Yeah, and I've taken Quality Matters, obviously as instructional designers we have expectations that we need to meet.
But I tend to expand from Quality Matters in that I integrate formal and informal learning environments. And I think that you might want to develop a community with a hashtag, while developing the content as well. Anyway, peer to peer and I know Clint will probably have some suggestions, too, but I think that would be my way to go.
Melissa: Thank you, I'll definitely check that out.
Apurva: Melissa, I'll just say thank you so much for being so vulnerable and for giving us a chance also to deep dive a little bit into the ID instructional design methods. I can see Verena and Heather's questions of wanting to understand your context a bit more before offering a single platform. And I think there's probably many of us in that space who are coming in perhaps new to instructional design wondering what are the best ways to begin.
Melissa: Phenomenal group.
Apurva: And Clint, you've done a lot of writing about H5P and branching scenarios. Perhaps you can highlight in the chat some blogposts or sessions of the H5P kitchen from last year, where several of your grantees talked about the learning activities they created.
Clint: Yeah, we actually did one specific around branching scenarios and with I think it was Arley Cruthers at KPU who did it, who actually had used a branching scenario for H5P. She did a keynote for a conference at BCcampus I put on a few years ago, and she did her whole entire keynote as a choose your own adventure based on a branching scenario she had created in H5P.
So at various points she would stop and poll the audience and say, "What path do we want to go down now?" And then, take the keynote down that way, it was really unique and an interesting way to use the branching scenario. But I'll dig up a post for you and post it in the chat.
Karen: Thanks, Clint. We'll turn to Adrian's questions that he posted in the chat a little bit ago. This is for any of our guests. Do you link faculty with other staff in your institution to help share practice? Do any of you run communities for faculty who are implementing aspects of open educational practices?
Verena: So at TRU, we have an open education committee and within that committee we have what they've described as they're the key atom and then they have these little electrons that go around the key of the founding atom of open. And I'm an electron, and I lead the open research committee, the community of practice. But we also have a community of practice for open pedagogy, and we have one for open publishing, and we have one for OER.
And so, these are communities of practice that any faculty can join from anywhere, I guess. The other things that I definitely would suggest are considering looking at Go GN. Go GN is the Global Open Graduate Network, and Adrian's part of that network, so I'm speaking to him as well. But Go GN has some resources to help with this as well, in order to really help develop awareness across your institution.
And the idea is that you can't do this alone, so it's about finding allies in your institution and working with them to support what they're doing, a great idea, and then say, "Have you considered this?" But never go in in an instructional design conversation saying, "This is what we're doing." Instead it's, "What are you doing? And have you considered?" Or maybe not even have you considered? It's just what are you doing?
And the great Alan November always said, "Go in with a cup of tea." So when I think of working with our faculty and members, every time you want to say something literally have your tea and take a sip or imagine taking a sip. Because the more the faculty and others talk about what they want to do, the more you'll figure out how to connect those open ideas that you may have or those OER connections or links that you may have.
So I hope that gives you some ideas, Adrian, on all the different ways. I mean we have some set formal communities of practice, but then there's the informal how do we do it as well.
Karen: Thanks, Verena. I appreciate too the top tips for starting conversations and strategies for opening things up with curiosity and getting those conversations going. It also reminds me of a conversation we've just been having in the OEN that Cheryl Casey shared some resources that I just put in the chat. She led a faculty learning community for Pressbooks, did not have a lot of funding or other resources.
And so, that was a way to bring faculty together and support them as they developed OER. So she shares the content that she used for those learning communities, and I went ahead and put that link there in the chat. Heather, Clint, please feel free to chime in if there's anything you'd like to add to that question. We do have another one from Veronica in the chat. Does anyone have favorite strong examples of instructor guides to accompany open textbooks? This is something we're working on in our grant funded textbook pathways.
Heather: So ours is so specialized to the person and their course. We don't have anything like that. It's very personal, so I'm sorry, I can't add anything there.
Verena: I'm doing some work with BCcampus on our open course, and I know it's an expectation that we create instructor guides. So I know, Clint, do you have the link for? How would someone find them? I just know that I have to design it as I'm going along.
Clint: Yeah, so I can't speak too much about it, but we have a number. One of the new initiatives that I'm working on with Melanie Meyers, my colleague at BCcampus is now looking at expanding on open textbooks and creating courses that are based on open textbooks that are open courses. And one of the expectations that we have is the creation of instructor guides and faculty focused materials on how to teach using this textbook and this course.
So we're just in the process of doing exactly the same thing that it sounds like what is happening there. But I do want to point to what I think is a pretty good facilitator guide for an open resource, and that's UBC and the Center for Sustainable Food Systems at UBC. They have a number of open courses that are built around open case studies. And they do have a facilitator guide that goes along with it.
And I just came across this as I was doing some of the research around the work that we're doing at BCcampus. And I thought this was quite good, it talked about how to use the modules, which could easily be adapted to how to use this textbook, how to use this chapter. What are the guiding principles behind the creation of this material? Something that talks a little bit about the philosophy of the content and how to actually go about teaching with this content.
Apurva: Thank you, Clint. We'll be staying tuned for more coming out of BCcampus on those guides. I'm going to encourage others if you have more questions or comments to drop them into the chat. And perhaps while folks are thinking one that's been on my mind for a while has just been around the time that it takes to design good learning experiences for our students.
Now, for faculty members or adjunct instructors or instructors of any kind who might not have the time it takes to completely redo their course and work alongside an instructional designer. Are there still ways that they can work with you and make sure they start thinking about student centric design and good learning experiences? And start out in that path, even if it's not a full overhaul of perhaps what they've been doing. Might be a big question for us to try to answer, but I'm just curious. An easy starting point for faculty.
Heather: So I think our textbook affordability grants allowing for instructors to adopt existing open textbook is kind of a lighter version. It's not the full out like writing your own open textbook, which some of them have done a fabulous job. So just that in itself, they're not doing a complete rehaul of their course, but they are developing new test banks or quizzes around that content.
And it's an opportunity for me to introduce them to Quality Matters and our course template to meet those standards and start talking about writing measurable learning objectives. Because a lot of times I'll see things like the students will understand, they'll have an awareness of, an appreciation of, which those aren't measurable. So I would say yeah, it doesn't have to be a complete overhaul, they can mix and match and tie in older assignments and come up with new assignments within a course doing that.
Apurva: Thank you, Heather. I think that's so reassuring to hear. And Verena, I'm thinking about what are the ways to create the small ripples? If you or Clint have any suggestions.
Verena: I think it's a really, really good question because I for example am a sessional instructor with the University of Calgary Werklund School of Education. And I teach actually yeah, good job. Alec Couros she's picked up Alec Couros so great open learning, I'm distracted by the chat. When you are one of 12 sessional instructors, for example, like me I have the same syllabus that everyone else has.
So I don't have the opportunity to necessarily make those changes that I would when I teach my own courses. So what I do do and I know that I'm advocating for Twitter today, which is kind of interesting, but I always have a course hashtag. Because what the course hashtag does and in my introductory online survey, I say are you interested in ed tech? Or are you interested in open learning?
And I introduce the opportunity to look to Twitter to expand beyond the course because you have what you need in the course, especially when everyone's doing the same thing. But you give those students who are interested the opportunity to expand in little ways. I used to also have a Twitter chat, but then I learnt that that just complicates things, especially for the really regimented everyone has the same course type of course.
So that's one way that you could do it, it's just how do you bridge and actually, I'll find an image to show you, how do you bridge those things outside the learning management system with the learning management system? The other thing is asking students to create their own content, or their own projects. So with my graduate course I would not suggest it, I would absolutely not suggest as a beginning thing.
Start by everyone creating the textbook together or Pressbook together, that is incredibly difficult. I will admit it, I had multiple faculty working with me and librarians and other people. But what I have started with is just going into Wikipedia for example and asking the students to go in and make an edit. The learning that they get out of joining Wikipedia and making an edit when I see their reflections, because I always ask my students to reflect was exactly the same as the students who wrote their own chapters in a Pressbook.
You don't have to do something big, you can do something little. It's uncanny to see and actually I'm sure future research would be really interesting comparing and contrasting student perceptions and experiences. So my point is just small steps can make astronomically big ripples. Yeah, and then also if you look at the e-portfolio I put in another project that I just did, it was designing podcasts.
And these are former students who have come back and want to do more work, so the secret is not ending with your course. Making learning so exciting that they want to develop a learning relationship with you that continues beyond the course, and you continue to do things with them and connect with them in different ways. That's also important. Okay, so those are some varied ideas, but no, you don't have to make a Pressbook or make a WordPress. Clint.
Clint: Yeah, well just add a couple of things. I think one of the things if you do have, if you are in control of any grant money at your institution or you're able to give out grants to instructors or faculties, try to set aside some of that money for professional development opportunities to attend conferences, to attend things that are teaching and learning or CTL resources to have them go there to get some ideas for quick starts.
One thing I picked up though on the question was just about I am an adjunct faculty member as well at both Royal Roads University and also at the University of Victoria, and going back to the University of Victoria experience, Verena and I ended up being brought on right around the pivot because a lot of courses had to be put online very, very quickly. And we were, I can't even remember how long we had, Verena, it was so quick.
But it gives you such an understanding of what most adjuncts go through. It's like here's a syllabus, here's some, maybe there's some previous material from the instructor before that you can use to put together your course. But you've got two weeks, go. And you've got 45 online students, many of them who are online not because they want to be online, but because they were pushed online.
And how do you go about doing that? So I think one of the first things that Verena and I did is we teamed up. She had one section, I had another section, and so we kind of went, "Let's just try to mix our sections as much as possible and design for one course even though we have multiple sections of that course." So taking that team approach to doing it really helped and it saved my bacon.
I would have gone nuts if I would have had to have designed this whole thing in essentially a couple of weeks to go fully online with 45 students. So that was one of the strategies that we had to try to divide and conquer at the adjunct level.
Karen: Thank you all for your reflections and guidance on that question. I especially appreciate how we're keeping the human experience at the center and how we can support one another as people going about our work under stressful conditions especially. So we have only a few minutes before the end of the hour. So if there are any pressing questions, now is the time.
So please raise your hand or drop them into the chat. I have a question that I will ask in the meantime, which is focused on open pedagogy and engaging with students and just wanting to hear a little bit more about the guidance and support that you recommend or provide directly to students as they engage in some of these projects. And how do you get them so excited that they keep coming back for more? So any thoughts you can share on collaborating with students.
Heather: I think offering them choice to pick something that they're interested in, give them okay, here's the means to do it. And then, you explore what part of the course you're interested in. I think that helps. Certainly being there for them, like showing them how to use the tools, and offering your support like offering your contact information. I know the first time we did this for some reason the gentleman that did the video was having trouble uploading it to YouTube.
So before he could get his channel up and running, I just uploaded it for him and gave him the link and then he was able to use that in his H5P to get his interactive content started. So that's my thoughts. It's just reassuring them and making sure they have your contact information.
Verena: I totally echo that, Heather. I think it's developing those relationships because you can't make assumptions about your students. You can have some guesses as you're designing, but you have to leave enough opportunity for plan B, plan C, plan D as you're teaching. I think the difference is as an instructional designer I often am not there when the actual course is being delivered.
And so, it's encouraging the instructor to think about plan A, and B, and C in that planning phase. But the reality is as an instructor, you have to be ready to follow through with plan B and C. And also, be human yourself and know that no matter how many different plans you make, someone does something or something happens that you have to ready and open to like you're saying, Heather, just sort it out together and be humble and transparent. And I think Covid has definitely taught us that, just be honest with what's going on.
Heather: Yeah, so we always tell them when I'm meeting with them in person and in the class, I give them an opt out. Like I pass around a sheet of paper, and say, "If you don't want your name published online, you don't want your work published online, let us know." And there were two or three people the first time we did it that they just didn't want to do the online part of it. So they wrote up their ideas and gave it to the instructor so she could grade it, but they just didn't take part in the public part.
Clint: Yeah, thanks for saying that, Heather. That was the point I was going to make, too. If you're doing things in open spaces and I'm a big believer, I like public sphere participation for students in some of the courses that I teach. So I like to have them editing Wikipedia or blogging in public. But always giving them the option to be able to not be in public. To participate in different ways, which does bring up another instructional design challenge that you have.
In that you have to figure out how to say maybe fairly assess students that are participating in the public and getting the benefit from doing that, versus those that don't want to participate in the public. And how do you make sure that those are assessed equally in your program? But it's very important that you do that and give the students the opportunity to not participate in public if they don't want to.
Karen: Thank you all so much for sharing that. Since we only have a couple of minutes left, I think it's time to wrap up and just say thank you again for everyone including all of you for participating in the chat and have shared your questions. Please join us in thanking Heather, Clint and Verena. And Apurva, I will hand things to you to see if there's anything that you would like to add.
Apurva: Thank you, Karen and thank you all of our speakers. I have learned so much, and I've jotted down a lot of different ideas to take back to the communities that I work with, but also conversations that hopefully we can explore at future Office Hour sessions. And on that note, I might actually drop in a form into the chat in case all of you here, our wonderful community today, have ideas for future topics you'd like us to delve into.
Whether it's instructional design and OER related, whether it's more about pedagogy, or if it's about nominating speakers and other voices that you think should share the Office Hours spotlight, please do drop in your suggestions. As you've seen today, the conversations are very much for and driven by communities. So if you have anything that has been a pressing issue on projects you've worked on or at your institution or in your region, we might want to pick up the mantle on this stage.
And I will just say thank you once again to all three speakers and to everyone here. We will follow up as always with a recording of the session, so stay tuned for more resources and information and a link to share this out with others in your network in the coming weeks.
Karen: Thank you all again.
Heather: Thank you everyone, have a good day. Bye.
Verena: Thank you.
Karen: Bye.
END OF VIDEO
Chat Transcript
00:19:32 Verena Roberts: Where are people coming in from today?
00:19:56 Sybil: North Dakota.?
00:20:06 Carrie Miller: Mankato, Minnesota
00:20:11 Sunyeen Pai: Sunny Pai from Honolulu Hawaii!
00:20:13 Emily Schudel: Hi! I am an uninvited visitor on the traditional territories of the Lekwungen peoples in what is now called Victoria, BC
00:20:44 Clint Lalonde (he/him) BCcampus: Hey Emily! Great to see you here
00:20:50 Stephanie Hallam: Cape Girardeau, MO
00:20:53 Emily Schudel: Hi Clint!
00:20:57 Verena Roberts: Welcome everyone ! :)
00:21:02 Veronica Vold, Open Education Instructional Designer: Hi there! I’m in from Eugene, OR, where it is sooooo cold today
00:21:30 Farah Kashef: University of Northern Iowa
00:21:41 Melanie Smith: Pretty chilly up here in Seattle (Duwamish/Coast Salish lands) too!
00:22:10 Karen Lauritsen: I forgot to mention that live transcription is enabled if you’d like to use it.
00:22:19 Sybil: We’re looking at a high of 2 above Fahrenheit here.
00:22:47 Melanie Smith: Brr! Fair enough, it’s all relative ;-)
00:23:19 Sybil: True story
00:27:32 Veronica Vold, Open Education Instructional Designer: Thank you for sharing this!!
00:27:46 Deb Quentel - CALI: ?
00:31:06 Heather E Caprette: Heather’s slides are shared at https://drive.google.com/drive/folders/1BzUtFndd41E0WcDyokRhfv8U3mrxzqZ_?usp=sharing Pressbooks with Theater students’ interactive learning content are at https://pressbooks.ulib.csuohio.edu/theater/
00:31:16 Veronica Vold, Open Education Instructional Designer: I’m curious if there’s an existing community of practice for instructional designers working in open education?
00:31:43 Heather E Caprette: Open Education Network has been great. They have IDs as well as librarians
00:35:30 Veronica Vold, Open Education Instructional Designer: So TRU Pressbooks are versions specifically adapted for Thompson Rivers University students? Wow!
00:36:36 Verena Roberts: Yes Veronica - That’s what we have ended up doing :) HEre’s our draft example press book for BIOL 1113 - which still needs editing and citation checks … https://biol1113temp.pressbooks.tru.ca/
00:37:09 Verena Roberts: We can also “add in NEW OER” .. Like the H5P case studies
00:37:52 Verena Roberts: Veronica - I am not aware of a set group of Open instructional designers… I connect through twitter @verenanz
00:38:20 Veronica Vold, Open Education Instructional Designer: Thanks Verena : D
00:38:34 Clint Lalonde (he/him) BCcampus: https://clintlalonde.net/2014/03/31/fleshing-out-the-pedagogical-features-of-textbooks/
00:40:24 Clint Lalonde (he/him) BCcampus: https://opentextbc.ca/selfpublishguide/chapter/textbook-development/
00:41:42 Heather E Caprette: Here is a very nicely built open textbook on African Art at https://pressbooks.ulib.csuohio.edu/bright-continent/chapter/chapter-1-1/.
00:41:46 Melissa Williams: That self-publishing guide is ?
00:41:51 Verena Roberts: Veronica - I gave you the link from one of the press books we adapted from … this is the actual link: https://openintrobiology.pressbooks.tru.ca/
00:41:56 Heather E Caprette: The instructor made use of the call out boxes for exercises.
00:42:01 Verena Roberts: Agreed Melissa
00:43:42 Veronica Vold, Open Education Instructional Designer: Thank you for both links, Verena!
00:44:00 Deb Quentel - CALI: @Clint, did I miss it - did you list your five rules of textbook development? Thanks!
00:44:17 Clint Lalonde (he/him) BCcampus: @Deb https://opentextbc.ca/selfpublishguide/chapter/textbook-development/
00:44:33 Deb Quentel - CALI: Thanks @Clint
00:44:50 Stephanie Hallam: Is there a resource to provide training about hp5?
00:45:39 Emily Schudel: https://etug.ca/
00:45:40 Verena Roberts: H5P: https://kitchen.opened.ca/
00:45:47 Apurva Ashok: Thanks, Emily!
00:45:47 Adrian Stagg: For any of the panel: do you link Faculty with other staff in your institution to help share practice? Do any of you run communities for Faculty who are implementing aspects of OEP?
00:46:21 Heather E Caprette: Ohio has an annual Quality Matters members meeting. It's not specific to open. There's info at https://www.qmohio.org/event/2021-qm-ohio-annual-member-meeting/
00:47:04 Veronica Vold, Open Education Instructional Designer: Thanks!!
00:47:22 Verena Roberts: #OER22 Registration is open for the first hybrid edition of
@A_l_t's Open Education and Research Conference - Taking place over 3 days, 26-28 April 2022 with registration starting at just £99 for #altc members
00:47:33 Adrian Stagg: For Clint: I wanted to let you know I still use your blog post 'PDF is where OER go to die' as one of the core readings in my ongoing grant community when we talk about accessible formats and designing for reuse. It is still such a useful resource.
00:47:48 Emily Schudel: I've found that while a lot of the Open networks have been traditionally for librarians are now opening up for IDs, etc. So, for example CARL, the Canadian Association of Research librarians
00:47:48 Apurva Ashok: The H5P Kitchen is a fabulous resource!
00:47:49 Verena Roberts: OER22 - Greta conference for Open Instructional Designers
00:47:56 Heather E Caprette: https://guide.pressbooks.com/
00:48:07 Emily Schudel: But it would be nice to have more ID OE based conversations
00:48:24 Heather E Caprette: https://guide.pressbooks.com/chapter/create-interactive-content-with-h5p/
00:48:33 Sunyeen Pai: Emily: +1
00:49:36 Adrian Stagg: Completely agree, Emily.
00:49:50 Emily Schudel: @Verena - is this the ALT OER22 conference you are referring to, or another onw?
00:50:20 Emily Schudel: OER22 https://www.alt.ac.uk/events/open-education-conference
00:50:40 Clint Lalonde (he/him) BCcampus: @Adrain thank you for saying that! I am always very happy to hear when something I have written is useful to others
00:51:15 Veronica Vold, Open Education Instructional Designer: Would you please share that blog post link to “PDF is where OER go to die?”
00:51:18 Verena Roberts: It’s the ALT one
00:51:31 Emily Schudel: @Verena - thanks!
00:52:39 Clint Lalonde (he/him) BCcampus: @Veronica Caveat: I wrote this almost a decade ago https://clintlalonde.net/2013/06/25/pdf-is-where-oers-go-to-die/
00:52:56 Veronica Vold, Open Education Instructional Designer: Thank you, Clint!
00:53:30 Emily Schudel: CARL cross-Canada coffee chats are amazing https://www.carl-abrc.ca/mini-site-page/open-education-cross-canada-coffee-chat-oecccc-in-french-on-recognizing-oer-in-tenure-and-promotion/
00:53:48 Emily Schudel: https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-education/oewg/
00:54:23 Veronica Vold, Open Education Instructional Designer: Does anyone have favorite strong examples of instructor guides to accompany open textbooks? This is something we’re working on in our grant-funded textbook pathways
00:54:30 Simon Ringsmuth: Verena I like the idea of developing a Community while also developing Content
00:55:02 Verena Roberts: Example: https://courses.p2pu.org/en/courses/3230/open-research-2015/
00:55:06 Emily Schudel: https://pressbooks.bccampus.ca/oertoolkitfortrades/
00:55:15 Emily Schudel: OER Toolkit for Trades instructors
00:55:28 Emily Schudel: Sorry, @Veronica
00:55:34 Veronica Vold, Open Education Instructional Designer: Thank you!
00:55:49 Verena Roberts: Here is my ePortfolio with some ideas: http://verenaroberts.ucalgaryblogs.ca/
00:55:53 Verena Roberts: SPLOTS are another option
00:56:58 Emily Schudel: We are working towards creating a CoP of faculty working with Open. I am just now surveying faculty to start building this, and other resources and workshops, out. I'm at Camosun college in BC
00:57:20 Clint Lalonde (he/him) BCcampus: H5P Branching scenarios webinar from our H5P Kitchen https://kitchen.opened.ca/2021/06/03/june-webinar/
00:57:30 Apurva Ashok: GoGN: https://go-gn.net/
00:57:33 Heather E Caprette: We have faculty excellence workshops. Some examples are at https://www.csuohio.edu/cfe/center-for-faculty-excellence-workshops
00:57:43 Adrian Stagg: Thanks Verena! That sounds like a great approach to link all the open 'flavours'.
00:58:19 Adrian Stagg: Completely agree, Verena, I always start with 'tell me about your teaching, tell me about your students' and it's always enlightening.
00:58:48 Karen Lauritsen: Pressbooks Learning Community led by Cheryl Casey: https://drive.google.com/drive/folders/1wSsmpj7d3KLwunx2YqJG59-G7Rmyge4x
00:59:10 Verena Roberts: Exactly Adrian :) People LOVE talking about what they are doing !
01:01:09 Clint Lalonde (he/him) BCcampus: https://justfood.landfood.ubc.ca/facilitator-guide/
01:02:45 Veronica Vold, Open Education Instructional Designer: Yes, I would love to know what resources you share with instructors who are new to designing with OER and open practices!
01:02:54 Verena Roberts: This is a great chapter for open design: Couros, A., & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications.
Edmonton, Canada: AU Press. https://www.ubcpress.ca/emergence-and-innovation-in-digital-learning
01:04:30 Cathy Germano: Alec Couros ?
01:05:55 Adrian Stagg: @Heather Thanks for the workshop details. I'm working on stronger ties with the unit that offers professional learning and embedding OEP into the core offerings, so this is very helpful.
01:07:32 Cathy Germano: Yes!
01:07:39 Gerald Nachtwey: I have another meeting to get to, but this has been wonderful! Many thanks to the presenters!
01:07:50 Kaitlin: "Small steps can make astronomical ripples" - I love that Verena!
01:07:53 Apurva Ashok: Thank you! Great ideas from you all!
01:09:46 Apurva Ashok: Collaboration for the win :)
01:14:16 Verena Roberts: Catherine Cronin talks about Open Readiness - that includes options to offer different choices for everyone
01:14:23 Apurva Ashok: A good reminder for anyone who missed my earlier message: anything shared in the chat or recording can be anonymized or redacted! Contact us over email at contact@rebus.community if you’d like anything removed from our public record!
01:14:38 Tami Belhadj: Thank you all!
01:14:42 Simon Ringsmuth: Thank you everyone!
01:14:51 Cathy Germano: Thank you, stay safe.
01:14:51 Emily Schudel: Thanks for this great conversation!
01:14:53 Melissa Williams: Really wonderful!
01:14:54 Melanie Smith: So much to consider and digest — thank you all!
01:14:55 Veronica Vold, Open Education Instructional Designer: ? Thank you so much!
01:14:58 Adrian Stagg: Thanks everyone! This was such a useful session!
01:15:06 Hanna Primeau ( She/Her): Thank you so much folks!
01:15:29 Apurva Ashok: https://docs.google.com/forms/d/e/1FAIpQLScaGr1NCvVnk1C6uKiwkfYWvJcK0QDfwJIZJJV-ckmGK19Wpg/viewform
01:16:03 Deb Quentel - CALI: thanks for sharing so many great ideas
01:16:14 Donna Ziegenfuss: Thank you! This was so helpful.
00:19:56 Sybil: North Dakota.?
00:20:06 Carrie Miller: Mankato, Minnesota
00:20:11 Sunyeen Pai: Sunny Pai from Honolulu Hawaii!
00:20:13 Emily Schudel: Hi! I am an uninvited visitor on the traditional territories of the Lekwungen peoples in what is now called Victoria, BC
00:20:44 Clint Lalonde (he/him) BCcampus: Hey Emily! Great to see you here
00:20:50 Stephanie Hallam: Cape Girardeau, MO
00:20:53 Emily Schudel: Hi Clint!
00:20:57 Verena Roberts: Welcome everyone ! :)
00:21:02 Veronica Vold, Open Education Instructional Designer: Hi there! I’m in from Eugene, OR, where it is sooooo cold today
00:21:30 Farah Kashef: University of Northern Iowa
00:21:41 Melanie Smith: Pretty chilly up here in Seattle (Duwamish/Coast Salish lands) too!
00:22:10 Karen Lauritsen: I forgot to mention that live transcription is enabled if you’d like to use it.
00:22:19 Sybil: We’re looking at a high of 2 above Fahrenheit here.
00:22:47 Melanie Smith: Brr! Fair enough, it’s all relative ;-)
00:23:19 Sybil: True story
00:27:32 Veronica Vold, Open Education Instructional Designer: Thank you for sharing this!!
00:27:46 Deb Quentel - CALI: ?
00:31:06 Heather E Caprette: Heather’s slides are shared at https://drive.google.com/drive/folders/1BzUtFndd41E0WcDyokRhfv8U3mrxzqZ_?usp=sharing Pressbooks with Theater students’ interactive learning content are at https://pressbooks.ulib.csuohio.edu/theater/
00:31:16 Veronica Vold, Open Education Instructional Designer: I’m curious if there’s an existing community of practice for instructional designers working in open education?
00:31:43 Heather E Caprette: Open Education Network has been great. They have IDs as well as librarians
00:35:30 Veronica Vold, Open Education Instructional Designer: So TRU Pressbooks are versions specifically adapted for Thompson Rivers University students? Wow!
00:36:36 Verena Roberts: Yes Veronica - That’s what we have ended up doing :) HEre’s our draft example press book for BIOL 1113 - which still needs editing and citation checks … https://biol1113temp.pressbooks.tru.ca/
00:37:09 Verena Roberts: We can also “add in NEW OER” .. Like the H5P case studies
00:37:52 Verena Roberts: Veronica - I am not aware of a set group of Open instructional designers… I connect through twitter @verenanz
00:38:20 Veronica Vold, Open Education Instructional Designer: Thanks Verena : D
00:38:34 Clint Lalonde (he/him) BCcampus: https://clintlalonde.net/2014/03/31/fleshing-out-the-pedagogical-features-of-textbooks/
00:40:24 Clint Lalonde (he/him) BCcampus: https://opentextbc.ca/selfpublishguide/chapter/textbook-development/
00:41:42 Heather E Caprette: Here is a very nicely built open textbook on African Art at https://pressbooks.ulib.csuohio.edu/bright-continent/chapter/chapter-1-1/.
00:41:46 Melissa Williams: That self-publishing guide is ?
00:41:51 Verena Roberts: Veronica - I gave you the link from one of the press books we adapted from … this is the actual link: https://openintrobiology.pressbooks.tru.ca/
00:41:56 Heather E Caprette: The instructor made use of the call out boxes for exercises.
00:42:01 Verena Roberts: Agreed Melissa
00:43:42 Veronica Vold, Open Education Instructional Designer: Thank you for both links, Verena!
00:44:00 Deb Quentel - CALI: @Clint, did I miss it - did you list your five rules of textbook development? Thanks!
00:44:17 Clint Lalonde (he/him) BCcampus: @Deb https://opentextbc.ca/selfpublishguide/chapter/textbook-development/
00:44:33 Deb Quentel - CALI: Thanks @Clint
00:44:50 Stephanie Hallam: Is there a resource to provide training about hp5?
00:45:39 Emily Schudel: https://etug.ca/
00:45:40 Verena Roberts: H5P: https://kitchen.opened.ca/
00:45:47 Apurva Ashok: Thanks, Emily!
00:45:47 Adrian Stagg: For any of the panel: do you link Faculty with other staff in your institution to help share practice? Do any of you run communities for Faculty who are implementing aspects of OEP?
00:46:21 Heather E Caprette: Ohio has an annual Quality Matters members meeting. It's not specific to open. There's info at https://www.qmohio.org/event/2021-qm-ohio-annual-member-meeting/
00:47:04 Veronica Vold, Open Education Instructional Designer: Thanks!!
00:47:22 Verena Roberts: #OER22 Registration is open for the first hybrid edition of
@A_l_t's Open Education and Research Conference - Taking place over 3 days, 26-28 April 2022 with registration starting at just £99 for #altc members
00:47:33 Adrian Stagg: For Clint: I wanted to let you know I still use your blog post 'PDF is where OER go to die' as one of the core readings in my ongoing grant community when we talk about accessible formats and designing for reuse. It is still such a useful resource.
00:47:48 Emily Schudel: I've found that while a lot of the Open networks have been traditionally for librarians are now opening up for IDs, etc. So, for example CARL, the Canadian Association of Research librarians
00:47:48 Apurva Ashok: The H5P Kitchen is a fabulous resource!
00:47:49 Verena Roberts: OER22 - Greta conference for Open Instructional Designers
00:47:56 Heather E Caprette: https://guide.pressbooks.com/
00:48:07 Emily Schudel: But it would be nice to have more ID OE based conversations
00:48:24 Heather E Caprette: https://guide.pressbooks.com/chapter/create-interactive-content-with-h5p/
00:48:33 Sunyeen Pai: Emily: +1
00:49:36 Adrian Stagg: Completely agree, Emily.
00:49:50 Emily Schudel: @Verena - is this the ALT OER22 conference you are referring to, or another onw?
00:50:20 Emily Schudel: OER22 https://www.alt.ac.uk/events/open-education-conference
00:50:40 Clint Lalonde (he/him) BCcampus: @Adrain thank you for saying that! I am always very happy to hear when something I have written is useful to others
00:51:15 Veronica Vold, Open Education Instructional Designer: Would you please share that blog post link to “PDF is where OER go to die?”
00:51:18 Verena Roberts: It’s the ALT one
00:51:31 Emily Schudel: @Verena - thanks!
00:52:39 Clint Lalonde (he/him) BCcampus: @Veronica Caveat: I wrote this almost a decade ago https://clintlalonde.net/2013/06/25/pdf-is-where-oers-go-to-die/
00:52:56 Veronica Vold, Open Education Instructional Designer: Thank you, Clint!
00:53:30 Emily Schudel: CARL cross-Canada coffee chats are amazing https://www.carl-abrc.ca/mini-site-page/open-education-cross-canada-coffee-chat-oecccc-in-french-on-recognizing-oer-in-tenure-and-promotion/
00:53:48 Emily Schudel: https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-education/oewg/
00:54:23 Veronica Vold, Open Education Instructional Designer: Does anyone have favorite strong examples of instructor guides to accompany open textbooks? This is something we’re working on in our grant-funded textbook pathways
00:54:30 Simon Ringsmuth: Verena I like the idea of developing a Community while also developing Content
00:55:02 Verena Roberts: Example: https://courses.p2pu.org/en/courses/3230/open-research-2015/
00:55:06 Emily Schudel: https://pressbooks.bccampus.ca/oertoolkitfortrades/
00:55:15 Emily Schudel: OER Toolkit for Trades instructors
00:55:28 Emily Schudel: Sorry, @Veronica
00:55:34 Veronica Vold, Open Education Instructional Designer: Thank you!
00:55:49 Verena Roberts: Here is my ePortfolio with some ideas: http://verenaroberts.ucalgaryblogs.ca/
00:55:53 Verena Roberts: SPLOTS are another option
00:56:58 Emily Schudel: We are working towards creating a CoP of faculty working with Open. I am just now surveying faculty to start building this, and other resources and workshops, out. I'm at Camosun college in BC
00:57:20 Clint Lalonde (he/him) BCcampus: H5P Branching scenarios webinar from our H5P Kitchen https://kitchen.opened.ca/2021/06/03/june-webinar/
00:57:30 Apurva Ashok: GoGN: https://go-gn.net/
00:57:33 Heather E Caprette: We have faculty excellence workshops. Some examples are at https://www.csuohio.edu/cfe/center-for-faculty-excellence-workshops
00:57:43 Adrian Stagg: Thanks Verena! That sounds like a great approach to link all the open 'flavours'.
00:58:19 Adrian Stagg: Completely agree, Verena, I always start with 'tell me about your teaching, tell me about your students' and it's always enlightening.
00:58:48 Karen Lauritsen: Pressbooks Learning Community led by Cheryl Casey: https://drive.google.com/drive/folders/1wSsmpj7d3KLwunx2YqJG59-G7Rmyge4x
00:59:10 Verena Roberts: Exactly Adrian :) People LOVE talking about what they are doing !
01:01:09 Clint Lalonde (he/him) BCcampus: https://justfood.landfood.ubc.ca/facilitator-guide/
01:02:45 Veronica Vold, Open Education Instructional Designer: Yes, I would love to know what resources you share with instructors who are new to designing with OER and open practices!
01:02:54 Verena Roberts: This is a great chapter for open design: Couros, A., & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications.
Edmonton, Canada: AU Press. https://www.ubcpress.ca/emergence-and-innovation-in-digital-learning
01:04:30 Cathy Germano: Alec Couros ?
01:05:55 Adrian Stagg: @Heather Thanks for the workshop details. I'm working on stronger ties with the unit that offers professional learning and embedding OEP into the core offerings, so this is very helpful.
01:07:32 Cathy Germano: Yes!
01:07:39 Gerald Nachtwey: I have another meeting to get to, but this has been wonderful! Many thanks to the presenters!
01:07:50 Kaitlin: "Small steps can make astronomical ripples" - I love that Verena!
01:07:53 Apurva Ashok: Thank you! Great ideas from you all!
01:09:46 Apurva Ashok: Collaboration for the win :)
01:14:16 Verena Roberts: Catherine Cronin talks about Open Readiness - that includes options to offer different choices for everyone
01:14:23 Apurva Ashok: A good reminder for anyone who missed my earlier message: anything shared in the chat or recording can be anonymized or redacted! Contact us over email at contact@rebus.community if you’d like anything removed from our public record!
01:14:38 Tami Belhadj: Thank you all!
01:14:42 Simon Ringsmuth: Thank you everyone!
01:14:51 Cathy Germano: Thank you, stay safe.
01:14:51 Emily Schudel: Thanks for this great conversation!
01:14:53 Melissa Williams: Really wonderful!
01:14:54 Melanie Smith: So much to consider and digest — thank you all!
01:14:55 Veronica Vold, Open Education Instructional Designer: ? Thank you so much!
01:14:58 Adrian Stagg: Thanks everyone! This was such a useful session!
01:15:06 Hanna Primeau ( She/Her): Thank you so much folks!
01:15:29 Apurva Ashok: https://docs.google.com/forms/d/e/1FAIpQLScaGr1NCvVnk1C6uKiwkfYWvJcK0QDfwJIZJJV-ckmGK19Wpg/viewform
01:16:03 Deb Quentel - CALI: thanks for sharing so many great ideas
01:16:14 Donna Ziegenfuss: Thank you! This was so helpful.
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