Pacific Rim Learning Summit OER Reflection – Ross Higa

Pacific Rim Learning Summit

Online Educational Resources (OER) Track

Reflection

 

I wasn’t quite sure if I really was ready to move towards using OER in my classroom but after attending the OER Track this week, I’m completely sold on it.  Not only am I excited to use OER in my classes, but also, as the Management Program Coordinator, I will definitely move towards using OER in all MGT program courses.  Presently, our program runs approximately 25 courses per semester.

 

Not only will I encourage the use of OER but I will also recommend that all MGT courses move towards the use of $0 cost textbooks/resources.  Our program has grown over the past five years from approximately 50 majors to 200.  The cost savings for our students will be tremendous.  Because of this savings, I foresee not only increased growth in majors, but also improvements in persistence, student retention, and number of program completers (all critical elements in the program’s annual review).

Sarah’s Reflection on PRLS16 OER

This week, we were introduced to the “what”, “why”, and “how” of open educational resources. I came in with the expectation that I’d learn more about OER, particularly how to find OER materials for use in college-level courses. While I did indeed come away with a broader knowledge of where to find these, I learned much more than this– not just from our facilitators, but from other track participants. I now feel much more confident about discussing OER with instructors and guiding them to quality resources they can- and will want to- use for their courses. I particularly enjoyed the detailed lessons on Creative Commons and Susan Wood’s presentation on creating a mashup OER course from scratch. The info she shared will be extremely helpful when I work with faculty who are teaching courses where no suitable OER textbook exists.

I care about OER because I care about the success of our students and textbook costs have become a barrier to student success. Looking back over the objectives for the week, the first objective really stands out: “Articulate why OER is important.” This is something that has been difficult for me to do effectively. As a non-instructional faculty member with no direct influence over the textbooks adopted for courses at WCC, this is one of the most important “skills” I need to develop.

In the future, my approach to generating interest in OER will likely be different. Rather than encouraging instructors to move to OER based on the idea that it’s the “right” thing to do, I will emphasize how OER will benefit them- for example, by allowing greater flexibility in their course content and increasing student engagement- as well as how it will benefit their students and our campus.

As a librarian, I don’t have classes of my own, so I cannot switch to using OER materials myself. However, I intend to share what I’ve learned with instructional faculty so that they feel comfortable with- and excited about- replacing their traditional textbooks with open educational resources. This will likely take the form of offering an OER workshop on my campus, where I will introduce instructors to some of the excellent resources I learned about this week.

Carol OER Reflection

OER Reflection by Carol Hasegawa

What?

What happened?

Met, teamed with & learned from teaching faculty, an instructional designer, other librarians from different campuses

 

More admiration for committed faculty who forge ahead, find creative solutions, devote lots of time & struggle to deliver content, connect with their students, share with colleagues.

What did you do?

Had fun, listened, questioned, dove deeper into the material

 

What did you expect and what was different?

Initially wondered how we could possibly fill 4 ½ days with OER

Aboutme, Scrible, Kahoot, Attribution were new & unexpected.

 

So What?

Why does that matter?

OER is happening & is our future; we can’t be left behind

 

To you?

Good to get out of the comfort zone

Reminds me to have more empathy/patience about the process of learning

 

To your students?

Do what I can to reduce the cost of a degree so that students do not become an endangered species.

 

To the college?

Get our campus up to speed

 

To society as a whole?

OER can help society realize its full potential on a global scale.

 

Now what?

What will you do differently?

Glow from this experience

 

What have you learned?

The importance of face to face learning skills

How to use new tools as a way to gain better understanding about a topic

A strategy to promote student discovery/selection of OER a la Lani Uyeno

Take an open course not in your field to examine structure & format to design your course template a la Susan Wood

The word: recursive

 

Are you committed to the OER movement?

For sure

 

What will you do to further OER?

Connect with student government to empower & advocate

Continue to encourage faculty adoption of OER & assist

Help plan a similar workshop

Tap into the brain of an instructional designer who can assist with OER

Be more hands on OER > use Creative Commons licensing

Share the mantra

Reflections on PRLS 2016

PRLS 2016

Jeremiah Boydstun

Reflection: What, So What, What’s Next?

What: First and foremost, I had the opportunity to meet and work with a wonderful group of colleagues, and I had the pleasure of attending a workshop facilitated by two exceptional librarians and one educational technologist.

We explored what OER is and its potential for students, instructors, and institutions. We discussed both benefits and challenges, learned about the ethics of using OER, and heard from a number of OER “veterans” regarding their experiences using OER in their courses.

Having heard quite a bit about OER from my colleagues, I somewhat knew what to expect, although I had no idea that the licensing criteria is so complex.

Why: With the cost of tuition and textbooks outstripping the rate of inflation four times over, the OER movement is timely and much-needed. As a bibliophile, there is a part of me that feels a profound sense of loss over the demise of the print market (and I say this as a reader, writer, instructor and student); however, times are changing, and they are changing fast. We are becoming more dependent upon technology, technology is becoming more ubiquitous, and we are increasingly finding ourselves needing to adapt our living and work practices around technology (rather than the other way around). And this isn’t going to change.

As educators, our mission is to continuously seeks ways to improve our students’ educational experience, and technology is a considerable part of that mission. But to achieve this, we must first design and/or find quality instructional material that is engaging, relevant, and rigorous; that addresses course and institutional learning outcomes; and that allows us enough room for adaptation and improvisation.

While the burgeoning OER movement is still in its infancy, it is a movement with whose momentum will continue to build. The variety and quality of materials will grow, but in the meantime, I believe OER will challenge teachers to think more self-consciously about their teaching philosophies, the effectiveness of traditional models of teaching and learning, and the basic logistics of course design and management.

Now What:

I will be using a text for the fall 2016 semester, but I will not be using it to teach the practice of writing per se; instead, the text will serve as the impetus for much of the critical thinking we do in class about social and ethical issues.

In addition, I will be shifting away from traditional essays and teaching multi-modal writing (essays, blogs, social media, brochure, review, ad design), something which my adopted text lends itself well to. I will, however, still need to utilize resources that address writing theory and practice, which is where OER will come in.

This past semester, I had some student pushback regarding my use of online resources, which were drawn from a variety of places (databases, newspapers, journals, magazines, .com sites). Students found this frustrating and, at times, counterproductive to their learning. I would also supplement with material that I produced.

OER will allow me produce a more cohesive curriculum with a more centralized text delivery system.

 

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