This is the second part of a two-part blog post.
During the Open Education Conference, I attended “Scaling up OER Faculty Development from a Campus to a System” presented by an Instructional Developer and Psychology Faculty from Minnesota State. Based on what I learned from that presentation and my own experience, I meshed the ideas and came up with the following visual representation of OER Learning Pathways. I am sharing it with you, the UHCC campus leads, in the hopes that it will be helpful in the planning of your OER campus initiatives.
First, I do not believe there is a single OER pathway in which an instructor goes along a clearly defined path and out she pops ready to adopt OER. Wouldn’t that be wonderful? Sadly, OER Land does not exist. Instead, I believe OER is best implemented using a multi-path approach.
Step 1: Gauge how much time your campus personnel can dedicate to an OER initiative.
Step 2: Consider implementing one path immediately and gradually add paths as your OER initiative grows.
The diagram below shows how a campus might create OER Learning Pathways based on the resources that can be dedicated to the OER Initiative. Depending on the instructor’s subject, level of commitment, and time availability, the instructor can select the path that best fits his/her needs.
The University of Hawaii Community Colleges is a member of the Open Textbook Network (OTN). In March 2018, at the HSSI Post Institute, OTN provided a train-the-trainer session in which representatives from all the UHCC campuses attended. The goal of the training was to equip participants with the resources and skills to conduct an Open Textbook Review workshop at their respective campuses.
The Textbook Review path uses the OTN model in which a “trainer” conducts an Open Textbook Review workshop on their campus. This involves recruiting instructors new to OER to attend a one hour workshop. During the workshop, participants are introduced to OER, learn about the Open Textbook Library, search the OTN Library for a textbook in their subject area, and learn how to do a textbook review. Once a participant completes the workshop and a textbook review, he/she is awarded $200. It is a great way to introduce OER to instructors and encourage them to review an existing open textbook.
Timeframe: 1 hour + textbook review time (varies)
A learning circle is a highly interactive, participatory structure for organizing professional learning. In this model, faculty interested in OER meet regularly and learn from each other. The group is organized and facilitated by a trained facilitator. The goal is to build, share, and express knowledge through a process of open dialogue and deep reflection around issues or problems with a focus on a shared outcome. This path is good for building OER awareness and interest.
Timeframe: Periodic meetings over a semester
Integrating OER course resources is best approached as a course redesign which requires instructional design and librarian support. Instructors who choose the course design path are often those who teach subjects that 1) do not have an open textbook, 2) find OER course materials from multiple sources that need to be mashed up, or 3) find some OER course materials and want to add their own created materials. The process starts with the Student Learning Outcomes (SLOs), aligning the activities and assessments with the SLOs, and finding/creating OER course materials that support the activities and assessments. This path often requires a 1-1 instructional designer to faculty support. It also requires librarian support in searching for resources, correctly attributing OER materials, and properly citing copyright materials.
Timeframe: 1 semester to 1 year
Authoring is the creation of an OER textbook or course resources for an entire course. This path is the most time and labor intensive for the instructor and librarian often requiring external campus resources, which makes it the least traveled path. The instructor is responsible for creating most of their own material. The librarian performs the resource searching and licensing (as noted in the Course Design path). External campus resources include copy editing, graphics creation, textbook layout, and other creative and technical support services. This is sometimes the only path for higher-level courses and some specialized fields.
Timeframe: several years
While the four pathways are not completely clear-cut and distinct, my hope is this will serve as a general guide for the UHCC campus leads as you continue the OER initiative on your respective campuses.
In the next month, we will contact you to find out how we can best help you. You should already know the campus resources available to dedicate to OER. Next, consider using one of the pathways this semester and another next semester. As the UHCC OER project leads, we are offering our help. We will be dividing the campuses so you have a single point-of-contact to request support when you need it.
“Cloud” by Droid Panic is licensed Creative Commons
Thanks, Wayde for editing this long post!