Peralta Online Equity Rubric for Distance Education

The Peralta CC District developed an Equity Rubric instrument designed to help online instructors make the learning experience more equitable for all students. The rubric’s criteria is roughly aligned with the CVC-OEI Course Design Rubric. It includes strategies to increase students’ access to technology and different types of support (both academic and non-academic); and make explicit the instructor’s commitment to inclusion by addressing some design principles through an equity lens.

Material Type: Assessment

Author: Peralta Community College Office of Distance Education

Open at the Margins

Critical Perspectives on Open Education Short Description: This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education. It includes the work of 43 diverse authors whose perspectives challenge the dominant hegemony. Long Description: Open education is at a critical juncture. It has moved on from its northern roots and is increasingly being challenged from its own periphery. At the same time, it finds itself marginalised and under threat in an educational sector infiltrated by corporate interests. However, rather than bunkering down, becoming blinkered or even complacent, the editors of this volume believe that the voices from the periphery should be amplified. This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education, an attempt at critical pluriversalism. It is a curated collection of 38 blog posts, lectures, talks, articles, and other informal works contributed by 43 diverse authors/co-authors and published since 2013. Each of these contributions offers a perspective on open education that can be considered marginal and that challenges the dominant hegemony. Word Count: 83220 ISBN: 978-1-989014-22-6 (Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Material Type: Textbook

Authors: Adele Vrana, Amy Collier, and Audrey Watters, Autumm Caines, Billy Meinke-Lau, Bonnie Stewart, Caroline Kuhn H., Catherine Cronin, Cheryl Hodgkinson-Williams, Chris Bourg, Chris Gilliard, Christian Friedrich, Christina Hendricks, Jaime Marsh, Javiera Atenas, Jesse Stommel, Jess Mitchell, Jim Luke, Judith Pete, Karen Cangialosi, Laura Czerniewicz, Lorna M. Campbell, Maha Bali, Matthew Moore, Naomi Barnes, Nicole Allen, Paul Prinsloo, Rachel Jurinich Mattson, Rajiv Jhangiani, Robin DeRosa, Samantha Streamer Veneruso, Sarah Hare, sava saheli singh, Sherri Spelic, Siko Bouterse, Simon Ensor, Sukaina Walji, Suzan Koseoglu, Tannis Morgan, Tara Robertson, Taskeen Adam, Tel Amiel, Tutaleni Asino

Open at the Margins

Critical Perspectives on Open Education Short Description: This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education. It includes the work of 43 diverse authors whose perspectives challenge the dominant hegemony. Long Description: Open education is at a critical juncture. It has moved on from its northern roots and is increasingly being challenged from its own periphery. At the same time, it finds itself marginalised and under threat in an educational sector infiltrated by corporate interests. However, rather than bunkering down, becoming blinkered or even complacent, the editors of this volume believe that the voices from the periphery should be amplified. This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education, an attempt at critical pluriversalism. It is a curated collection of 38 blog posts, lectures, talks, articles, and other informal works contributed by 43 diverse authors/co-authors and published since 2013. Each of these contributions offers a perspective on open education that can be considered marginal and that challenges the dominant hegemony. Word Count: 3186 (Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Material Type: Textbook

Authors: Adele Vrana, Amy Collier, Audrey Watters, Autumm Caines, Billy Meinke-Lau, Bonnie Stewart, Caroline Kuhn H., Catherine Cronin, Cheryl Hodgkinson-Williams, Chris Bourg, Chris Gilliard, Christian Friedrich, Christina Hendricks, Jaime Marsh, Javiera Atenas, Jesse Stommel, Jess Mitchell, Jim Luke, Judith Pete, Karen Cangialosi, Laura Czerniewicz, Lorna M. Campbell, Maha Bali, Matthew Moore, Naomi Barnes, Nicole Allen, Paul Prinsloo, Rachel Jurinich Mattson, Rajiv Jhangiani, Robin DeRosa, Samantha Streamer Veneruso, Sarah Hare, sava saheli singh, Sherri Spelic, Siko Bouterse, Simon Ensor, Sukaina Walji, Suzan Koseoglu, Tannis Morgan, Tara Robertson, Taskeen Adam, Tel Amiel, Tutaleni Asino

Librarians and OER: Cultivating a Community of Practice to Be More Effective Advocates

As the costs of scholarly and educational publications skyrocket, open educational resources (OER) are becoming an important way to provide content and enhance the teaching and learning experience. Librarians have a key role to play in developing, advocating, and managing OER.

Material Type: Reading

Authors: Brenda Smith, Leva Lee

OER Student Advocate Toolkit

This toolkit was created by OER student leaders in the CCC and CSU systems. The toolkit's purpose is to motivate students to get involved in OER advocacy and the Open Education movement, as well as make it known that students can make a difference in their education. Education costs can be cut to a fraction of the price with OER, which would allow for more students to be able to access knowledge and higher education. While this toolkit contains some examples and suggestions specific to California institutions, it can still be helpful for all college students. Thanks to the Michelson 20MM Foundation's financial support students were paid for their work and contributions in creating this document, as well as presenting at conferences.

Material Type: Full Course, Primary Source, Reading, Student Guide

Authors: Barbara Illowsky, Ryan Erickson-Kulas, Jenifer Vang, Trudi Radtke, Natalie Miller, Timothy Maldonado, Ashley Chavez, Carlos Espinoza, Laura Cruz, Kelsey Smith, Edwin Hernandez Armenta

Advocacy for OER and Open Textbooks

This presentation was prepared for the Council of Australian University Librarians OER Collective Community.  The Community comprises mostly library staff who are supporting the production of open texts at thier institutions, many of whom are new to OER and open textbooks.  The aim was to provide a foundation for advocacy for the adoption, adaptation, and authoring of open textbooks locally.  Therefore, it establishes a shared definition and purpose of advocacy, especially as it relates to openness, and then provides six practical strategies for advocates that could be adapted and implemented for local contexts.

Material Type: Lecture

Author: Adrian Stagg

OER Academy: Leadership & Advocacy

This module in our training series provides participants with an exploration of OER leadership and advocacy. We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.

Material Type: Module

Author: Megan Simmons

What is an open license and how does it work?

Brief video describing licensing and permissions associated with Open Educational Resources (OER), including various Creative Commons licenses. These licenses give content creators a standardized way to share their resources with other educators around the world.

Material Type: Lecture

The Open License Playbook Webinar

Open licensing of instructional materials such as textbooks, videos, and other related resources makes possible free sharing and remixing which reduces cost barriers for students. Creative Commons provides the legal infrastructure for easily sharing creative works including instructional materials but how do the different licenses indicate a resource can be re-used. Join us for an interactive session of playbook license scenarios where you test your knowledge of the OER re-use based on license type.

Material Type: Lecture, Lecture Notes

Permissions Guide For Educators

This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.

Material Type: Reading

Author: Admin

Open Licensing Module

This module covers open licensing for open educational resources (OER) and the Creative Commons licenses. Learning Targets: I can recognize open licensing. I know the difference between an open license and copyright. I can explain the permissions of the six Creative Commons licenses.

Material Type: Module

Author: Oregon Open Learning Team

Creative Commons for Educators and Librarians

This open access book is tailored to educators and librarians to teach them more about how to use and apply creative commons licenses. The book covers the basics of copyright law and licensing, as well as how to choose, find, and use creative commons licensed materials. There is an entire section of the book specifically dedicated to creative commons for educators and librarians, including chapters on open access to scholarship, open pedagogy, open educational resources, and more.

Material Type: Reading

Author: 2020 Creative Commons

Open Pedagogy Notebook

This website is designed to serve as a resource for educators interested in learning more about Open Pedagogy. The website includes examples of open pedagogy practices, which include both classroom-tested practices and budding ideas.

Material Type: Teaching/Learning Strategy

Authors: Rajiv Jhangiani, Robin DeRosa

Open Pedagogy Approaches

Faculty, Library, and Student Collaborations Short Description: Buy a print copy Long Description: The term “open” has been heavily used in the past decade or more and can come with multiple interpretations: open access, open source, open textbook, open pedagogy … In general, “open” within these contexts implies unlimited, free, public access with the ability to manipulate and transform the educational content.Within the educational realm, we see even greater nuances of “open” in terms of how the access to and adapted creation work together. Our book aims to shed light on multiple definitions and how they are applied in a variety of learning experiences.Chapters provide case studies of library-teaching faculty collaborations that explore the intersecting roles and desired outcomes that each partner contributes toward student learning in an open environment. Word Count: 146386 ISBN: 978-1-942341-64-2 (Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Material Type: Textbook

Authors: Alexis Clifton, Kimberly Davies Hoffman

Open Pedagogy in Practice: A Support Primer for Librarians

This resource is intended to provide practitioners with introductory, practical content that they can learn from and adapt to better support their own campus Open Education efforts, particularly Open Pedagogy. It is not intended to be an extensive or exhaustive resource about the educational theories and frameworks out of which Open Pedagogy has emerged, as there are several other wonderful resources that cover that information. It includes a podcast series of teaching faculty interviews that will be helpful for other faculty seeking to learn more about their peers’ experiences with open pedagogy, and librarians will benefit from hearing firsthand perspectives so they can better understand the necessary support. Also included are one-shot lesson plans intended to assist academic librarians tasked with supporting faculty embarking on open pedagogy projects, however, we recognize that it often takes a village, and individuals in other roles will also benefit from these (adaptable) lesson plans.

Material Type: Activity/Lab, Lesson Plan

Authors: Lindsey Gumb, Mandi Goodsett

Perspectives on Scholarly Communication: A Student-Created Open Textbook

Project: This project involves the experimental use of open pedagogy to teach the Scholarly Communication course in a graduate-level library and information science (LIS) program. Open pedagogy is variously defined, but generally understood as a framework that requires students to be active creators of course content rather than passive consumers of it. Proponents view this as a form of experiential learning in which students demonstrate greater understanding of content by virtue of creating it. Students in this course learn by doing; that is, they learn about scholarly communication by participating in the process. Each student is required to develop a chapter—on a scholarly communication topic of their choosing—to be included in an open access monograph. Following the semester, the text is published under a Creative Commons license on the University at Buffalo’s institutional repository as an open educational resource (OER), allowing for reuse or repurposing in future sections of the course or in similar courses in LIS programs at other institutions. To date, students have created the following open monographs: Perspectives on Scholarly Communication, Volume 1 (2019), Perspectives on Scholarly Communication, Volume 2 (2020); and Perspectives on Scholarly Communication, Volume 3 (2021). Support for the development and production of the third volume was provided by way of the following grant: Scholarly Communication Notebook (https://lisoer.wordpress.ncsu.edu/notebook/); Institute of Museum and Library Services (https://www.imls.gov/grants/awarded/lg-36-19-0021-19. Investigators: Will Cross (wmcross@ncsu.edu); Josh Bolick (jbolick@ku.edu); and Maria Bonn (mbonn@illinois.edu). Outcomes: Immediate outcomes of the “learn by doing” aspect are clear. The experience of publishing engages students in the applied side of concepts they are introduced to by way of lectures, readings, and other class activities. This experience is invaluable for those entering the field academic librarianship, and particularly for those who will have scholarly communication responsibilities. Immediate outcomes of the open pedagogy aspect are compelling. Research shows that students ascribe a positive learning experience to the implementation of this framework, and they hold for its continued use in future sections of the course. Students are enthusiastic in their embrace of creating renewable versus disposable coursework. They express great satisfaction with contributing to the professional literature, building the discipline’s nascent OER record, and having a publication to feature in their curricular and professional dossiers. The experience also resonates with students on a philosophical level; LIS students are particularly inclined to support activities that align with the field’s abiding ethic of “free to all”. Long-term outcomes for the course are emerging. Select chapters from these volumes are used as required readings. In this way, students are contributing to professional discourse and to the ongoing development of LIS curricula. A roadmap for this ongoing experiment is given by way of the syllabus, assignments, lectures, rubrics, and other related materials in this Open Science Framework project.

Material Type: Full Course, Homework/Assignment, Syllabus

Author: Christopher Hollister

A Guide to Making Open Textbooks with Students

A handbook for faculty interested in practicing open pedagogy by involving students in the making of open textbooks, ancillary materials, or other Open Educational Resources.

Material Type: Teaching/Learning Strategy

Authors: Alice Barrett, Amanda Coolidge, Anna Andrzejewski, Apurva Ashok, David Squires, Ed. Elizabeth Mays, Gabriel Higginbotham, Julie Ward, Matthew Moorem, Maxwell Nicholson, Rajiv Jhangiani, Robin DeRosa, Samara Burns, Steel Wagstaff, Timothy Robbins, Zoe Wake Hyde

Open Education Pedagogy

A short introduction video about open education pedagogy for simple education purposes. The goal is to help educational organizations increase inclusivity, belonging, equity and diversity. This is done by designing curriculum with the student, instead of for the student.

Material Type: Lecture

Author: Kristopher Chew

Contextualised open educational practices: Towards student agency and self-directed learning

This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

Material Type: Textbook

Authors: Amit Dhakulkar, Byron J. Bunt, Charlene du Toit-Brits, Jako Olivier

The Rebus Guide to Publishing Open Textbooks (So Far)

Short Description: The Rebus Guide to Publishing Open Textbooks (So Far) is a living repository of collective knowledge, written to equip all those who want to publish open textbooks with the resources they need. Representing two years of collaboration, innumerable conversations and exchanges, and a wide range of collective knowledge and experience, the Guide is a book-in-progress and will evolve and grow over time. Join the project discussion and help shape its development! Version 3.0 of this Guide has been updated as of July 2022. Long Description: The Rebus Guide to Publishing Open Textbooks (So Far) is for anyone thinking about starting an open textbook project. It starts at the beginning of the process, with chapters on project scoping and building a team, and then moves on to content creation and editing, getting feedback and reviews, coordinating release and adoptions, and sustaining the book’s community. The book is also a work-in-progress, an effort that will evolve and grow over time. Through conversations, use, new writers’ and editors’ contributions, and ongoing reflection and revision, it will reflect our changing perspectives on how and why we make open textbooks. Initiated by Rebus team members Zoe Wake Hyde and Apurva Ashok, the text is the result of innumerable conversations and exchanges within the Rebus Community, representing a wide range of collective knowledge and experience. Please note those two little words in parentheses in the title: there are plenty of new learnings, knowledge, and reflexive revisions to come! Everyone is therefore invited to become a part of the project and follow its progress, as well as leave feedback, comments, and recommendations for corrections on the Rebus Community platform. Word Count: 56612 ISBN: 978-1-989014-11-0 (Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Material Type: Textbook

Authors: Apurva Ashok, Zoe Wake Hyde