2. Z-Degree Faculty Training
Completion of Z-Degree Faculty Training

3. Review and Q&A from Day 1

4. Key Topics from Day 1 Paperwork, stipends, and approval process
Course map and alignment process
Open licensing: open vs. traditional copyright
restrictions from TEACH act
particular resource questions
Searching for OER
specific needs
questions about tools
Planning guide

5. Transition to split sessions
CTLE course certification: stay here
Lumen Learning: go to room 116 in the Learning Hub

6. CTLE Course approval checklist
Daniel Gonzalez, CTLE Facilitator

7. Open Textbook Design and Implementation as Authorship

8. You are entering a community of open authors and users
OER are sustained and produced by a community of practitioners
As you adopt, adapt, and design courses around OER, you become a participant in that community
So, it’s time to start thinking of yourself as an author

9. Guidelines for OER contributors
See “Authoring Open Textbooks,” Rebus Community
Understand open licensing
Think about how you will share your course
Will you work with others?
Design and format considerations
Plan for updates
Find community
Share your experiences

10. Understanding open licensing
Review Day 1 PowerPoint
creativecommons.org
Go to: “Share Your Work”
There you will find a tool to select licenses
Read up on the licensing formats and legal requirements
Become Creative Commons Certified
CC Certificate Program Registration here

11. Sharing your course Canvas Commons
All CTLE Certified courses are shared in the Canvas Commons
HCC Libraries
What format is easiest to share the course?
MIT Open Courseware
Canvas cartridge
Open Textbooks and Readers

12. Working with others Clearly define roles
Authoring sections
Producing assessments
Authoring activities and lesson plans
Editing
Course design
Write out a shared understanding of expectations and deadlines
Define due dates (including intermediary dates) to ensure you meet your deadline

13. Design and format considerations
Consistent design of the course
Font
Parallel structure in modules, assignments, and quizzes
Clear grading expectations
Consistent citation format (style guide)
Design with the user in mind
Review, edit, revise

14. Plan for updates Regular course revision process
Think in terms of editions for sharing purposes
Work with peers to edit, review, and make suggestions

15. Ten tips for authoring success
“Ten tips,” by Linda Frederikson
Good authoring begins with planning
It’s going to take longer than you think
Share the load
Do the prep work
Learn the ropes
Beware of scope creep
Don’t reinvent the wheel
It doesn’t have to be perfect
Think about ancillary resources
Embrace open

16. Find community Rebus community
Community College Consortium on Open Educational Resources
Open Education Consortium
OpenStax

17. Measure success and get feedback
Look at student success measures:
A, B, Cs
Withdrawals
Enrollment
Poll your students to get their perspectives

18. Share your experiences
HCC – Faculty Showcases
Open Education Conferences
OpenEd 2018
OER 2019
OEGlobal 2019

19. Attribution of sources

20. Licensing your own work
Use Creative Commons license chooser tool
Select license
Identify license type:
Download CC icon
Include author information
Write out license type and link to license description
Machine-readability
metadata
use a site that supports CC licensing (YouTube, Canvas, HCC Libraries)

21. Citations vs. Attributions
serve an academic purpose
indicate the source of an idea, image, quote, data set, etc.
follow a style guide (MLA, APA, Chicago)
follow academic standards
avoid plagiarism
Attributions
serve a legal purpose
give credit to original source of content used
follow best practices: include title, author, source, license type
information as near as possible to the content
avoid copyright infringement
Adapted from Quill West, “Citations vs. Attributions,”CC-BY-4.0

22. Good attributions
Provide attributions as near as possible to source material
Avoid endnotes/bibliography approach
Include:
Title
Author
Location of original
License type
Link to license description

23. “Wikipedian Protestor,” xkcd, CC-BY-NC-2.5

24. Derivative works Declare that the work is a derivative
Place your author name
Include information about original with full license information
just like a normal attribution

25. ”If you want a culture of…,” opensource. com, CC-BY-2
”If you want a culture of…,” opensource.com, CC-BY-2.0, derivative from “Dewey,” Angela M., CC-BY-2.0

26. Accessibility

27. ADA Accommodations
This is a requirement of all public institutions of education
But…
Universal Design for Learning is a good framework to consider

28. Universal Design for Learning (UDL)
UDL “… is an approach to designing course instruction, materials and content to benefit people of all learning styles without adaptation or retrofitting. UID provides equal access to learning, not simply equal access to information. UID allows the student to control the method of accessing information while the instructor monitors the learning process and initiates any beneficial methods. …It should be noted that UID does not remove academic challenges; it removes barriers to access.” “Universal Design for Learning,” Ohio State University

29. UDL Make a course one time
Make it accessible for different abilities and learning types …
This actually benefits everyone

30. ”Access,” John Loo, CC-BY-2.0

31. Different Learners
Imagine your course as navigated from the perspective of different learners:
Coolidge, Donner, and Robertson, “Accessibility Toolkit,” BC Campus, CC- BY,
Imagine characteristics of your students:
learning abilities
Aptitude
Technology and format preferences
Attitude

32. Design for difference Develop a persona,
Coolidge et al imagine six different personas
They walk through different design elements that would assist each learner
Then at each design point, consider each learner and whether or not the course, as designed, meets the needs of that learner

33. Key features to include
Variety in presenting information
Subtitle all videos
Include text descriptions of all images (for readers)
Ensure text is machine-readable (no scans or images)
Keep tables simple
Ensure that formulas are written in a language that is machine-readable
Use sans sarif fonts in sizes that are easy to read
Ensure that color contrasts are vivid and distinct – suitable for color- impaired viewing.