The following awards have been designed to recognize Leeward CC instructors’ use or creation of Open Educational Resources (OER) or designing renewable assignments. Funds for these programs have been provided by the Office of the Vice President for Community Colleges at the University of Hawai’i.
Join the 2018 OER award recipients to hear more about their projects, the awards, and how to apply at the TGIF session on Friday, February 22, 2019 at 1:00 p.m. in BE 104.
Congratulations to P. Jayne Bopp!
The Leeward Open Educator Award is an annual award which seeks to recognize faculty who promote or contribute to a culture of utilizing Open Educational Resources (OER) in the classroom. Award amount: $500.
Jayne has designated eight (8) of her classes as Textbook Cost: $0. She has saved students over $132,600.
Jayne’s OER journey included adopting an existing open textbook and openly licensing resources for four classes. She created two new resources where none existed before and openly licensed this content for others to use. Jayne created an OER activity for Sociology of the Family by adapting existing OER, applying a Creative Commons license to it, and sharing the modified OER in the UH OER Repository. Jayne also shared her experiences in a video produced by the Educational Media Center (EMC) and served as a guest speaker on a panel with Michelle Igarashi. Finally, Jayne participated in an OpenStax pilot test for Concept Coach, a homework tool for their introduction to sociology textbook. Jayne is a true champion for OER at Leeward.
Congratulations to Erika Molyneux and Rachael Inake!
In a partnership between instructor and instructional designer, the goal of the LDORA is to create a renewable assignment based on the principles of OER-Enabled Pedagogy which are designed to be used with specific open educational resources. Award amount: $250 each.
Erika and Rachael created a renewable assignment for Digital Art. The renewable assignment had students create “how-to” videos on creating media using Photoshop. The student tutorials were licensed under Creative Commons and uploaded to a YouTube playlist. The playlist was linked to the instructor’s class modules. The tutorials are openly available to current students, future students, and the community. Erika and Rachael’s renewable assignment is available for others to retain, reuse, revise, remix, and redistribute under CC BY 4.0.
Congratulations to Kelsie Aguilera!
The goal of the LOERCA is to develop original OER materials where none exists or revise and remix existing OER with the addition of original content. Award amount: $3000.
Kelsie is serving as the managing editor and author of a high-quality, open access biological anthropology textbook with 100% original written content that will be written and peer-reviewed by experts in the field. It is the first of its kind and slated to be ready for use in Fall 2019. The edited book will be available free of charge under a Creative Commons Attribution-Noncommercial 4.0 International License and housed on a website administered by the Society for Anthropology in Community Colleges (SACC), a professional anthropology organization that is part of the American Anthropological Association. In addition, this edited book will be made available on the University of Hawaii Open Educational Resources (OER) Repository and may be uploaded to UH Pressbooks.
Apply for the 2019 OER Awards
If you are interested in applying for this year’s awards, visit the OER Award Programs and apply online. Deadline: March 15, 2019.
More at the TGIF Session
If you’d like to hear more or have questions, the OER awardees will be sharing and answering questions at an upcoming TGIF session on Friday, February 22, 2019 at 1:00 p.m. in BE 104.
Application Period: February 1 – March 15, 2019
Three awards to recognize OER innovation at Leeward CC.
The Leeward Open Educator Award is an annual award which seeks to recognize faculty who promote or contribute to a culture of utilizing Open Educational Resources (OER) in the classroom.
Award Amount: $500
Award Amount: $500, split between instructor and educational technologist.
The following post is written by Cara Chang, Leeward CC English Instructor.
This semester (Fall 2018) is my first semester teaching and piloting a new OER textbook for English 209: Business Writing. Prior to teaching the class, I found two possible OER textbooks for my class on OER Commons. The first textbook was Business Writing by Lumen Learning and the second textbook was Business Communication for Success from Open Textbook Library. I found both books to have important information; the Business Writing textbook focused more on writing skills and concepts while the Business Communication for Success text focused more on oral communication. I also noticed that there was some overlap in the content in both textbooks; in fact, some of the chapters in both textbooks were exactly the same. As I started thinking about what textbook I wanted my students to use, it became apparent that both textbooks had something to offer. Though most of the SLOs in the course focused on writing skills, one of ENG 209’s SLOs mentioned delivering an oral report, which my students would be doing for their final assignment. Therefore, I figured it would be helpful for my students to have access to material on both written and oral communication skills.
In April and May of 2018, I attended a workshop led by UH OER Technologist, Billy Meinke, who shared about Pressbooks, which is a simple e-book production software. He shared an example of a UH Mānoa Nutrition textbook, which had used Pressbooks, and I really liked the appearance, layout, and clean look of the textbook. I also liked how compatible and easily accessible the textbook was on my phone since I knew that would mean that students could also easily access the textbook. I also learned that some OER materials could be easily imported into Pressbooks, which would mean that I would not necessarily need to create material from scratch.
I spent July and August creating the textbook for the business writing class. After planning the course schedule and looking through the two OER textbooks, I decided what information I wanted to include and exclude. I ended up keeping information from both books and combining both textbooks into one textbook while organizing the information in an easy to understand way. I was able to do this quite easily by importing one textbook into Pressbooks, but I wasn’t able to do this for the other textbook, which I ended up copying, pasting, and organizing in a cohesive manner. The book starts with general content surrounding communication, covers the writing process and types of business writing, narrows down to specific writing rules and conventions, and concludes with presentations. Lastly, I made a cover page for my textbook and named the textbook Business Writing for Success, which is a combination of both of the textbook titles.
Overall, I liked working with Pressbooks. It seemed fairly easy to use, and the layout was visually appealing and organized. Furthermore, it seemed to be easily accessible for my students. When I finished creating the textbook, I included the textbook as an external website link in Laulima. My students seem to like the textbook. They like that they don’t have to pay for a textbook and that all of the course materials are located in Laulima. To be honest, I’m not sure they really utilized the textbook as much as I hoped. However, they did have group presentations on how to give presentations where each group was required to read and present on an assigned chapter in the book. I plan to have them take a survey regarding the textbook at the end of the semester, so I know how to better improve it.
While teaching the course and using the book for the first time, I came to realize how I would like to revise the textbook to make it better. As I progressed through the semester, I realized that there was not enough business writing examples for my students. I ended up creating examples for my students that we would view, discuss, and critique in class. Furthermore, I also realized that there are possible chapters I would like to add in the textbook. For example, I had my business writing students create a website and blog in class, and I needed to find external websites for students to read to assist them in this process. Finally, there is room for creating and curating more lectures/videos for students who wish for supplemental materials.
In conclusion, I learned a lot from creating an OER textbook using Pressbooks. It was user friendly and allowed enough customization for my needs. I would definitely consider utilizing Pressbooks to create another OER textbook in the future if I need to, and I invite other faculty members to participate in this valuable experience, as well.
The following post is written by Kelsie Aguilera, Leeward CC OER Creation Award Winner for 2018
Last semester, I was honored (and thrilled!) to receive the Leeward OER Creation Award (LOERCA). The goal of the LOERCA is to develop original OER materials where none exists or revise and remix existing OER with the addition of original content. I highly recommend applying for one of the many Leeward CC OER Award programs when the application periods open up again this coming spring semester; they are a great way to stay motivated and focused while transitioning to or developing OER.
I was graciously awarded the LOERCA in recognition of the following project I am working on: I, along with a team of three other managing editors, am developing a high-quality, open access biological anthropology textbook with 100% original written content that will be written and peer-reviewed by experts in the field—a project that will be the first of its kind and slated to be ready for use in Fall 2019. This edited book will be available free of charge under a Creative Commons Attribution-Noncommercial 4.0 International License and housed on a website administered by the Society for Anthropology in Community Colleges (SACC), a professional anthropology organization that is part of the American Anthropological Association. In addition, this edited book can be made available on the University of Hawaii Open Educational Resources (OER) Repository and can be uploaded to UH Pressbooks. We finally decided on a title for our book, Explorations: An Open Invitation to Biological Anthropology.
The idea for this projected originated at the 2017 SACC conference in Boise, Idaho. On the bus to an archaeological site, I was chatting with an anthropologist from the California State University system about how great it would be if there were an OER textbook for biological anthropology. After the conference, when we got back home to our respective institutions, rather than just ignore our big idea, we decided to take action and make this textbook a reality. It is so exciting to be where we are now with the project. Over 25 expert authors have submitted chapters for our book, some of whom are big names in anthropology. And dozens more are supporting us as reviewers, illustrators, or designers. We are also fortunate that money will not be a problem for our project; we were quickly awarded the first grant we applied for, a $25,000 Innovation Grant from Minnesota State. If you decide to take on an OER project, no matter at what scale, you might be surprised at the tremendous support you will receive from Leeward CC and your larger communities. For example, receiving the LOERCA was unexpected but much appreciated. As a managing editor and author of this textbook, the Leeward CC OER Award program is supporting the countless hours I have put in to make this textbook for our students.
Although the cost savings to students is obvious, I want to mention another important contribution that our project will make. In the field of biological anthropology, there are less than a handful of “classic” introductory biological anthropology textbooks, some of which are now in their double-digit edition. While I certainly received a solid education as an undergraduate via one of these “classic” textbooks, in what ways are we limiting the voices that teach by privileging the voices of a select few? How many generations of anthropology students have been taught by the same voices with the same perspectives? Our textbook challenges this model by providing our students with a fresh multiplicity of voices, many of which have been traditionally underrepresented in biological anthropology textbooks. OER democratizes not only who gets to learn but also who gets to teach.
Lastly, a note of encouragement for those who are considering transitioning to or developing OER. The first step is always the most daunting but you don’t have to take that first step alone! There are so many resources at Leeward to assist you along the way. Don’t be shy in reaching out to the Educational Media Center, Library, OER Campus Committee, or me!
The workshops are Fridays from 9 AM – 11 AM HST Time (Note: 11/9 and 12/14 are 10 AM – 12 PM due to daylight savings time). The login for the webinars is: https://cccconfer.zoom.us/j/458705302
Dates and tentative Topics:
9/28 – Introduction to OER and Open Access
10/12 –Licensing and Search Strategies
11/9 – Universal Design and Accessibility
12/14 – Curation using Pressbooks and Open Pedagogy
More information is found on the Intro to OER Course Website: https://canvas.instructure.com/courses/1123092
Registration is not necessary. Webinars are free. Please feel free to share with your colleagues.
Sharing some free OER professional development opportunities…
In-person OER Training on UH Manoa Campus
- Thursday, September 13 – OER Intro Opens in a new window
- Thursday, September 20 – Copyright and Creative Commons Opens in a new window
- Thursday, September 27 – OER Adaptation and Publishing Opens in a new window
Online OER Training by OpenStax
- What is OER?
- What is OpenStax?
- Are OpenStax books high quality and are they really free? (spoiler alert: yes)
- How can my students and I access the books?
- Do you have other teaching resources?
- What about homework and courseware?
Tuesday, September 4 at 6 a.m. HST and Monday, September 17 at 9 a.m. HST.
Registration for Tuesday, September 4
Registration for Monday, September 17
A poem written by Ann Inoshita, Instructor of English at Leeward CC.
We must break the limits of the past
and construct new methods to collect and access
the contributions of all.
We must find answers at a faster rate
and unite our efforts to create breakthroughs.
We must participate in a free exchange of ideas
unbarred by bias.
We must embrace diversity as a strength
and realize that humility opens our minds to possibilities.
Problems have evolved and our minds must evolve
to support new ways to communicate and collect solutions.
Access to shared ideas is necessary
to learn and discover
beyond what we think is possible.
Ann Inoshita shares her poem, “Our Future is Open Access.”
The following is a special guest blog post by: Kelsie Aguilera, Instructor of Anthropology, OER committee member, and graduate of the Go Open, Go Free Using OER workshop series.
During the fall semester of 2016, I first shared with you my Open Educational Resources (OER) journey through a special guest blog post. I now wish to update you because some things have changed!
But, what has not changed is my support for OER and the global Open Education movement OER are a component of. There are so many barriers and challenges that our students face on their paths to academic and career success; purchasing an expensive textbook no longer has to be one of them. I now advocate for OER by serving on our campus OER committee along with serving on the Awareness subcommittee. Through my OER committee work, I am grateful for the many opportunities I have been given to share my experiences with OER to our campus and the community, such as being a guest speaker for the Go Open, Go Free Using OER track at the Pacific Region Learning Summit.
After taking the incredibly enriching Go Open, Go Free Using OER workshop series in 2016 and launching two of my courses as “$0 Textbook Cost” soon after, the response I have received from students has been overwhelmingly positive. I have received countless words of gratitude and thanks about going “$0 Textbook Cost” from students and no major critiques. In stark comparison, I used to receive countless complaints about the traditional textbook I used to assign. Furthermore, my success rates have increased since the switch. Although I cannot confidently attribute the increase to my adoption of free resources, many of which are OER, I like to believe that my efforts have made a positive impact.
Ultimately, I wanted to impart a note of encouragement to you. When I first heard about OER in 2013, I immediately became frustrated because I couldn’t find any suitable OER for anthropology. Thus, I abandoned the project until I took the Go Open, Go Free Using OER workshop series, which gave me the confidence and resources I need to take the leap. New OER materials are steadily being created and added to the movement. For example, an organization I am involved with, the Society for Anthropology in Community Colleges (SACC), recently released the first peer-reviewed, open access textbook for cultural anthropology called Perspectives: An open invitation to cultural anthropology.
Movements elicit change as the result of the participation of its supporters, so you can contribute to the OER movement too. I am doing my part; I am currently working with a dedicated group of SACC members to produce and edit an OER introductory biological anthropology textbook, which will be the first of its kind. If OER doesn’t work for you at the moment, don’t indefinitely rule it out. The movement keeps growing and evolving, and you can contribute to it, too, so that you can make OER work for you.
The following is a special guest blog post by: Lois-Lynn Deuel, Instructor of Psychology at Leeward CC.
My path to using Open Educational Resources (OER) was not a hasty one. When I taught my first college course 25 years ago, I dutifully selected a well-known textbook for the spine of my course, promptly employed all of the publisher’s bells and whistles and creatively developed colorful PowerPoint presentations to organize my in-class lectures and facilitate student note-taking.
As my experience and expertise increased, a lot of things changed in my instructional style. I started incorporating more active learning activities, stopped using the “death by PowerPoint” approach and adopted a number of flipped classroom techniques. Most importantly, I began a slow drift away from using the textbook as the foundation in my courses.
Why was OER appealing to me?
- Each semester, more and more students were not purchasing the textbook, purchasing a really old edition, using a “similar textbook,” or depending on the University of Google. I found the potential of increased access for ALL students to be very appealing.
- In a similar vein, access from DAY ONE and continued access long after the course has ended (something that is not possible if students have rented or resold their textbooks) gives students a substantive and permanent resource.
- I wasn’t making use of the entire textbook. Each year, I would “require” fewer pages to be read and leave some chapters as “optional reading.”
- I was using an increased number of supplements to address shortcomings in the textbook, e.g., short YouTube videos that succinctly explained course concepts, popular literature with meaningful examples, clips from movies, TV shows and the news.
- Even with new editions every few years—the information in textbooks was immediately out-of-date. I was making corrections “on the fly,” and sharing stories about cutting-edge research that was YEARS from making it into a textbook.
Last year, I participated in the OER Workshop offered through PRLS. My initial intention was to increase my technical knowledge and learn about more scholarly resources that I could systematically use to beef up the supplementary materials for my courses—like an “OER Lite” to accompany the textbook. As the week progressed, I decided that an OER text along with my existing supplementary materials might be an option. It would certainly save my students money.
Unfortunately, the next thing I came to realize during the PRLS week was that there were no existing OER texts for Developmental Psychology. If I wanted something better for my students (i.e., higher quality, up-to-date, more relevant, better explanations and examples, more efficient or concentrated learning), I was going to have to make it myself—an OER mash-up using hundreds of different resources.
The PRLS workshop on OER gave me the confidence to try (WARNING: Junie, Wayde, and Leanne are really sweet, helpful and persuasive!). So, I decided to take the plunge.