11:00 AM Welcome: Themes for 2022-2023 - Curt and Peter (recording only for note taking/summary) | Notes Suggested pre-meeting music: https://www.youtube.com/watch?v=vWQTzN_Nj1A https://archive.org/details/essential-music-concerts-from-home (a great idea to pay musicians to perform pre-meeting music) |
11:15 AM Introductions - 1 minute | Attendee list Alexia Hudson-Ward Angela Debarger Cable Green Cailyn Nagle Clarissa West-White Fox Harrell Gerry Hanley James Glapa-Grossklag Jami Mathewson Jeff Ubois John Mohr Kaitlyn Donovan Krishna Rajagopal Lisa Petrides Maria Feith Mark McBride Mark Graham Monique Earl-Lewis Nick Lindsey Peter Suber Rachel Brooke Richard Sebastian Robbie Melton Ross Mounce Sam Klein Sarah Hansen Veronica McEachin Willem Van Valkenburg
Hosts Tom Smith Yvonne Ng Curt Newton Peter Kaufman Phil Sandy
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11:30 AM HBCU OER Update Robbie Melton, Tennessee State University Gerry Hanley, MERLOT-SkillsCommons
| The HBCU OER partnership with MERLOT was driven by the need to address the rising cost of textbooks and by the gaps within OER content addressing underserved populations. OER was presented as the solution for improving student learning, diversifying content for course, reducing student costs, and closing cultural gaps. The success of their efforts required leadership buy-in from the President, Provost, Deans and Department Chairs, to support and reinforce the OER efforts. The HBCU created the HBCU Affordable Learning Community Portal with MERLOT, which houses a collection of free OERs in Africana, African American, and Black Studies programs and brings the Africana, African American, and Black Studies content and context into all disciplines. They included key metadata in all of the resources to enhance discoverability on their culturally contextualized content. They were able to save over $83K at Tennessee State U and STEM content was included. They were then to double to cost savings from the initial OER creation pilot within a Fall and Spring term. They also have Fall 2021 faculty and students about OER attitudes and usefulness survey data to support their efforts.
Discussion Question: At the very beginning in building campus awareness, even before you ran the pilots, what were one or two things you did to raise campus awareness like? What might be a good starting place for us, bringing it to a Community that is fairly inexperienced in teaching? Related Resources (suggested from the chat) |
11:50 AM Community Colleges Update James Glapa-Grossklag, College of the Canyons
Richard Sebastian, Achieving the Dream
| Major efforts are being taken to address awareness and adoption of OER - British Columbia, California, Colorado, New York, Minnesota, Ohio and Tennessee are at various stages of adopting new funding programs and grants. Federally investment in OER has shown up with the US DoE investment in textbook programs and release of an Open licensing “Playbook” for Federal Agencies Future discussion is shifting from how to increase cost savings to how OER can support DEI and inclusivity. One example is the Open for Anti Racism program (OFAR). We are also seeing momentum in building a framework for inclusive teaching to operationalize student agency, classroom culture and other dimensions. We are seeing adoption of the guided pathways movement, whose aim is to streamline pathways for students through institutions. Various reports on OER have been released such as the ATD OER Report and Bay View Analytics report on OER.
Discussion Question: How do we reframe the sense of “preciousness” some content creators feel about their work, to more open licensing and encouraging adaptations and localization of the original content? Students don’t come to campus for the content, they come for the engagement (students, faculty, instructors) as a “wraparound” that provides the real value - an argument for open sharing of content.
Related Resources (suggested from the chat) |
12:10 PM Libraries, Open Access, and OER Lisa Petrides, Institute for the Study of Knowledge Management in Education (ISKME) Alexia Hudson-Ward, MIT Libraries Mark McBride, SUNY System Administration
| Lisa Petrides, Institute for the Study of Knowledge Management in Education (ISKME): Main effort is building library infrastructure across the country by connecting all libraries together, sharing metadata, and tackling the issue of duplication of resources while sharing contextual information around a resource and how it’s used in a context/ancillary materials. ISKME is working with community colleges and k12 districts and higher ed library consortium to develop capacity across institutions as a system-wide approach. SUNY and Texas have invested millions in these efforts and California is about to do the same. Clarification: Meaning of inclusive access = commercial publisher’s response to the affordability question around content. Publishers will sell a one rate fee and students can access all the content. This is not truly OER because there are fees and restrictions and there are politics around content/pedagogy ownership. Open access and open source have different meaning.
Alexia, MIT Libraries: MIT Library policies regarding OA. Fundamentally, we are deeply committed to ensuring OA/open scholarship principles that align with the Institute’s Framework and how we view the current state and future state of OA as crucial to supporting the information ecosystem and DEI principles. Covid illuminated the necessity for more interconnectivity and infrastructure for OA materials, research and data to be created and sustained. Don’t want to lose the opportunities in relation to scaling around what the sustaining infrastructures look like in support of OA, OERs, open data and open scholarship.
Mark, SUNY System Administration: SUNY has made significant investment in OER ($4 million annually starting in 2017), primarily targeting the first two years of college and gateway courses, high enrollment general education courses. They’ve shifted away from discussing content as driving the curriculum, such as buying a resource or having an open textbook, and now lead their efforts with high touch faculty development services. These efforts are focusing the discussions around digital learning and the implementation of digital courseware featured on oer.suny.edu. For many upper graduate courses and graduate level courses, SUNY is infusing open education practices into our faculty development discussions as the goal continues to focus away from the content drives the courses, but the pedagogy drives the course.
Discussion Questions: What is the state of play of coupling the energy around open textbooks for intro courses versus the open access scholarly literature in more advanced studies? How might we combine and build upon the shared interests of these two seemingly separate tracks? Some members agreed that we are doing poorly. For community colleges, there are no formal integration or guidelines for leveraging materials published in open access (OA) although OA is more valuable from a cost-wise perspective. UNESCO has two recommendations around open knowledge. One recommendation on OER and recently on Open Science → which references the OER recommendation. This signals the importance of opening up scientific educational resources. Creative Commons has launched a 4-year campaign for open access research and data about climate change and preserving biodiversity. Main argument about working on these challenges is that in order to solve these global complex challenges, the research scientific knowledge must be open. Also looking to open up other knowledge, including educational resources, software, hardware, the code to run climate simulations. Noted was issues with content types - articles, books, dissertations, data sets and from OER. There are significant considerations with copyright or economic drivers. For example, a successful textbook can be extremely lucrative, in contrast to a monograph. There is also the issue with different file formats and the licenses that allow these content to be adaptable.
How do we increase the incentives and rewards? Noting that OER is oppositional to much of what institutions and colleagues value as part of the Academy. We need to transform people's interest and rewards but also the recognition that leads to rewards faculty seek. For example if OER is a tenorable activity, more faculty would do it. One small change → make the bookstore aware to not request textbook orders, but to include a notification that the professor is using OER. This is systemic change that affects the culture of the Academy and Institution. Ask different levels of engagement to leverage and move OER forward.
Related Resources (suggested from the chat) |
12:40 PM Publishing and OER Nick Lindsay, MIT Press Mark Graham, Internet Archive
| Nick Lindsay, MIT Press MIT Press launched “Rapid Reviews: Covid 19” - Open Access Overlay Journal publishing covid-19 research to accelerate open access peer reviewed resources and prevent dissemination of false or misleading news. MIT Press also launched “Direct to Open” or “D2O” - A sustainable Incentivized Library Collective Action Model designed to utilize a tiered fee structure for libraries to buy into backfile access, essentially cost sharing for licensing large amounts of content for public usage.
Mark Graham, Internet Archive Major focuses are interlibrary loan fulfillment through Rapid ILL and a push towards fixing broken links to sustain open information Efforts to digitize publications result in 3000+ new books per day, with a specific project to digitize 20000 books cited in Ukrainian Wikipedia, all to be made available through controlled digital lending. Another current focus for digitizing is on Russian, Ukrainian television - moving to combat controlled messaging through geographic boundaries (including searching and indexing.) One future focus will be exploring the sale of Ebooks - going against the traditional model of licensing or renting e-books.
Related Resources (suggested from the chat)
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1:00 PM OER and the Distributed Web Kaitlin Donovan, Filecoin Foundation for the Decentralized Web | Kaitlin Donovan, Filecoin Foundation for the Decentralized Web Movement to decentralize originates from awareness of overdependence on AWS servers (Amazon Web Services) which centralize storage and server runs in specific geographic locations with limited backup. This focuses control and safekeeping responsibilities in the hands of very few and allows them to decide protections for mass amounts of content. Decentralized storage is a peer-to-peer network, meaning that information can be stored across multiple places by multiple people to avoid a single point of failure and prevent link rot. Major advantages of decentralized storage are that it is cost effective, more redundant, and can build protections for users not seen in traditional storage ecosystems. FFDW’s project partner, Internet Archive, will be hosting an upcoming camp on decentralization. Filecoin has opened up 2.65 million dollars in funding for the purposes of accelerating, building, and communicating the benefits of open, decentralized technologies to a wider audience. Applications for this funding will be due on June 21.
Related Resources (suggested from the chat) |
1:20 PM Next Gen MIT OCW + Building from Access to Equity Curt Newton, MIT OpenCourseWare Krishna Rajagopal, MIT OpenCourseWare Faculty Advisory Committee Sarah Hansen, MIT Open Learning | Curt: Showed the NextGeneration of OCW website which is now mobile friendly. Content is rebuilt from the ground up for better presentation in the search. The hope is to make it more accessible for all learners, educators, and other OER channels like MERLOT and OER Commons to disseminate content in a more effective way. OCW wants to move beyond open access to building educational equity.
Krishna: OCW NextGeneration program includes making it easier for MIT faculty to move their materials to OCW’s platform. More than 2,000 instructors have added their content. The strength, and limitation, of OCW is that what it shares is materials from MIT’s classrooms, materials developed by MIT instructors from which MIT students have learned. There are many people in the world whose context, or whose prior educational attainment, mean that they are less able to learn from OCW materials. OCW achieves the goal of offering access to MIT learning materials articulated at its founding. To do our part toward advancing educational equity, which is a higher goal, we need collaborations across the broader OER ecosystem. We need faculty at other institutions drawing from OCW and from their own and other resources to build their own OER materials, integrated into their curricula and optimized to advance the learning of their students, and then we need the cross-links so that many more people can find points of entry into the web of OER materials that work for them, and paths that advance their own learning.
Sarah: OCW is developing a program to promote educational equity that builds on the belief that we need everyone everywhere to solve global challenges which in some ways requires open education access, though we know that access does not mean equity. Open Educational Practices (OEP) have the potential to promote equity, inclusivity, and effective problem solving i.e. students as knowledge creators, culturally relevant practices. We seek collaborations with open advocates who have expertise in leveraging OEP to promote equity. We need to learn from everyone in the ecosystem, especially those in this group. Preparation activities for these collaborations include: redesigning our OCW Educator landing page (OCW Educator is a portal for instructors that encourages open advocates), creating and sharing a webinar on getting started with OER, connecting with MIT librarians to begin conversations about promoting OEP providing mirror copies of the OCW site to be hosted locally in bandwidth constrained areas, and hiring an OCW community engagement specialist to focus on this important collaborative work. Connect with Sarah Hansen ([email protected]) on any candidates.
Discussion:
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1:40 PM Discussion
| Related Resources (suggested from the chat) https://proton.oli.cmu.edu https://github.com/Simon-Initiative/oli-torus MERLOT has been building a collection of Open Educational Practices with about 1,000 ePortfolios of faculty telling their stories of how they have redesigned their courses, adopt OER in gen ed or CTE, using virtual labs and more....https://oep.merlot.org Here is the job posting for the MIT OCW Community Engagement Specialist position. Please pass along to folks you think might be brilliant in this role: https://openlearning.mit.edu/about/jobs/opencourseware-ocw-community-engagement-specialist Open Ed Practices on MERLOT and SkillsCommons https://oep.merlot.org/ To help faculty get recognition for their work in OER, this OER Tenure and Promotion Matrix created by the DOERS3 may be helpful: https://www.doers3.org/tenure-and-promotion.html Recognizing “Open” in Tenure and Promotion at UBC: https://sparcopen.org/news/2017/recognizing-open-tenure-promotion-ubc/ A bunch of us worked on an “OER Mythbusting" doc years ago... helping to address some of the cultural barriers / misunderstandings: https://sparcopen.org/wp-content/uploads/2017/10/OER_Mythbusting_2017.pdf https://go-gn.net - Global OER Graduate Network The Death of the Monograph? Source: Publishing Research Quarterly https://link.springer.com/article/10.1007/s12109-022-09885-2 Publishing Distribution Practices: New Insights About Eco-Friendly Publishing, Sustainable Printing and Returns, and Cost-Effective Delivery in the U.S. Source: Publishing Research Quarterly https://link.springer.com/article/10.1007/s12109-022-09882-5 Alternative Publishing Platforms Source: KE/APP https://knowledge-exchange.pubpub.org/pub/73tb00rf/release/3 Expansion of Information in Scientific Research Papers Source: bioRxiv https://www.biorxiv.org/content/10.1101/2022.05.06.490896v1 Becoming Metrics Literate: New Study Examines Videos on the H-index Source: Scholcomm Lab https://www.scholcommlab.ca/2022/05/09/becoming-metrics-literate-new-study-examines-videos-on-the-h-index/ Automated Research Workflows Are Speeding Pace of Scientific Discovery; New Report Offers Recommendations to Advance Their Development Source: National Acade https://www.nationalacademies.org/news/2022/05/automated-research-workflows-are-speeding-pace-of-scientific-discovery-new-report-offers-recommendations-to-advance-their-development Public Knowledge Project’s Open Monograph Press Source: ATG https://www.charleston-hub.com/2022/05/the-public-knowledge-projects-open-monograph-press/ *ARL Day in Review https://www.arl.org/category/day-in-review/ Email Subscribe (Check Day in Review) https://signup.e2ma.net/signup/28611/11423/ http://infoDOCKET.com @infodocket https://openeducationconference.org/ - A presentation/panel with all the different types of orgs here would send a positive message to the OER field Open Access Tracking Project: https://cyber.harvard.edu/hoap/Open_Access_Tracking_Project End of this month is the Open Education Global Conference in Nantes: https://conference.oeglobal.org/2021/ If you can’t attend, there is a free online participation: https://connect.oeglobal.org/t/oe-global-2022-as-an-and-conference/3661 A short comparison of ways to turn your coursebook / notes into a published monograph would be welcome. (self-hosted like OMP, web-hosted, indexed as web-only publication, POD from existing site) identify constituencies within universities that could benefit from focused efforts to help them become leaders of OER/OEP/OES. Provosts, Librarians,...
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2:00 PM Next steps and meeting close Peter B. Kaufman, MIT Open Learning Curt Newton, MIT OpenCourseWare
| Thematic three areas of opportunity for collaboration: Open textbook/OER/OA combination and ways to couple that more effectively in institutions. The need for faculty incentives for publishing and using OER to raise the profile and esteem of these resources, and tangible cost savings for students and learners. The incredible depth of knowledge of everyone in this field and how sharing this experience could help others interested or currently working through documentation or presentation at conferences. (OE Conference call for proposals is due 5/27.)
Open Questions: How do we put some of what we’ve cultivated into practice? For example, taking OER materials and creating a book. Once we demonstrate the modeling and product, faculty will follow, engage. (Monique). How do we execute the discussion In different ways to demonstrate to colleagues?
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