2016 Fall Faculty Forum – Open Education Resources

BRETT ATWOOD: OK. So here we are from Everett with
our little piece of the day. I’m here with Corrie
Wilder as well, who works with me at the Merrill College. And we’re going to talk,
or just introduce the topic of open education resources. And we’ve got some
really fantastic experts, who frankly know more than I. I have a very
specific perspective that I’ll open
with, and then I’m going to toss it
to what, I think, are really the experts on this. So obviously Paul and Mike,
both from Vancouver, and then Rebecca too, you
as well and Pullman have some experience
with this with your work on the various initiatives
across the campus. So I’ll just throw in my
perspective to open it up, and then like I said, I
have no slides to share. But this is a topic that
I’m greatly interested in as a faculty member
who deals with students– the population we serve in
Everett, not to stereotype, but certainly we see
nontraditional students and students who are
extremely budget conscious. And we talk about something that
is $10 or $15 purchase even, that’s a substantial purchase
for some of our students. We’ve actually had that level
of conversation about money. And so when it
comes to things that can save our students money and
get them a quality education, but maybe trim the cost for
them, such as some of these OER related initiatives,
that’s something I took great interest in. I know Corrie as well, we
were just talking about this, and I was sharing with
her some of the things that I’ve learned
in this journey. So we’ll learn in this hour
about some of the specific WSU offerings and the history of it. But let me just start with a
couple of high level facts. You may hear others
jump in on this as well. So basically, if you don’t– I’m sure most people here
know already what OER is, Open Education Resources. Part of that is things
like textbooks that or open education resources. So they’re free, often peer
reviewed books, that are openly licensed and available. There are some variations
on that depending on which platforms are out there. I’m sure we’ll hear
about that this hour. We also know of course,
across all campuses, not just Everett, that there’s financial
struggles that our students are facing often, and they’re
very cost conscious. So anything that we can do
to help them is welcome. There is actually a working
group on that very topic, that Rebecca, I, and
others were part of. You’ll hear a little bit
about that this hour. Looking at some of the data
that was pulled from that report again, I’ll just pull
a couple of factoids that I thought will lead
this conversation quite well. And one is that things like– the costs have been rising
for textbooks so high at more than three times the
rate of inflation since 1977. So just proportionally
going up in costs. I saw a statistic that said– I think it was cited
from an NBC News report, that about $1,225 yearly was
spent on books and supplies by students annually, which is a
lot of money on top of tuition. Some students are turning
to things like rentals and other alternatives. We as instructors have
to be aware of the impact that this has on our students. I’ve even seen saw
a statistic that mentioned that two out of
three students in some cases, will skip the book
entirely simply because they can’t afford
it, despite the fact that it might be required, at some
time in their academic life. So that’s a concern
which sort of frames the discussion as to why
this is worth looking at. Now, with that said, there are
fans and detractors of this. I will tell you
just my own journey to where I’m at
now, and that’s kind of what I bring to this table,
to this conversation uniquely. I’m somebody who
loves technology. So I’m not afraid to
look outside the box. So I’m definitely
a prime candidate as a family member,
who has in the past has not used OER, that is now
about to start using this, and selectively in my classes. I frankly just haven’t paid
a lot of attention to it. I do recall about four or five
years ago hearing about it, as you hear, as we all
look to expand our tool set as teachers. The first exposure I had to
an OER series of textbooks was substandard. I was not impressed
and I didn’t like it. In fact, I remember that
it was a wiki books type site, which was just
frankly, a lot of stuff. The idea was great, but the
implementation at that time wasn’t so great. So I formed a very
snap judgment based on a very quick
assessment that made me sort of sour to
the idea of OER. Where that’s turned
around though, is looking at what’s happened
in the last few years, in the movement and the
progression of brain trusts that’s come in to
make these better. And there’s actually some
organized initiatives that have made the quality and
caliber of this much better. There’s also broader
selection across topics. I still noted, in my
assessment at least, there’s a heavy amount in
the STEM related areas, and I’m in the Murrow College. So for me, communication
books, even now I’m still struggling
to find a lot of them, but I have found some. In fact, what I have looked at– the quality of it
it’s much better knowing that it’s peer
reviewed is valuable to me, but it has to fit for what
my learning objectives are. And as an example of
how specifically I’m going to use this, again,
as somebody who’s a new convert to this idea
for anyone who’s in the audience who may
be on the fence about it or are not aware of it. The first thing that I found
was an example of a book under– let’s see, it was under
the open textbook library where it’s a book that it
takes a very specific niche or area within my broader
discipline, that now allows me to have a free additional
resource to supplement what I’m already doing. So I have my existing book, but
I’ve also found another book that I might have
been on the fence about bringing in because
of the cost it would incur, but now I can do so
and cherry pick from it because it deals with specific
topics in the curriculum. So for an example,
there’s a book in writing and being
aware of copyright issues. It’s a very narrow focus. There’s no way for
this particular course that I’m going to use
this for that that would be the only book that I
would use in a paid equivalent, but it’s now something that’s
an additional resource. So that’s one way that
I’m going to use this. I’ve also found a
book in an integrated strategic communication
program that actually I’ve been looking through, and was
actually pleasantly surprised that the quality of it
was at the level that made it a real competitor
for the more expensive– I mean $100 plus, major
publisher book equivalent. So I found some real evolution
in terms of the caliber and quality of this. And obviously this isn’t
going to be for everybody. For me, I’m not going
to be using them in all of my classes. The quality isn’t out there
for every book equivalent, but there are some. And I think it just
requires people to be aware of what those
are, and take advantage of some of WSU initiatives that
you’re about to hear about. So you can get connected to and
review these for yourselves. So with that said,
I’ll toss it over. I don’t know if Mike,
if you want to go up next to take it from there. MICHAEL CAUFIELD: Yeah,
sure. [? If I can get ?] around this table. [CHUCKLES] Probably not. All right, Paul’s going to
talk about some of the stuff we’re doing here
at WSU Vancouver. I thought I might give an
overview of Open Educational Resources and Open Pedagogy. I’m still trying to find the
right presentation for people here at WSU. I have found though that
a lot of people, I think, tend to see this as
quite a recent thing. It has a long history,
and so I’d just like to go over some
of that history. Partially just to show how
this has evolved over time, and if you maybe dropped
into this whole process eight years ago, it may
look completely different than it did when you
last looked at it. So I thought I’d start by
just telling you my experience and how I got into open
educational materials. It was actually back
at the dawn of the web. I was working with the College
Liberal Arts and Sciences at NIU. And we had built a
website, and the last thing that we wanted to do
was ask ourselves, how can we use this
website for teaching? It was 1996 so no one
knew how, which was kind of a blessing in some way. We came up with this idea that
we we’re going to have students write and publish
original work on the web, and so we create this thing
called the Persona Project. And it was a dictionary,
a biography on the web, where students would, in
their composition class if they wanted extra credit– extra is sort of the WD
40 of the education world. So if they wanted extra
credit, they could go up and they could write for extra
credit a short biography. And it would be meaningful
and be for a real audience. And the idea was
that the students would take that seriously. And it wasn’t a huge success. I left there shortly afterwards
and learned some things about institutional culture that
I’m still learning today, in what survives
and what doesn’t. But the students that did
do this did take it really seriously because they
had a sense of audience, and they had a sense
that this was real work. And so, this sort of thing
here where students publish real work on the web,
publish their own educational materials, their
own explanations, we often call this open
pedagogy or sometimes OEP, just because we love acronyms. And so we’re going to come
back this, but the birth of OER initially comes out of this. Comes out of this idea
of getting students to do real meaningful
work in the classroom for an authentic audience. I’ll skip over this. I worked in some other
projects for a while. In 2008, I ended up working
for MIT and the Open Courseware project. This project was
launched in 2002, and initially the
idea was that MIT was going to take all the
materials, all the lecture notes, all the
lectures, all that– I apologize to
this audience here, I have to kind of
look at camera. I don’t know. I’m not particularly good. I haven’t got the whole
eye contact thing down. The idea with the MIT
Open Courseware project was MIT had all these materials,
they could share them for free, and then somehow
magically everybody could reuse those
in their courses. So I have 2008
there because that’s when I went to work
for them, but really we started this in 2002. The site was launched in 2001. It was initiated, and there
was a lot of hard work that was done trying to
get the materials reused in other people’s classes. And what we realized
from that process right around when I came
into that process, was that the materials just
were not very reusable. They were sort of what
we call, the classroom exhaust of an MIT course. Sort of like the
leftovers of the meal that the students at MIT had. You have a PDF of lecture notes. Well, you can’t change that. It’s got MIT all over it. It’s got the professors name,
their voice and so forth. And students just– the reuse of
these materials just was not– it was not easy. And so around 2008, we
begin to shift the focus away from what we
called, Courseware, these sorts of collections of
content, to open textbooks. 2011 is when I think we got
really serious about this. A company called Open
Stacks came out and decided to produce peer reviewed
textbooks that look and feel and act like textbooks. And you can get digital
copies for free, but if you want the print
copy [? to be made ?] available essentially at cost. And they’ve produced a
wide variety of these in introductory classes. It was just a huge demand
that this revealed. That people had been
waiting for a textbook that was a decent quality, peer
reviewed textbook, that they could swap into the class. These particularly took off
at the community colleges because of some of the price
sensitivities of the students. But what we found in
the last four years, is that even though
we don’t believe– many of us don’t believe
that our students are price sensitive, our students
are very price sensitive. One of the things that
we know from research is that no matter how much
students are paying currently for college, increasing
their cost of attendance by $1,000 a year more
has a predictive effect on whether they’ll
drop out or not. I think that for
middle class students, I think $1,000 increases it by– I might be remembering
this wrong, but like 15%. You increase the tuition by 15%,
the total cost of attendance by 15%, 15% more likely
those students will drop out. And that’s partially because
even though we think, well it’s a drop in the
bucket for these students– what’s a textbook here
and a textbook there? They’re already paying so much. At some point the
bucket is full. Right? At some point there’s no
more that bucket can hold, and the students back
off of that, or drop out, or various other not
so good outcomes. So these revealed a huge demand
both at the community colleges, and more recently
at the four years. 2013, one of the things
that was the early promise of open texts, open
resources, was the idea that faculty could go in
and they could edit them, and they could add
their own material, and customize them for
their own students. And in 2013, a company
named [INAUDIBLE] Learning came about. There’s been some other
companies since then that have followed this model. The idea that OK, you’re going
to get the materials for free, but we’ll provide
some architecture around this that allows you
to customize these materials. If you look at this
particular example here, this is a student’s
success textbook. And if you think about a
student’s success textbook, it has a whole bunch of
students on a campus that doesn’t look familiar to you. Think of how that
feels as a student. So what this has is on any
given page of this textbook you have your own
copy of the website. You can go in, you can
swap out that content that has all the generic pictures
of the students looking pensive and replace it with your own
students in your own campus. And you can give that
information about here’s where you go to the
quantitative resource center on your own campus. Here’s the specific information. You can go right
there in the textbook. That’s particularly useful on
a student’s success textbook, but what I think you’ll
find is it’s also useful in editing some
of your own material. You know your students, you know
why they’re in your program, you know what might
resonate with your students. There’s also still
some open education, open pedagogy things going on. There’s this AMP 101 course,
which is fascinating. I love to talk to
people about it, but I’d take the
whole hour here. This is from Michael Wesch. You may have seen some
of his videos before. It shows you his videos from
about five, six years ago. You’d recognize them. He does one called, If
These Walls Could Talk, where students do research on
themselves as anthropologists and presented in this
very moving YouTube video. He’s broken down his class into
10 big lessons of anthropology. And the neat thing he’s
done is he’s made it all– there’s no textbook. He’s put together a
mishmash of Radiolab stuff, some material that
he’s written himself, and some open material. And then all the people in the
course have these challenges. So there’s ten challenges,
one for each week. Week four or something,
the challenge is “Get Uncomfortable.”
and the idea is that you are going to go
into an uncomfortable situation. As an anthropologist,
you’re going to analyze the reasons for your
discomfort, any [? biases ?] you may have, and then
do something called thick description,
which I guess is an anthropological technique. And the students
go and they do it. And the students
create these materials that are also kind of teaching
the other students the class. My favorite one
is this one here, where some guy goes to a
woman’s wine tasting weekend and writes about his
uncomfortably with that. Camping at the
lake of the Ozarks. So the students can create
some of these materials too with you. It doesn’t have to be
only the instructor. And just as an
example of this, this is something we’re
looking at for next year, but maybe something that’s
a little easier to do. The idea of a textbook that
has just regular texts, but if you look down here,
insights and perspectives. The idea that students
could write original pieces for that, that help explain
some of the dense text with examples. You put students in
groups and they come up with ways to talk about
mitosis, and why you mitosis is important. And I think that
this is really what the new frontier
of open education resources and open
pedagogy is where those two things come together. You have instructor
created resources and instructor
modified resources being supplemented by
student work, where they teach each other. So that’s my presentation. And I’d love feedback on
it because we’re still trying to figure out what the
most helpful presentation is. I guess one thing I would
just say about this, is again, the area is vast and
there’s so many places that you can find a– there’s so many places
for instructors in this. And I think sometimes people
see one instructor working with open materials,
and they see the way that their class works,
and they say, well that’s not my kind of thing. But it really is an open field. And so you get people that just
want to swap in a textbook, and you get other
people that want to make a massively
open anthropology course where students do
open anthropological work. There’s really a place where
everybody, and it’s just finding your place
in the spectrum. And so, I hope if you walk
away from this with anything, you walk away with
that idea that there’s not one way to do this. That it’s
actually quite a broad field. PAUL KROUSS: Do you
want me to go up? MICHAEL CAUFIELD: Yeah. Yeah, just so long as
you can go up and– yeah, is that OK? Or should I wait– do
you have a question? PAUL KROUSS: So I
feel bad because I don’t have any slides. MICHAEL CAUFIELD:
Oh, hit stop sharing. PAUL KROUSS: Stop
sharing, stop sharing. MICHAEL CAUFIELD:
Yeah, up on the– SPEAKER 1: That
just means you have to do song and dance, Paul. PAUL KROUSS: Well, that
was my plan the whole time. SPEAKER 1: Or at
least tell jokes. PAUL KROUSS: That’s what
math people do, is they do song and dance. I think I was asked here, for
the most part, because we’ve tried to be fairly active
in the use of OER resources in the math department here
on the Vancouver campus. And so I was just going
to explain a little bit about what we’re doing,
and maybe some of the hows that we’re doing as well. Because I think there are
some issues with trying to get it adopted into the
curriculum, essentially. So I’m going to split this a
little bit into two categories because we use open
educational resources for some upper division courses,
and those upper division courses– actually next semester
we’ll have at least two that are using it. So Math 301 and Math 320. In both cases,
those are textbooks that the copyright
reverted to the author, and they decided to
make them public. In both of those
cases there have been extra efforts, post the
author getting that copyright back, to create other resources. So in Math 301, is Introduction
to Mathematical Reasoning, somebody has made an
entire lecture series and posted those videos
for every single section because they did it while
they were using their book. And so you have a
chance to actually incorporate those extra
materials into your classes as well. A lot of those
resources have come with extras that are
available, and those are also things that come with
published textbooks. Published in that
students buy, but because of either the extra cost or the
difficulty of accessing those, they don’t get used. And so we often
have textbooks that have included in the
price some extra packages, but we don’t incorporate them. Because these are
more easily accessed, it’s easier to incorporate
it or it can be optional. So on the other
side, and this is where we put a
little bit more focus is around some of the 100 level
introductory math classes. Math has maybe a
special place in all of this because if a student
comes into the university and wants to go
into a STEM field, they’re going to
end up in either– that’s a question? MICHAEL CAUFIELD: No, I think
that was just your echo. PAUL KROUSS: Is
that my echo back? They’re going to
end up in calculus. Calculus for engineers,
calculus for biology, something like that, right? There’s a long line
of math courses that they may have to take. Let’s see if they start all
the way in Math 100, 100 to 103, to 106, to 108. That’s our train here
at Washington State. That’s four classes. Four classes and four
textbooks that we would ask students to
purchase, and that’s just to arrive at the starting
point of their math sequence. Then we’re going to ask them to
purchase textbooks to get them through the rest of
their calculus sequence. And so that’s quite a lot extra
to ask somebody to take on. It’s a common major
in a STEM field If that is where
they’re starting. Another issue that is
that often comes up when Mike addressed
affordability, I certainly have
students, and I know other instructors have
students who will never end up with the textbook. They’ll use their cell phone
and take pictures of it. They’ll take pictures
of the problem sets. They won’t have access
to the full text. They won’t have access
when they need it. If they miss something,
they miss it. Or even if they
plan on getting it, they don’t come to
class with the textbook, and they won’t get it for
the first couple of weeks. And in a course where you
have somebody who is maybe in a more developmental
math course, that’s just one more chink
against them succeeding and that course. We already work pretty hard
to get those success rates up, and if you have a
student that comes without the extra resources
of having the book or access to the book, that
can make it pretty difficult as well. So all of those things
have kind of lead us to using open
educational resources. And also there’s a lot of– especially in math, and I
think there was a mention that STEM fields are a little
bit further along in this, that there are choices. We have good materials
to choose from, and so we don’t have to
make that compromise as much as others. Is this adequate or is this not? So we’ve been able to. We’ve been using, for the
most part, my open math through Lumen Learning. We use that currently that is
in our college algebra and trig. So that would be your pre-calc
sequence as well as the math for liberal arts. We’ve just converted that over. And we’re looking to
do Math 103, which is a more developmental math
course, to push in there. So that would give
access to students for nearly their
entire developmental, or their run up
sequence in math. That would give
them a way to use an open educational resource. So they would have access
to that textbook instantly the very first day
of class, which is a treat for all
the instructors because there are
a number of times you get a student that
comes up and says, my textbook is coming in on– And then they check
their Amazon account and they see when
it’s coming in. It would be great to have
them have it on the first day because we start
on the first day. First day there is homework. Let’s see what else I have
here for quick things to cover? So access to both
financial and just physical access to the book,
it makes it just removes one barrier for students
who aren’t familiar with what it is to go to college. Do I need to have this book? Do I don’t? When they finally figure
out that they need the book, it might be too late
for them in that course. So we’re looking to have
that help our success rates. And these are
materials areas that can be used in a lot
of different ways. Currently, I’m doing a
flipped version of Math 103. And that flipped
version, there’s no reason I can’t use an
open educational resource as a book for that. And in fact, in some ways
that’s going to open up, and you can use it
in different ways. There’s an online
homework feature with my open math, which
I won’t use for homework but I’ll use as a
pre class assessment when they look at some
of the other material before they come to class. So you have a lot of
flexibility in how you use it. Even if you’re
experimenting with it, it’s nice to not
think well I don’t want to have the students
pay $50, or $75, or $125. And I’m not really sure
I’m going to use this. You can try it out, and get
that no charge to students. So you can feel like you can
experiment a little bit too. I just want to mention one last
thing is, that we have also put some effort into getting
departmental support for this. And so on the College
of Arts and Sciences is where the support
comes from on our campus. So it’s hard to a lot of these
courses, the lower division courses, a lot of those are
people rotate in through them, or we’ll use adjuncts,
or we’ll have– You don’t know
when and how you’re going to teach it, so to
commit to an open educational resource, sometimes that is
extra work for the instructor. At least because it’s
different, and the package doesn’t necessarily come
to you as neatly wrapped up as it does with a
publisher’s textbook that you’re used to using. So we also created some
resource guides for faculties so that they can quick start
a course with, in this case, my open math. So that they can take advantage
of all of the features, have that course loaded up. They don’t have to do a lot
of extra tinkering around to utilize the open
educational resource. And I think that that’s
an important thing because to set the
expectation, and especially if you are hiring– Let’s say you’re hiring an
adjunct at the very last minute for a new section of this
course, which is something that we do, then
you can’t expect them to suddenly create a course
out of this jumble of content. And then when I
say jumble, I say that affectionately because
there’s a lot of stuff available and you
can pick and curate what you’re going to use. And so, that ability to
have that done and set up is I think also
an important part of supporting open education
resources in a department. MICHAEL CAUFIELD:
Can I ask, Paul, so in the two 300
level courses we’re you’re using the
textbook that’s reverted, are you using any homework
tools in those courses? PAUL KROUSS: Those
are proof courses, and so homework tools are not
commonly provided anywhere, actually. The one thing I will say
is that in the Math 301, I know that there are
these video lectures, and so those could
be part of things that you ask students to do. The other book I happen to know
because I’ve also taught out of that course, and there
are other resources that are available, but they’re
not necessarily linked to a homework system. Another course might
have a homework system, but as we get to upper
division, those homework systems drift off. They’re less and less. I guess I’ll also mention
the software side of it that we also have as an
open educational resource. You can consider some
of the free software. So currently our stats
programs typically program in R, which
is free to students. They can download it
on their computers. We’re looking at
Octave, which is sort of a free version of Matlab. Sage is another
free math software. And so when students are
asked to do their homework, and especially on a
nonresidential campus, that think that they’re going to
come into the computer lab, sit down and do their homework,
any sort of programming homework that you have for
them, is less reasonable. So if they can have free
access to that software, whether it’s R, or Octave,
or any of the other ones, it also makes a difference for,
I think equity for STEM fields especially. BRETT ATWOOD: Hey, Paul,
this is Brett and Everett, I’m going to jump in. I totally forgot to
mention software. I’m really glad you did. For us and the
Murrow College that’s been huge, above and
beyond textbooks. We do a lot of graphic
design, audio, video editing, and so forth. And initially using the
Adobe Creative Suite with the licensing
costs have just gotten more and more prohibitive
for us and for our students. So we’re embracing open source
versions, such as Audacity for audio editing. Getpaint.net, which is a
equivalent to Photoshop, and so forth. And students have loved
that because it saves them significant amounts of
money, and very candidly, they can do the projects as we
expect them to do successfully, with those shareware versions. So I just throw that in. It’s more than just
books, the software has been part of what
we’ve done as well. REBECCA VANDEVORD:
So this is Rebecca, and I’ll talk a little
bit about what’s happening at Washington State University. One of the things I
want to say first, Mike and I attended an open
education conference last week, and one of the things I heard
that I thought was of interest, is that the cost of textbooks
is increasing significantly, has been increasing
significantly, much more quickly than tuition. But students are not
spending more on textbooks because they are more and
more frequently making these decisions to not purchase. Maybe to share,
there are options in terms of renting and use
text, but oftentimes those are made more complicated
by the online homework tools, and the access
codes that are required, and the frequency
with which publishers are updating their text. The cost of course
materials really is a student retention,
student’ success issue, which is one of
the things that is of concern to the
administration here at WSU. Last spring or fall, actually
I’m not exactly sure when. The students approached
interim president Bernardo with concerns about the
costs of course materials. It is their number one issue. And it’s an issue for students
statewide and nationally. They’re approaching legislators,
legislators in various states are looking at
ways that they can create laws that
will help to reduce the cost of course materials. And so the president put
together a task force to look at the issue. We looked at a number
of different things that could be done to decrease
the cost of course materials for students, and open
education resources is just one piece of that. So oftentimes when I’m
talking about OERs, people start talking to me
about the cost of quick response systems, or issues
with bookie policies that maybe don’t really
advantage the students. We are looking across
all of those things. We have an ongoing
steering committee that consists of faculty, tech
support folks, faculty senate representations and students. And we’re all talking
about these things, and where is the
money being spent, and where are the concerns. So OER is just a part of
that, but we are really actively engaged
system-wide in trying to increase the adoption of
open educational resources. So there’s a couple
of grant initiatives I wanted to make sure
people are aware of, and if you go to
teach.wsu.edu backslash OER, or if you just go to
teach.wsu.edu, on the left hand side there’s a link
to the OER page. So in January, on
January 26th, we’ll have representatives from
the open textbook network here, OTN. They’ll be doing a
workshop for faculty on reviewing online
open textbooks. And then if you are
interested in participating in that workshop
and doing a review, there will be $250
grant stipends. So there’s an application
online that you can access from the OER page. There also will be
a follow up to that. So if you review
and find a textbook you might be
interested in, we know that then adapting,
redesigning your course, is going to be a task. And so there will be
funding for people to apply to redesign
their classes around open
educational resources. Additionally, we have
kind of a committee together with Mike Caufield,
myself, representatives from the library, our
instructional designer Theron Derosier. We want to be a
support team for you, for any faculty who
are looking at adopting open educational resources. I mean, one of the real
advantages of these tools is that you can fully,
completely, totally customize it to meet your exact
needs for your course. It’s not like just picking
an Open Stacks text. You can pick that
Open Stacks text, we can work with
Lumen or with others to put that into
a platform where it’s very easy to
take chapters out, to bring chapters in from
other sources, to add a video. You can customize them
to be exactly what you need to teach your Washington
State University class, and then you can make that
open for other people who might want to teach in the same way. So I did just want to
bring up those pieces. Is there anything
I’m missing, Mike? MICHAEL CAUFIELD: No. I feel like that’s the scope
of the thing between everybody. I do think we focused
here on just two subjects, and of course some people
have more difficult subjects. Nursing is an area
I’ve looked at, and it’s just hard to
find anything there because a lot of those topics
are just niche enough that they haven’t been tackled yet. But it doesn’t have
to be all or nothing. There are ways to go about it. SPEAKER 2: I know that
Rene and I [INAUDIBLE] the management
[INAUDIBLE] So I will be talking to her about this,
about the possibility of [INAUDIBLE] MICHAEL CAUFIELD:
That’s a good point is that often you might
have a set of courses, and there’s not necessarily a
great resource for each one, but management is an
area where there’s a lot of management
material out there that sometimes only needs
minor customization. You’ll have something
that almost fits. It’ll be out there, and we
can help and work with you to make it fit if
there’s something close. SPEAKER 2: And I will
talk to her about that. MICHAEL CAUFIELD:
That would be great. SPEAKER 3: I was
definitely looking for open access resources
while you guys were talking. That’s what I’ve
been typing for. For Neuroscience there’s
pretty much nothing. At least that’s I’m finding from
last really 40 minutes of using this time to listen to
you guys [INAUDIBLE] actively find things. I have a couple of things
that could fit in, plug-in. Hey, we could use this
for this week of class, but I didn’t find anything
that would then allow us to get rid of the textbook. MICHAEL CAUFIELD:
So one thing I’ll say is we looked now at
some of the resources we have, like the existence of
an anatomy and physiology book for example. Three years ago
that didn’t exist. There was no resource on
anatomy and physiology. And I think three years
from now the landscape will be very different still. We can definitely– I’m sorry? REBECCA VANDEVORD: I’d also
be interested in knowing your search strategy. SPEAKER 3: My search strategy
started with some websites that then link to other websites that
have catalogs of open access resources. So Open Textbook Catalogue
University of Minnesota, Open Textbooks via Merlot. Some other sites, as well as
individual key word searches. MICHAEL CAUFIELD: Yeah, I
can see her screen from here. She actually is currently
a very effective searcher because she went directly to
OTN, which is a great resource. PAUL KROUSS: You know
one thing though, I was just going to say– and again, this is
thinking about it for math because we have some many
books and so many things that are available, but it’s
also worth just maybe holistically trying
to as a university, think about what to target. If I look at the
math curriculum and I think about an
engineering student. When they buy that calculus
textbook that have, they actually get that
for a year and a half. So that investment,
whether they’re rented, or they’re shared, or
however they’re doing it, is over three semesters. We don’t switch
books in mid-stream. So meanwhile, in like Math
105, you look at that book and think, OK, this
is a one time expense. This is not a treasured
textbook they’re going to hang on to them forever. So a great one to replace. I think there’s a– [INAUDIBLE] maybe a neuroscience
book is not the first one to look for– SPEAKER 3: And that’s probably
true because neuroscience, there’s one textbook
that everybody uses and we use it for I think,
three of the four neuro courses we offer. And if they’re going to go onto
graduate school or anything like that, they will be
expected at this point to have that textbook. That may change in a few years. One thing, then I actually have
to go administer this test. You’re talking about
resources for helping faculty. I think this was mentioned
over there as well about funds available to help faculties
to transition courses to online resources
and things like that. One of the points I’ve
tried to make in the survey, and I might be a minority here
or it’s probably just a pipe dream, is it’s not that I could
use funds to help transition a course, I need time. And time is not going to happen
because my priorities are running my research lab. So what I need is
help, is like a person. Can you come in and say hey,
I have experience flipping a course of this general type. Could sit in on a
course for a semester, and then work with us to
actually figure out how do we convert this to a hybrid. A specialist that could
actually team with the faculty. MICHAEL CAUFIELD: We’ve
heard that loud and clear that time is the issue. And one of the things
that we’re doing is we’re trying to re-target
some of our resources away from a pure support
model, like walk in and we’ll help you
fix X, Y, and Z, to some of these
larger projects. Where if someone wants to do
something much larger in scale, we can take Adam, and he can
help with the destruction of this course. We can get a graduate student
that can maybe write– OK, now I’m [INAUDIBLE]
but the idea is to find a group
or team of people that can actually,
either internally or externally, that can help
with this sort of thing. SPEAKER 3: Yeah, I think
that would be ideal. And not just somebody with
the technical experience, but somebody with some
of the content knowledge. Realize there’s a
lot more expertise, so there would be
external partnerships. Just say, hey, we’ve
successfully flipped some of these classes. We’re going to come in,
observe what you’re doing, and work with you to
modify the course in a way that it could be hybrid. It could be flipped, it could
use more online resources, but at the same
time it’s not just encumbered upon the [INAUDIBLE]. PAUL KROUSS: And maybe,
course releases are– I hesitate to say the word,
but really in some ways, it’s a one time investment. I liked your example that you
had in a previous discussion about intro to chemistry. What money is being
funneled to the publisher through the homework system, and
if we just grab that money back and invested it into of
courses with our own, that’s a one time investment. That’s a huge, huge
savings for students, and in fact, it doesn’t
have to necessarily cost you a lot of money. And that’s the time
thing, because you’re absolutely right. That’s why we had support. We had a big start guide because
you can’t expect every faculty member to– like oh, you’re going
to teach this course and I’m asking you to invest
this extra amount of time into making sure it can run OER. You want to make it so that
they can drop into that course like they would drop
into any course. MICHAEL CAUFIELD: I’ve
heard so much this idea– I don’t want to keep
you from your class, but I’ve heard so
much to this idea that people willing
to change the course, but not even wanting
a course release because they need
to teach a course, they need to do their research. They’re on a track
to get that, right? SPEAKER 3: Yeah, I’ll be
honest with you [INAUDIBLE] I’m going to write more grants. MICHAEL CAUFIELD:
Exactly, right. They want be involved, but they
need someone that brings in– the idea of pedagogical
content knowledge is way we’ve been teaching now. Is content pedagogical knowledge
that is within a domain? That seems to be a broadly– SPEAKER 3: Really,
what I’m looking for, and I think a lot of
us are collaborators. MICHAEL CAUFIELD: Yeah, yeah. SPEAKER 3: Right, we
collaborate in research, and bring in people with
different areas of expertise to come together, and I think
that’s what we’re looking for in the classroom as well. But speaking of, I have an exam. Yeah, thanks guys. SPEAKER 4: So is
there a list of– REBECCA VANDEVORD: Well I guess
if there’s no other questions. Oh, wait. MICHAEL CAUFIELD:
One more question. SPEAKER 4: I was wondering
about where to search for stuff. Is there a list? MICHAEL CAUFIELD:
Yeah, so actually what we’re trying to do is
to get back into initially work with a librarian on
each of the campuses, who’s been trained in the
[? spots ?] to go to partially, because what
we’ve done in the past is [INAUDIBLE] is just
utterly depressed. On this campus, that person
would be Linda Frederiksen, and you could talk to
Linda Frederiksen and say, could you make a first pass
and find some materials? And maybe she’ll
find the perfect one, maybe she won’t, but
it’s a way to get started without being sort
of overwhelmed with the lower
quality materials that sometimes float to the top. And if it doesn’t work for
you, then we’ll go from there. In our other campuses
there’s other people. Talea, I know works with
people on the Pullman campus. REBECCA VANDEVORD: AOI
could also help with that. Theron Derosier can do
searching for content. So if you’re not sure on
your campus who to contact. And again, on that
OER page there’s some resources and a
link to a library guide that Talea Anderson set up
that has a number of some of the more common places. Opentext Network, Open
Stacks, and University of British Columbia
Open Initiative are three pretty big ones. OK. So we will break for lunch now. I’m sorry I could not supply
lunch on all of the campuses. And we will resume
back at 1 o’clock with more from Phil Mixter
and the kinds of things that Willie was talking about
on really using technology to engage students. We’ll hear from some
of the Vet Med faculty here on the Pullman campus. So I hope you’ll come back. And thank you to
Brett, Mike, Paul, for this OER presentation.

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