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Speaker: OTAN, Outreach and Technical Assistance Network.

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Diana Vera Alba: OK. Good afternoon, everyone. Thank you for being here. This is an OTAN presentation. I am your OTAN presenter and subject matter expert. Today, we're going to talk a lot about a program called Open for Antiracism. Before we get into that, my name is Diana Vera Alba. I'm your presenter today. I'm an OTAN subject matter expert. I'm also an ESL and OER coordinator at my district, San Diego College of Continuing Education.

Today, our topic is OER 102-- Intermediate. We're going to be focusing on equity and inclusion by using OERs. And I'm going to share lots of resources with you. So a little bit about myself. I've been an online instructor and trainer since 2012. I have taught in the modalities of distance Ed, hybrid, HyFlex as well, and online ESL courses. I've been an online faculty mentor, OER and CAEP coordinator and trainer at my district, Canvas course design trainer, accessibility trainer, and here with you as an OTAN subject matter expert. I enjoy gardening, photography, and I love animals.

So before we get started, I want to do a quick survey of your comfort level using OERs or just OERs in general. So type 1-- if you are not familiar with OERs, open educational resources, type 2-- if you are somewhat familiar with OERs, and type 3-- if you are very familiar with OERs. Hi, Jennifer. Thank you. Thank you, Rossia, thank you, Karin.

OK. Great. All right. This helps me keep the pace for you. And we will continue. So we'll look at our agenda for today. So we're going to learn or refresh your knowledge of equity and OER. Might be a combined new topic for you. So we're going to look at, what does equity and OER look like? Why is equity and anti-racist teaching important?

We're going to look at achieving equity, diversity, and inclusion with OERs. We'll look at OER and open pedagogy tools. We're going to also look at how can OER support anti-racist teaching practice? So specifically, we're going to look at this excellent program created by California Academic Senate called Open for Anti-Racism.

And then we're going to look at their Open for Anti-Racism template as well, which is a Creative Commons tool that you can use. So let's start by discussing what does equity and OER look like? So OERs are freely available learning materials that can be copied, edited, and shared to better serve all learners.

This type of materials-- these types of materials are renewable assignments. So meaning you can change them, you can update them whether you created them or not. So maybe somebody let you use their materials or you found some of these resources on many of the great open educational resource repositories. So they're renewable. You can change them, you can modify them.

They are usually learner-centered. So they are created with the students in mind. Many of these resources are co-created or can be renewed and co-created between you and other faculty. So for example, I am revising an OER book with my colleagues. And in order for it to make things more equitable, I teach ESL reading, but I also invited our reading instructor from ABE and high school subjects, because I wanted that perspective in there. I wanted this book to be used by several departments.

So now, we have some co-creators from different departments sharing in the creation of this textbook. Also you can connect with others with these resources. Others can connect with you. That's one of the reasons why I decided to renew that book or revise the book. I connected with the original author. This original author is an OER advocate, and he was able to graciously share all of his other resources.

So there's a great community, great connections to being made with open educational resources. So you are not alone. And then the 5 Rs of open educational resources. So we should be able to revise, remix, reuse, redistribute these resources with our colleagues. OK? So let's take a look at this site, Using OER and OEP for Teaching Learning.

So throughout the presentation, we're going to look at various sites that offer great resources. So this first site, there is like a professional development called using OER and OEP for teaching and learning. So OER stands for Open Educational Resources, OEP stands for Open Educational Practices.

So in this training, you will look at these various topics. So understanding open educational resources and OEP is section 1, using OER is section 2, creating OER is section 3, and using the open educational practices is number 4. So this is a great resource for teaching and learning about OERs.

And integrated within this training is also open for anti-racism and discussions on diversity. So at the end, I will share my slides, and I have lots and lots of-- I have three pages, I believe, or maybe four now of resources on this topic to share with you. Any questions so far? Thank you, Melinda. All right. So let's go ahead and continue.

So why is equity and anti-racist teaching important? So since 2020, awareness of systemic racism in our society and educational systems, including teaching practices and instructional materials have been noticed. So this sparked an interest for change in education. So faculty want to make their classrooms anti-racist, but need more information and tools and a safe place to learn and implement these resources and these teaching modalities.

OER and open pedagogy are tools that faculty can use in their classroom right now to make changes. So we're going to look at some of those examples. So achieving equity, diversity, and inclusion with OERs. So there is a college in California called College of the Canyons. And they were really at the forefront of this push on equity, diversity, and inclusion with the use of OERs.

So they have lots and lots-- if you google their college, they have lots and lots of resources. So I have a condensed version of what that is, but we'll take a look at their site as well. So they created these resources on exploring how to use OER and open pedagogy to make instructional materials and teaching more anti-racist.

They looked at learning about anti-racist pedagogy, OER and open pedagogy, and they facilitated an online course. Created an online course for their faculty. They developed and implemented an action plan in collaboration with students. So students were included in the decision making process of how their courses going forward, what they were going to look like.

So that's also an important part of equity, diversity, and inclusion. Not only including everyone in the room, every faculty member, but also including the students. They have lots of voice. They should have lots of voice in that implementation. And then there were benefits from peer connections, monthly webinars, coaching, and just general OER support.

The documents that they used were done via surveys. Lots of surveys, lots of interviews, and mainly with students. So the student voice was very important to get outcomes that were representative of the student population and what their needs were. OK? So that's a little bit of background on how this came about.

So how can OERs support anti-racist teaching? Again, start by introducing the topic of anti-racist teaching practice to students. Because it is such a sensitive topic for all of us, it's important to create a safe open space for discussion. And you will be surprised how much students are willing to share.

In my experience, because I did go through this training, it was more me as a faculty person unwilling to share or kind of afraid to share. Students on the other hand, were so open to share. So it was like the roles were reversed, and they encouraged me to share through their sharing. It's important to look at assignments as anti-racist, being anti-racist.

So some examples of anti-racist assignments that I've seen are research on significantly racially minoritized entrepreneurs. And that can be used in almost any teaching topic or department. So if you're teaching ESL-- I teach ESL, but if you're teaching ESL, this could be a writing assignment, a research assignment for students.

If you're teaching ABE or high school subjects, it can also be part of their reading and writing. So very great topic for many departments, that many departments can use. Another assignment I've seen is analyzing racially biased marketing materials. Those are very prevalent and very easy to find.

So this can be also a writing assignment, a reading assignment, a speaking assignment. You want to practice presentations with students and their speaking skills. Really great. And students really like this type of assignment where they get to speak and also speak about their voice and what they found.

So those are just some examples of teaching practices and assignments that you can use. So how can OERs support anti-racist teaching? So we're going to look at the Open for Anti-Racism program that I mentioned earlier. There's also an Open for Anti-Racism template, and the Open for Anti-Racism modules are also now in Canvas Commons. So I'm going to show you how to search for those. So let's take a look at each of these.

So the Open for Anti-Racism program was co-led by California Colleges and the College of the Canyons. That I mentioned this was created in the summer or presented in the summer of 2022-- or of 2020. Many institutions published statements decrying racism, calling for change, and putting equity into their strategic plans.

But few expressed plans for changing teaching practices. So basically, everybody was aware or many of these programs were aware. They just didn't know how to put it all together. So the College of the Canyons created this OER and open pedagogy tools for us to use as educators. So there's a little bit of information on participants. Colleges that have gone through the program.

I am part of academic senate at my district. And I'm also part of state academic senate. So I did contact our leaders at state academic senate and asked, is this available also to our adult education and continuing education programs? And they said, absolutely. So just because the program is housed in the state academic senate website, it doesn't mean it is only for community colleges. It's open to all. So they said it's open to K through 12, adult education, continuing education, colleges, and universities. Who ever want to use this program.

OK? So there's information here on how to get involved. So each of these are linked out. There's a learning community of training modules and learning outcomes in the Campus Commons. I'm going to show you what those look like. I downloaded them for our district. But I'm going to show you in Canvas Commons how you can download those modules. They are excellent teaching materials.

There's also partners and advisors. So there are lots of webinars. Again, this is mainly on the state academic-- actually, all housed on the state academic website, academic senate website. But it is open to all. It is not only for community colleges, it is open to all. There's classroom action where you can meet faculty participants and get involved with their students in making their classrooms anti-racist.

So lots and lots of places for you to get training and also get feedback from others who have used this type of program or this program. And then there's impact and research. So hear what students and participating faculty had to say about their OFAR experience. You can read and research some of their reports.

This is a one-year program. So you can either go through the program yourself, and you could look at the program, become a facilitator for your own district, but you can also apply for the OFAR program overview. These cohorts are one-year cohorts. Right now they're in the 2022-2023. So if you're interested in '23-'24 for the school year for fall '23 through spring of '24, make sure you click on this link here. And they have not opened the applications yet, but they will be opening them very soon.

They typically open as the last cohort is ending. So within the next few weeks, if you get on the interest list, you should get the information on applying as a district. But again, they are small cohorts. They usually only choose 10 to 15 districts. So if you don't get into the program through state academic senate, you can download and do a self-paced training, which is what I did.

Because we applied and we weren't selected. But again, those modules are available in Canvas Commons. And here is a video, short video, I'm going to show you about a little-- explains a little bit more about making classrooms anti-racist. So let me make sure that I shared my sound now that I-- yep. I did. So let me play this video. And it's right under five minutes.

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Ruth Calcánas: Leading up to this, I have been trying to take advantage of trainings at the different schools I work at offer, like equitable grading practices and equitable syllabi practices, and curriculum, and joining anti-racist task force. But I felt like what was missing was here's some concrete steps you can use. Here's how we can help you do that.

Cindy Stephens: I have been doing equity work way before we started talking about anti-racism in the form of anti-bias. And I actually really like that we're calling what it is now. Anti-racism, because I think it's much more honest and transparent.

Kim Grewe: The participants were at a four-week intensive asynchronous online course that Joy and I facilitated. And the culminating event was for them to create an action plan for the spring 2021 semester. Because the idea was to take action right now and have impact right now.

Sharon Sampson: I know that there is more work to be done. And it has improved my knowledge, given me a louder voice to be able to move and be more intentional in this work.

Joy Shoemate: From the outset of the course, my co-developer and co-facilitator, Kim Grewe and I wanted to build a sense of community. We knew that discussing the topics of racism and anti-racism would require a great deal of vulnerability. And it would require participants and facilitators alike to get comfortable with being uncomfortable quickly.

Oliver Rosales: I think for me, especially teaching in rural California, teaching first-generation immigrant students, students who come from incredibly underserved and marginalized communities. I knew that anti-racist pedagogy would only make my teaching better.

James Glapa-grossklag: Working in the California Community Colleges is astounding. There are over 100 community colleges. We serve over 2 million students a year. And 25% of all community college students in the US attend one of our colleges. So if you want to make a change, boy, this is the place to do it.

Joy Shoemate: I am blown away by the opportunities our participants have identified to infuse anti-racism and open pedagogy in their courses. It's, especially, heartening to learn how many faculty have not only adopted OER, but really embraced OER by immediately revising existing texts to make them more anti-racist.

Robert Brown: I'm using a lot more of the students' voice in the class so that not only can see themselves represented in authors that I'm choosing, but they become the authors. It's a writing class. I need to let them know that they are the writers that other people can see. And that's important.

Jackie Williams: I didn't realize when I pulled together the readings that we're all about these negative stereotypes for people of color, that only one of the articles was written by a person of color, right? I was looking for the credibility of the publication and the news outlet. But I wasn't really looking into the individual. So that's one of the steps that I've added.

Una Daly: One of the questions that we were trying to answer with the OFAR program was, can faculty use open pedagogy to make their classroom anti-racist? And is it possible to do that in all disciplines?

Ana Garcia-garcia: What I was really excited about personally was the open pedagogy part. Is basically instead of deciding, OK, this is your task. You do this for me, you get these points. And that's it. That's the final transaction. It's more like, help me create the class. Be part of the class. Be connected to me. And know that you matter. You matter enough that I'm going to use your examples in the fall, which I'm going to totally do.

Lars Kjeseth: So I'm really hoping to take a lot of the lessons that I have learned from OFAR as sort of, how do I get more of my local faculty? And many of them are part time or adjunct faculty, supported and involved--

Oliver Rosales: And I'll close by just saying too like, there's a kind of misnomer about anti-racist pedagogy. Like what it really is. And sometimes, that's controlled by people who are not interested in anti-racist pedagogy. So I view myself coming out of this program as I have the tools and the skill sets to engage in productive conversations around those issues and to show faculty what it really is, and how it can make a difference in the lives of students.

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Diana Vera Alba: All right. Any questions? OK. Karin, you had a question? Affirming racial equity.

Karin De Varennes: No. I was just wondering if the rubric, the affirming racial equity, if that's part of this as well. And it is. OK. The rubric that you can use to-- OK. Thank you.

Diana Vera Alba: Yes. There are lots of rubrics. A really popular rubric right now is the "poker" POCR rubric I have that in my resources at the end as well. So I can show that to you, but that's one of the rubrics that my district has adopted where we're looking at courses in Canvas, and they're in addition to the technology that's being used.

Part of the POCR process is also diversity. Checking for diversity, checking for anti-racism. So yeah. Yeah. There's lots of great rubrics out there. But yeah. I do have some in my resource list that we'll look at. Any other questions so far? OK. All right. So that first one we looked at was the page for Open for Anti-Racism.

Here is an Open for Anti-Racism template. All right. So this is housed in OER Commons. And for those of you that are not aware, OER Commons is a great repository that houses lots and lots of open educational materials, including templates like this. There are directions here on how to remix this template, which means how you can change the template.

It includes an action plan, a course description, and then a section for anti-racism assignment and module. So basically, this is a template. If you're interested in starting to include open for anti-racism in your district, there is a lesson plan type of template. And there's links here. If you want to take a look at the program again and take a look at College of the Canyons and how they've used this template. There's lots of examples there as well.

So I wanted to share that with you. And that is here. And then the Canvas Commons Open for Anti-Racism modules. So I'm not going to click here. I'm going to open it here. So if you go, let me just go back. If you go to Canvas Commons, once you're logged into Canvas, if that's your LMS, they do house the training here.

So all you have to do is search for Open for Anti-Racism. And you have two different versions. So the first version is the facilitated version. That is, once you go through the training, if you decide you want to provide this as professional development at your agency, there is a facilitator version.

The other version is a self-paced version. And that's the one that I downloaded into Canvas for our faculty that went through this. So there are self-paced modules that you can work individually or as a small group. So those are the two options for you. And then I'll show you what it looks like when I downloaded it for our faculty. Again, it was a small group, but I did download the self-paced. And it's right here.

And this is an open educational resource. So you can modify. So once you go through it, if there is something that you want to remove or something that you want to add, you can do that, because it is licensed as open educational resource with the least restrictive license, which is CC BY. Basically, you can revise, re-use, remix this resource.

So when I downloaded it, I went through it. And I just organized it a little bit more, because at my district, we use a software that was not included. So you'll see, like this green bar here, and some of these icons, that's the software that my district uses. But yours may not or will not have those. But you can organize it.

However, you see fit. If you use H5P, for example, they have also some great tools. So there's the Home page that lists the objectives, there are actually five modules, there's a zero module. Actually, I believe I added the zero module. And this, I just added a training schedule for our faculty when we were going to meet on the Home page and then there was-- I added some help for enabling our design plus software that we use at my district.

So this was tailored to my district. But let's take a look at the modules. OK? So again, I added this section for our faculty. And then the actual training started in module 1. It starts with what is anti-racism. There's an overview defining anti-racism, how to be an anti-racist, what is anti-racist pedagogy, culturally responsive pedagogy.

There are quizzes, a reflection, a survey for feedback, and then a wrap up. So the way that I used this with our small group, there were five of us that went through this. We went self-- I opened the module with an overview that then let everybody else go through each of the modules on their own for that for a two-week period.

And then after two weeks, we met on Zoom, and then we did the wrap up, we talked about-- definitely, talked about the reflection. Within these modules, there are lots of great resources and readings and videos. So what we did is we went through the module on our own. If somebody had time or wanted to, they went through some of the optional resources. But there are lots and lots of resources within the program as well.

So I'll go through some of these. Again, there are additional links. As you see here, lots of definitions, because initially, all of us that went through this we're like, OK. It makes sense, but I need deeper definitions. So there's lots of definitions of the different terms used. Every section has a video or two. And of course, the optional resources.

Some TED talks videos. Also some additional readings. Lots and lots of great resource. Some slides. And let me go back to the module section. And then the example of a reflection. I'll show you here. It'll have the purpose, directions, and then grading. That's if you want it graded, we didn't really do grading. But we did look at the rubric so that we understood how to answer the questions and what a great response would look like and would include.

But yeah. We didn't really grade ourselves. We were actually going to become facilitators of this program. But instead of grading ourselves, we discussed it at our wrap up, and how we would use this with our students. How we would use this with our faculty and those types of conversations.

Any questions on the modules? OK? So again, if you use Canvas, this is open for all to download. I would download it into a sandbox shell, a blank shell. And then that way, you could just use either the whole entire thing or what it is that you would want to use. OK?

All right. Let me go back. So we looked at all three of those OER anti-racist teaching practice models. So now, we're going to look at the resources. For me, one of the-- I'm very visual learner. And so images are really, really important to me. Each of these entries here are actually links. Even though they don't look like links, they are links.

So there are lots of repositories now. The popular ones are Pixabay, Unsplash, Pexels. But there are actual repositories for students that are disabled to include pictures of students that are disabled in your slides and in your courses. There's a gender spectrum collection of stock photos. This is a great site called Nappy, and it has beautiful pictures of Black and Brown people.

So let's take a look at some of these. So let's start here at the top. And this site is called Disabled And Here. These are all stock images. They're open images. So you're able to download them and use them in your course or use them in your presentation. Include them in your Canvas account or your LMS.

There's information about-- they usually spotlight a student and there's information about that student. So I really like that part of this repository. So let's take a look at-- so you could explore the images and also explore the stories, right? And that's really nice. I thought that would be something nice to share with students when you do use these.

So here are some examples of images. So some of them are clip art or digital images like we see at the top. And some of them are real photographs. So if there's a photograph that you want to use-- so for example, if I want to use this image, I would click on the image. There's a description here. You can download the photo here. And you can also credit the photo wherever it is that you place it. OK?

So that one is disabled and here. The next one is the gender spectrum collection. And this is also a nice site. There's information when you go in here. What you will see. And you can know some of these are not appropriate, right? I probably wouldn't use a drinking one, but if I wanted to use something that didn't include drinking, I could just click on one of the pictures. And then here's the Download button here to the right. I can download the picture.

And it gives me the download tools or the copy tools. And that is the site. And this one is called Vice-- The Gender Spectrum Collection. And then Nappy. I like this one as well. There's beautiful images in here of Black and Brown people. They are free and open to use, OK?

So again, if I want to download this picture, it gives you the Download button here. And then there's more information if you want to add tags. It tells you that it's part of the public domain. So any type of free resource that's part of the public domain, it's open and free of copyright. You do not have to attribute it.

I always do. I always attribute pictures, even if there are images, even if they're part of the public domain. That way, if I ever want to use the picture again, I know exactly where I found it. So you can do that as well if you'd like. And this one is called Nappy. Oops. Let me go back. Sorry. Going through these too quickly.

Yep. OK. The next one is, I like this one a lot as well, because it's through Flickr. It's woman of color and tech. So I like this, because they are professional pictures. They're representative of professional women and men, but mainly women of color in a professional setting. So I thought, wow. What a great way to display beautiful photographs in a non-traditional way at traditional? They are traditional pictures, but we don't traditionally see pictures like this.

We are seeing them now more than 10 years ago. But I like that they are displaying women in a professional setting. These do have a Creative Commons attribution. So let's say I wanted to use this photograph here. I can click on it. I can share it, I can download it, I can start it. And the tags are here as well.

You can click here that it tells you what the attribution is, and it's CC BY, which is the least restrictive. Creative Commons license. So you can share this picture, you can remix it. Oh, sorry. Let me go back. When you click here to the license, it tells you exactly what you can do with the picture. You can share it, you can adapt it, you can remix it, you can build upon it. You can even use it commercially. So if you're going to publish a book, you can add pictures from this site in your book and use it commercially without violating the author's wishes.

So that was WOC, women of color in tech. Anthro Illustrated offers free digital illustrations of diverse anthropologists for non-commercial use. So this has the CC BY-NC. So you can remix, it you can share it, you just can't make a profit or use it in a book where you're making a profit. And here is the home page. A little bit of information about this site. There's information about the team and illustrations are here.

So these are beautiful illustrations. And again, depicting students with diverse backgrounds. We see some that are ADA, we see students of different religions, we see a pregnant person here. So lots of diversity. So if I wanted to use this picture, again, I can just click on it, I can right click and copy it. This one doesn't have the download feature, but I can still copy it. Just remember that these are CC BY-NC and the license is in their terms of use.

But it was also-- here it is. Creative Commons Attribution Non-Commercial. So if you use one of those pictures, you can copy this link and add it under the picture for attribution purposes. OK. Let's see. It is filtered out of SCOE, cannot use it. OK. The effect. Karin, are you referring to OFAR?

Karin De Varennes: I'm just loving this. At the same time that you're doing this, I'm looking as well. And I'm sure like all of us here. Yeah. No. Just for whatever reason. It was like, no. You cannot go to the site. So maybe not this minute, and I'll try later. So it's great.

Diana Vera Alba: Are you talking about OFAR?

Karin De Varennes: That affect one. Oh, no. I was able to upload that into my Canvas sandbox. No problem. No. The affect pictures.

Diana Vera Alba: Oh, OK. OK.

Karin De Varennes: Yeah.

Diana Vera Alba: Yeah. Sometimes, it depends on the district. Some of these may be blocked. Yeah.

Karin De Varennes: I don't know why, but yes, thank you. Sorry to interrupt.

Diana Vera Alba: It could be, Karin, because I did notice, like in one of the sites, that we looked at, there were drinking pictures. And some of the pictures, I think, it was in the gender spectrum that we looked at. There were pictures of people drinking.

Karin De Varennes: That one was fine. I got on to that one fine.

Diana Vera Alba: Oh. Oh, wow. Wow. But I have some--

Karin De Varennes: It doesn't always make sense.

Diana Vera Alba: Right. Some of the sites. One of the site that I was looking at and I can't remember which one it was. But there were beautiful pictures of models of women of color modeling. And some of them were modeling undergarments. So I'm sure at my district, that would have been blocked. At home, I was able to see it.

And there was nothing showing. It was just like someone wearing a bathing suit. So there was nothing inappropriate showing. But definitely, I wouldn't use a picture like that in my class. But I could see how, if there were pictures like that, then a district might say, OK, no to everything.

Karin De Varennes: Yeah. No. It is good to have some censorship, I think. And then I can always-- like you said, move around it later. But anyways, I was just sharing.

Diana Vera Alba: Sure. Sure. Thank you. We said-- OK. So PICNOI is another site that has pictures of people of color. And they talk about it here a little bit, how they noticed that there were not many images of people of color. So that's what they decided to focus on-- in their site. And their licenses here, CC BY, which is the least restrictive license. With this license, you can revise, remix, reuse, and also use these pictures commercially. So this is PICNOI.

So it says, all images are free. You can download their entire database for $59. But if you're just looking for individual pictures, you can. I forgot to mention, all of these sites, typically, have also filters up here at the top. So if you're only looking for photos or places or objects, you can filter without having to go through every single picture.

So as you see, there's lots of beautiful pictures. Adults, children. People doing sports, people dressed conservatively, casual photos. So lots and lots of pictures. So let's take a look at one of the pictures. I just chose one. You can download the image by right clicking. So this is one of the sites that doesn't have a Download button. But there are Share buttons, there are tags here. But you can definitely right click and download or copy the image, OK?

Oops. Let me go back. The last one on this list is AllGo. There is stock photography featuring plus-size office workers. These are openly licensed but not with a CC license. So that's interesting. So they probably-- let's take a look at it. OK. Oh, it's on Unsplash, OK. So let's say, I wanted to use this photo.

So if you're familiar with Unsplash, this has the Download feature. And once you download or once you choose Download for Free, it gives you the attribution here so you could copy the attribution to add under the photo. The photo gets downloaded here on the bottom left-hand side of your screen. So that's nice that it gives you the attribution you don't have to worry about, oh, which type of license is this?

You can just copy it and add it under your photo. OK? The next section are videos. And these are videos on diversity, equity, inclusion. How to create inclusive and accessible OER. These are just an example of some videos. There are many of them out there, but these are videos that I particularly liked.

So designing OER with diversity in mind. So lots of choices there. And then articles about OER. So here, OER and diversity. So if you're just starting off in your district and instructors are wondering, why are we doing this? Or where did this come from? Or what is this all about? There are lots and lots of articles now. The pandemic really brought about lots and lots of writing. Lots of educators were researching and doing writing and OERs were big so was anti-racist education. So there are lots and lots of articles out there on this topic. OK. Any questions?

So I did want to also share. At my-- thank you. I did also want to share. Before I forget, let me share my slides. I wanted to share that at my district, we're part of a community college. I teach on the non-credit side, but on the credit side, we do have-- and within our district as well. We do have diversity and inclusion-type of committees. We also have LGBTQ communities.

So if you're thinking of creating or having these types of committees, I highly recommend that you also include students in the committees, because that's just an excellent voice to have in your committees. And there are articles here. I included this one on supporting LGBTQ and inclusive teaching. And so some of these articles might give you ideas on how you can create that type of committee and include students as well. OK?

There was something I wanted to share. Oh, earlier, somebody asked me about the book. Were you referring to the book that I'm rewriting? I'm not sure who it. Was Ewa. Can you put a link to the OER book you just showed? Were you referring to the book that I'm rewriting with my colleagues? If Ewa is still here. And you're muted. So I can't hear you. The one you were showing. on our website. OK. Let me go back to the slides. Maybe that'll refresh me.

Karin De Varennes: Was that at the very beginning Ewa?

Ewa Licha: Yes. The one at the beginning.

Karin De Varennes: I think there is three or four books. Do you remember?

Ewa Licha: I think it was right after this slide.

Diana Vera Alba: Oops. Let me make this smaller.

Karin De Varennes: I'm thinking it's like Friday afternoon, and Diana is ready for her cocktail, like all of us.

[interposing voices]

OK.

Diana Vera Alba: My brain is like, wait. Which one did I show?

Karin De Varennes: Right. What book was that? Did I even talk about anything book-wise?

Diana Vera Alba: It's all right. I'll find it. Yeah. Let me share my slides with you.

Ewa Licha: Yeah. I think you went to a link with the OER book.

Diana Vera Alba: OK. Let me-- OK. Let me share my slides before I forget to do that. Because those are full of links. OK. Can everybody open that?

Karin De Varennes: Yes.

Diana Vera Alba: OK. Just want to make sure you have access to that. OK. I have lots of links open. Oh. Maybe it was in the College of the Canyons. The Equity Rubrics?

Ewa Licha: Yeah. Like Nada. OK.

Diana Vera Alba: Yeah. So let me give you this link to College of the Canyons as well, because they are the ones that started-- they didn't start it, but they really expanded on diversity and inclusion. So let me give you their link. It's on my slides, but I want you to have it here as well.

OK. There's College of the Canyons. And no. These are not it. OK. So hopefully, Ewa, if you don't find it, please feel free to email me. I'll add my email address here. Also--

Ewa Licha: Thank you, Diana. I found it. It was on slate number 7. This one.

Diana Vera Alba: Oh, yay.

Ewa Licha: Thanks a lot.

Diana Vera Alba: OK. So I added my email address to chat, if anybody's interested or has questions about OERs. Please feel free to contact me and I will be happy to share with you what I know. The other thing I wanted to share with you going back to Canvas, those of you that do use Canvas, if you go to the Commons and you type my name. So it's-- oops. Diana Vera Alba. And it's hyphenated.

So if you type my name, I have shared some resources with everybody on some lessons that I use. But the big one is this one here. OER for SDCCD. I created OER Canvas account for our faculty that is a mini-repository of lots and lots of educational resources that you can use in your classroom.

So if you-- let me just show you what it looks like. This is what it looks like before you download it. But let me show you what it looks like-- oh. I'm here. Once you do download it. Because it looks a little bit messy when you look at it in Canvas. I mean, in Canvas Commons. So I want to show you what it actually looks like. Show you the student view.

So the Home page has a video on how to use the site that I created with Monica Cueva, our technology coordinator, extraordinaire. And there are quick access buttons here to go to the different modules. So OER by discipline is a nice area to go to. There are tools, presentations, and videos on Creative Commons licenses. Because I've done many presentations on Creative Commons licenses.

I'm actually Creative Commons certified. So I have lots of information about the licensing there. Same with attribution, how to find and use OERs, different large OER repositories. So when you go to these sections, I have started some. And the reason why I start them is those are my favorite go-to, because faculty always ask me, which ones do you use the most? So I started the ones that I use the most, but there are many others that I use.

I just didn't want to end up starting everything. Same with the large repositories. OER Commons includes an adult education filters. So I really like that for us as adult educators. And then by discipline starts here. And these are disciplines at my district. And they're in alphabetical order. So I have child development, emeritus, ESL, and within ESL, lots of subcategories there.

Tuha, I just thought of something you and I should get together so I can include citizenship on here as well. Tuha is one of our ESL/Citizenship instructors. So maybe, hi, Tuha. You know what I did add on here. Tuha gave me this great game, I think it was JeopardyLabs. Was that yours that you shared? That was a great resource.

So in addition to open educational resources and 0 textbook costs, I also included a section for free resources. Because some of these are not licensed OERs, but they are great resources to use in your classroom. So thank you for sharing that, Tuha. I remember when you came to my open office hours, you shared that.

So yes. So feel free to-- if you like it, like the site or Canvas show, you can download that into your own Canvas show. Whenever you download things like that from Commons, I always recommend that you download them into an empty shell. Because otherwise, if you already created your beautiful Canvas shell, if it's already designed the way you like it and you download something new, especially, a whole site like this, it might mess up your beautiful site. And you'll have to rearrange things.

So I always recommend that if you do find a whole course, like this is a whole course, that you download it into an empty shell or a sandbox. Mm-hmm?