[music playing]

Speaker 1: OTAN, Outreach and Technical Assistance Network.

Diana Vera-alba: Hello. Good morning. Thank you for being here today. My name is Diana Vera-Alba. And I'm going to present OER 103, which is our third OER presentation in a series. We had over 101, where we went over OER basics, OER 102, where we went over deeper dive into Creative Commons Licensing, and now in OER number 103, advanced version, I'm going to focus on curating, finding OER resources and remixing those resources to fit you yours and your institution's needs.

So before we get started, a little bit about myself. I've been an online instructor and trainer since 2012. I've taught in the modalities of distance education, hybrid, hyflex, and online ESL courses. I'm an OER and CAEP coordinator at my district at San Diego College of Continuing Education. I'm also a Canvas course designer, online faculty mentor, OER ZTC trainer, and an OTAN subject matter expert.

So some of my hobbies include gardening and photography. And I'm a dog and pet, in general, enthusiast.

So before we get started, I want to get familiar on how comfortable you are with evaluating and adopting open educational resources. So if you could please vote in chat, and type 1 if you are not familiar with evaluating and adopting OERs. Type 2 if you are somewhat familiar. And type 3 if you are very familiar.

So this would give me the opportunity to paste this presentation for your needs. And that way, I know how quickly or how slowly I can go. But of course, if you have any questions, please feel free to stop me at any time. I'm OK with that. I'm here to answer your questions and help you out with evaluating adopting OERs.

So today's agenda, again, the major part of this is evaluating and adopting open educational resources for you, your students, and your institution. We're going to look at the five steps to adopt OER, creating and remixing OERs, and combining Creative Commons licenses.

We'll have time for a break. And then we will go right into demoing and researching existing OERs, reviewing resources and modules in Canvas Commons. These are great opportunities for you to have ready-made a materials that you can download into your LMS, like Canvas Commons. And then building an OER repository and referatory for your institution.

So this is a great way for you to share out what you have found or store somewhere in your website, institution's website, or even an Canvas page. And I will show you my version of that at the end.

So we're going to start with the five steps to OER adoption. So after you've found some relevant OERs for your course and your student-- course objectives and student learning outcomes, there are a few considerations for ensuring successful adoption of the open educational materials in your course.

So you want to think about the evaluation and integration of the materials into your course content. And this is usually the responsibility of a faculty member, but other campus stakeholders may be involved. So maybe a committee might look at this in how to integrate the materials into courses. Maybe it's your director or if you have a librarian, or one of your resource instructors, or a combination of all of those employees.

So all campus employees who are involved in decision making and delivery of instructional materials to your students can and should support your adoption. Encouraging feedback from students on usability and access is also an important component. And I would probably emphasize that it is the most important component of making a successful transition to OER.

I'll give you some examples. I have adopted several OERs into many of my courses. And sometimes, I've thought that I've found it, I found the greatest material. This meets my course objectives. It's meets the student learning outcomes. But for some reason, it just doesn't-- it doesn't appeal to the students or maybe it's the level is too high. And it's always, always good to get feedback, an immediate feedback from your students.

So I've done this when I've adopted OER books. I get a lecture on the book. I have materials slides, activities. And immediately that week, I will survey my students and ask them what they liked about the materials, what they didn't like, and what was the most confusing to them. And I will adapt.

So this is the beauty of open educational resources, that you can adapt the materials from how they are written. So we're going to look at how to do that.

So a note about the five steps. Steps 1 through 3 involve evaluation of OER, including a decision of whether to modify or not, and how to attribute the modified materials. OK? So that's the-- you could say, the meat and potatoes of it.

And then steps 4 and 5 involve processes and policies at your institution. So every institution has their policies and the way that they want their students' learning materials to be distributed. So you want to take a look at that. And we'll go over that once we get to those steps.

So step 1 is probably our most in-depth step. And that's reviewing the materials. So keep in mind that many open textbook materials that appear in OER repositories, such as OER Commons or MERLOT, have been vetted and peer reviewed by faculty or subject matter experts. So you may use these reviews to narrow down your choices before examining them yourself.

If you want to evaluate the materials further yourself or maybe it's a requirement of your institution, there are some existing rubrics that can guide you and some checklists. So I'm going to go over some of those with you.

So BCcampus Open Textbook project has established an open education resource repository rubric that is used by faculty who provide peer reviews for its open textbooks. So in this project, BCcampus use this rubric as their faculty were writing new OERs. But you can certainly use it for materials that you find, and see if this rubric meets the standards of your institution.

Open Oregon Educational Resources developed three checklists, each designed for a specific user type to evaluate individual course materials such as open textbooks. So I really like these checklists. Even though they're lengthy, I didn't use every single question when I had my students evaluate the materials. But it gave me some ideas that I hadn't even thought about.

I had my ideas of what questions I would ask students about the materials I was presenting to them. But this checklist went more into depth. So I really appreciated that.

So let's take a look at, first, the BC Open Campus Textbook rubric. And give that a second. So it's a six page, I believe, PDF. And there's information at the beginning on the areas that the rubric covers. So authority, audience, access, and diversity, really important, user friendliness, very important for your students, the subject coverage, search functionality and browsing, the type of media, really important if it's-- is it a PDF? Is it a physical book? Is it a digital book or digital materials? And then the licensing and permissions. So all of those are covered in the rubric.

There's some definitions here on online storage systems. And then there's-- they go into detail about the levels. So they have three levels. The first one is authority. So the rubric focuses on credentials, reputation, and association of the author or institution. And then there's the third level, which is the top level, the second level, and then the first level, and the criterion for each of those levels. OK?

The same for the audience, there are three levels. And this focuses on the collection of people based on age, experience, or expertise for which the content was developed or curated. So you want to make sure that the material matches the level of your students.

So there are a lot of-- I work for a community college, but I am on the continuing education side, which is similar to adult education. In fact, it's probably the same as adult education. And so a lot of the materials that are out there that I like that I think, wow, this is a great resource, I do have to modify because the audience is typically community college.

So I teach ESL. And the community college levels for ESL or ESOL are slightly higher than the levels for continuing ed or adult education. So I do have to modify and I have to keep this in mind as I'm looking at it. There's still great materials, but I know that if I do find something written by a critic college ESL instructor, that I will likely have to modify, OK?

And then the next criterion is access and diversity. So this rubric focuses on the availability and the provisions of content for a variety of learning styles and capabilities. So this is really, really important, right?

Title 5 says that we have to-- every student in our class has to have the same access, OK? So you want to definitely look at that as you are-- [clears throat] excuse me, as you are either developing or looking for materials. Again, these are open educational resources. So likely, you will be able to modify if some of these items are not on a resource that you like or that you found.

User friendliness. So this part of the rubric focuses on the barriers to accessing and using the OER content, another really important. Can my students access these materials? Where will they be? Will they be able to pick up a copy at the front desk or the bookstore, if you have a bookstore? Or will these digital materials be posted to an LMS like Google Classroom or Schoology or Canvas? So you want to take a look at that if it's really important, student access.

And then subject coverage. So this rubric focuses on the depth of coverage of the subject area. Again, the three levels are there.

Then there's search functionality and browsing. So this rubric focuses on the search functionality, advanced, basic, truncation of the OER to help users find exactly what they need without having to spend too much time browsing.

So this is really, really important for us as educators. It's very easy for us to go down that rabbit hole of search, search, search. I know I do it all the time, but I am the OER coordinator so it's part of my job. But I'd probably do it anyways. So you want to look at this. Especially if you have a team that you're going to be working with, you want them to work smarter, not harder, right? So this part of the rubric is effective for that measuring that.

And then media type, the rubric focuses on the types of media. Is this video, audio, textual, visual, or maybe a combination? So there's a rate-- way to rate that.

And then last but not least, licensing and permission, OK? So are you able to adapt? Is it one of the least restrictive Creative Commons licenses? Or is it one of the most restrictive Creative Commons licenses, where you can use but you cannot adapt? OK? So that's really important that I know when I'm looking for things, it's really important for me.

Again, I work on the continuing net side. So many times, I find these great resources. And I need something that's not very restrictive, so that I'm able to modify and adapt the resource for my students. OK?

So any questions so far on this type of rubric? OK. So this is just one example of a rubric. And then we're going to look at the checklist. So there's faculty checklists for evaluating course materials, an administrator checklist for evaluating course materials, and student checklists for evaluating course materials.

So let's look at the faculty checklist. A lot of these checklists have similar topics. They are just geared towards those groups, faculty, administrator, or student, OK?

So similar to-- you'll see some similarities to that rubric. This is a two-page checklist. But you'll see some similarities as far as what we are evaluating. So the flexibility of the material. Again, is it a text? Is it a digital material? Does more than one format exist? So how flexible is the material?

What is the cost? So if it's an Open Educational Resource, it's no cost to the students. However, that does not mean it's no cost to your institution. So sometimes, there will be some minor duplicating costs if that is something that you would like your students to have is a physical copy of the materials.

If you have a librarian, or an OER coordinator like me, or a teacher on special assignment that is putting all these materials together, there's a cost to that, people's time.

And then the adoption. Are you going to house this in an LMS? Do you have Canvas? Do you have access to Google Classroom? Or where are you housing it? So there's some fixed prices. And then there's some ongoing prices. So you want to consider the costs.

But again, because they are open educational resources, these are free for students, just the cost to keep in mind for your institution.

And then cultural relevance. Whose voice, viewpoints, perspectives, even images in the resource. So you want to make sure that the resources are very inclusive as far as cultures. And if they aren't, there's ways to change that. If the material is licensed, CC BY, least restrictive. I can remix, I can change some of the images, even some of the language in those materials.

Accessibility. The rubric talked about this as well. But is this material responsive design alternative to print? So is that adaptive? Does it have accessibility features? Will there be any delays for students access if they have a disability or if disability services has to request permission to adapt? So those are really important considerations.

There's a link here. This is a great website, WCAG. And this is-- has many standards of-- for accessibility, especially web accessibility. So there's lots of information here on how to make your materials accessible, and what is required for materials to be accessible. Lots of links in here. So make sure you are aware of accessibility.

And then data privacy and ethical business standards. So great, you have these materials. You found these great resources. They're open. But just because they're open resources, if they're licensed with a Creative Commons license, that means that they are still copyrighted materials, copyrighted with permissions.

So faculty have to-- instructors have to know that you still have to credit back, give credit to the publisher of the materials. Also, does the publisher sell data to third party vendors? So if you're using somebody's website, you want to be aware of that.

And then contacting the publisher for your institution with ownership of your own data. That's also big. Does this website-- or do these digital materials gather your institution status? So those are things to consider as well.

And then integration with campus technology. So integration with your LMS. At my institution, we use Canvas. Some instructors use a combination of Canvas and Google Sites. And so are these materials easily integrated into those learning management systems? So there's some questions here for the checklist.

And then lastly, is there customer support? So will the vendor provide free training to faculty and support staff? So that would be like software.

Is the-- also, is the author accessible to you? I've found that when I find resources, I'll check right away the inside cover of a book or the outside. Who is the author? If I really like the resource, I'll contact the author and let them know I'll probably use their resource and if they have any other resources. And you'll be surprised that how willing authors are to sharing, especially authors of Open Educational Resources.

So I found this great textbook for my online ESL reading class. I contacted the author. And the author gave me a link to his Google Site that had like 30 other materials, including premade Quizlet links to the books I was using, and slides to the book I was using, and a teacher resource for the book I was using, and other materials. So it's nice that for you to be able to contact the instructor-- or I'm sorry, the author of that resource as well. OK?

All right. Any questions about using checklists or rubrics? Again, if you find resources in OER Commons or MERLOT, which are some of the larger repositories, most of the resources have been vetted, peer reviewed, and reviewed by users as well. But your institution might require you to have a checklist or a rubric. So it's good for you to have those resources.

OK, I don't see any questions. So I'll go ahead and continue.

So we're still on step 1. There's an evaluation rubric here that's specific to-- from a chief. They are a nonprofit organization dedicated to raising graduation rates and getting students college and career ready. So they've published an evaluation rubric for OER based on those-- their guidelines of graduating rates and college and career readiness.

There are also accessibility of learning materials specific rubrics for students with disabilities. So again, if you like that checklist but you want to add a little bit more on accessibility or you want to add a portion of college and career readiness, since these materials are open resources, you can do that, and you can develop your own checklist or your own rubric based on all these materials.

You should always consult with your Disability Services Office on campus or at your district whenever selecting instructional materials to ensure that the materials meet these standards.

And then the Community College Consortium of OER has published a blog series entitled Equity, Diversity, Inclusion, and Openness.

So years past, we were talking about equity. Equity was the buzzword. But now it's expanded. We're looking at equity, diversion, inclusion, and openness. And that raises many points you will also want to keep in mind when evaluating resources.

OK. So now we're on step 2, which is modifying the OER if necessary. And this is very likely. Sometimes, it's personal preference. Maybe the materials that you found are in a book, but you want to create Canvas modules or just only use certain portions of the book. If it's an OER that allows you to modify or remix, that's absolutely OK. So we want to look at some tools in how to modify these resources.

So after completing the evaluation, using one of the checklists or rubrics that your district may require, you can determine whether any modification is needed. So if you decide to modify the materials, you may want to consider the format of the revised materials. So again, I use this great OER textbook, but I've also created Canvas modules, and lessons, and activities from this book. So I knew I was going to do a little extra work. But that was my choice.

Creative Commons license type. So you want to make sure that if you do want to modify the materials, that the license on those materials allow you to do that. And we're going to take a look at a chart with what you can and cannot do.

And then where the revised digital resource is going to be housed. So again, at my district, we use Canvas. And that's where our OER resources are housed. I created a Canvas account for our faculty at our district. And I've shared it out to the Commons. So I'm going to share that with you later on in this presentation.

And then again, we're still on step 2, modifying the OER. You want to think about formatting. So if the open material is available in a editable format, then the easiest approach may be to use that same tool.

So I was fortunate-- and so this is for adding, deleting, and modifying. I was fortunate with the resource that I found. It was in-- it was in Google Docs and PDF version. So because it was in Google Docs and the license is CC BY, I'm easily able to modify or add or delete to it because it's in a-- it was shared with me in a Google format. So that was really easy to do.

So if that is not the case, if you find a resource that you love, but it's not in an easily editable format, you can use remixers. And so if you are remixing multiple OERs in different formats, then you will have to decide which format you want your final product to be, and convert the remaining resources to this format for remixing.

So maybe you found a lesson, like a module or a chapter, you want to remix that with a worksheet and a book. And so you want to decide, what is going to be my final project? Is it going to be all in a book? Is it going to be a workbook? Is it going to be Canvas modules or chapters? So you want to-- these are things you want to think about as you're thinking about how the final product is going to look.

And then of course, the licensing considerations. So when remixing OER with different licenses, it can be tricky to understand how they can be combined. So for example, if the resources have licenses with ShareAlike, SA, and non-commercial clauses, you should consult the Creative Commons compatibility information and charts on which licenses are compatible.

So I have a chart for you today that it's really easy to use chart. So I'm going to share that with you in a few slides from now.

And then if you remix your OER with different licenses, you need to make clear in your final product, which sections have license restrictions that are different from the one you select for your remix. Even for presentations like these.

So if you take a look here to the right, I have an image. And under the image, I have an attribution. So this image is CC BY. And-- but I added the attribution immediately under the image.

And then part of this presentation, the five steps to OER adoption, I adopted from a presentation from Community College Consortium for OER, which also has a CC BY license. But I wanted to make it clear that this portion of what I'm presenting on this slide comes from one section, and then what's on the right comes from a different section, OK? So not only the licensing, but the attributions for the materials that you're going to be using, you might have multiple attributions, like I have here on this slide.

So we're going to watch a video. And this is a nine-minute video, but believe me, it's full of great information on creating and combining OER licenses, OK? So let's watch.

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Parker McCabe: With so many new tools and ways to use technology, Open Educational Resources or OER have become an important supply from which to draw when developing instructional content.

OER are educational materials produced by one party that are licensed to be shared freely and at no cost by others. Let's examine the process of finding and using OER, and how to handle the complications that can arise when combining materials with different licenses.

There are many open licenses, but Creative Commons licenses are the ones we will be working with here. So how do you go about finding and using OER? Let's watch Michelle as she develops a chapter for an open textbook on metabolism.

Michelle has been teaching metabolism for years. So she has already developed the text of the chapter from her notes. But she needs some illustrations, specifically of the Krebs cycle and the electron transport chain. She'd also like to find some exercises to accompany the text.

There are many places to find OER, such as Flickr CC, OER Commons, Connexions, Internet Archive, or Open Michigan. Michelle goes to Flickr CC at flickr.com/creativecommons. That brings her to a collection of all the Flickr images that have Creative Commons licenses.

She quickly finds the images she's looking for, both with CC BY licenses. For exercises, she logs into the orange Grove Florida's digital repository where a wide range of OCR are available here she searches for electron transport chain and turned up some exercise test questions also licensed CC BY.

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Because there are no restrictions on these images or exercises, Michelle is free to modify them to suit her needs. She resizes and crops the images and writes captions for them. Then for each image, she provides the specific Creative Commons license with a link back to its license deed.

Next, she writes the creator's name, linking back to the Flickr site where she found the image. She also adds some references to the images into her text. She then adds the exercises at the end, removes two that do not belong in her chapter, provides an attribution the creator, and links back to the resource.

Then she uses the Accessibility Checker utility in Microsoft Word, which sports content that may pose challenges for persons with disabilities.

[music playing]

When Michelle saves her book, she notices the metadata text fields at the bottom of the Save As window. Her name is already listed as author. She could add more names if she had co-authors. She enters the title and subject, then several tags that describe the content of her work. When Michelle clicks Save, the metadata is embedded in the document.

[music playing]

Finally, she adds a Creative Commons license. Because the other content she is using has CC BY licenses, the least restrictive license available, she is free to choose the license she wants. She goes to the Creative Commons page to choose a license. She answers a few questions, and her license is selected automatically.

She then fills in some information to help others provide proper attribution for her work. And the chooser automatically generates text and code for her document. She copies the text and pastes it onto the first page of her chapter. A job well done, Michelle.

Michelle: Thanks.

[music playing]

Parker McCabe: Michelle used the BY license, which made licensing her new work easy. But not all licenses play well with others.

Let's consider some situations where the licenses being combined are more restrictive. Suppose you are developing a work, and you want to use some other CC licensed works within yours. If you adapt or derive works offered under Creative Commons licenses, you must not only follow the terms of the licenses involved, but also choose a license your work that is compatible with the licenses of the works you are using. If a license of a work you want to use is not compatible with yours or another work you plan to use, search for a comparable work with a compatible license, or try to contact the rights holder and request permission to use the work under your license.

Speaker 3: New email.

Parker McCabe: So which licenses are compatible? And which are not? The BY license is compatible with any other Creative Commons license. So you can use it with attribution, of course, any way you like.

Sometimes, the BY license has the no derivatives or ND provision. The ND provision prohibits the works from being adapted, revised, or combined at all. With a ShareAlike or SA provision, your new work must have an identical license as the source content. In other words, this license lets others remix, tweak, and build upon a work as long as they credit the creator and license their derivatives under identical terms.

Finally, the non-commercial or NC provision makes the license compatible with any of the three licenses with an NC component. BY NC itself, BY NC-SA, or even BY NC-ND.

This is Andrea and Charles.

Andrea: Hi.

Charles: Hello.

Parker McCabe: They're each developing their own chapters of an open textbook to be licensed separately.

Charles: That's right.

Parker McCabe: When they have questions about which license to use, they ask Beth, the scholarly communications librarian. Beth is considered the leading expert on campus in Creative Commons licensing. Most people think she's pretty cool. Andrea and Charles would agree.

Andrea has found two resources that she wants to use with her own writing. One is an extensive table with useful information for students. The other is a diagram that shows the relationships among complex variables in a way that makes them easier for students to grasp.

The table is found in a work with an attribution license. The diagram carries an attribution non-commercial license. She is confident she can use these assets for her open textbook chapter. But she wonders what licenses she can apply to her finished work.

Considering the stipulations of the BY-NC license, she figures she can use a BC-NC, a BY-NC-SA, or a BY-NC-ND license. Right, Beth?

[ding]

Great.

Now it's Charles' turn. Charles also has two resources that he wants to use with his chapter. One is a photograph with an attribution ShareAlike license. And the other is a set of exercises with an attribution non-commercial license. He figures he can cover them both by licensing his chapter with a BY-NC-SA license. Beth?

Beth: No way, Chuck. Not unless you obtain permission from the photographer. ShareAlike means you have to use the exact same license. And the BY-NC license of the exercises won't let you do that.

Parker McCabe: Well, what if I use this resource?

Beth: BY license? You're good to go.

Parker McCabe: Thanks, guys.

Charles: No problem.

Beth: No problem.

Parker McCabe: When it comes down to it, some combinations of licenses just aren't compatible. And some combinations, like Andrea's, give several options.

Fortunately, the number of resources with open licenses is huge. And it's growing every day. So don't give up if the work you want to use has an incompatible license. There's plenty.

And that's it. It's pretty easy when you get the hang of it. Now you'll be able to produce properly licensed Open Educational Resources that could benefit many people. So good luck.

[music playing]

Diana Vera-alba: OK.

[music playing]

Sorry about that. Any questions about OER and combining licenses? I know they went a little quick. But don't fret, I have this great compatibility chart for you.

So the way this works is-- [clears throat] excuse me just a moment. OK. The way this works is you have the same licenses going across the top from left to right, and then the same licenses on the left from top to bottom, OK?

So if I am combining a public domain with another public domain, then I'm good to go. I can-- they are compatible, has a green checkmark, and it's OK for me to combine those two resources.

Now if I have the same public domain license but I have the license CC BY-ND, which has the no derivatives, I cannot remix that. So anything with ND, I cannot remix with another resource, OK?

So if I go down here and I have a CC BY-NC, so Creative Commons by attribution, non-commercial, and I want to combine it with a Creative Commons BY license, that's absolutely OK. But I cannot combine it with a CC-BY-SA, which is ShareAlike. Because remember, the ShareAlike license stipulates that I have to use the exact same license for the revised resource.

[bell rings]

This revised resource is-- has the NC, the no-- sorry, the permission that does not allow you to make a profit. So I cannot combine it with that, because I would have to add this logo to the revision. And I cannot because this license requires that I use the exact same license on the revision. OK?

So as you go down the chart and then you see any black x, that means I cannot combine those two resources. But if you see a green checkmark, then you are good to go, you can combine those two types of licensed resources.

OK. Any questions? So I will be sharing the slides at the end. So you'll have access to all these materials.

So we are still on step 2, modify the OER. So another thing you want to think about is the hosting. So now that you have these revised version of OER, you'll want to consider where you're going to house them or where you're going to post them so that students can access a digital copy. So are you going to post them on your district's website or are you going to post them in an LMS-like Canvas?

If you are only planning to share on Canvas, then you might post it in your institution's learning management system, like Canvas. So maybe you decide you want to hand out copies to students, but you should still have a digital copy somewhere, whether it's your LMS or your school site's website.

If you'd like to share more widely, there are OER repositories with platforms that provide authoring tools and hosting to enable public access to your OER. So these are sites like OER Commons, LibreTexts, MERLOT. So a lot of these platforms, you can add your resources, and it's free. And they even have the tools and the templates there for you to upload. And it's very, very easy to do.

So now we're going to move on to step 3, which is the attribution or giving credit back to the original author. So Creative Commons licenses require that the user of the creative work, so downstream users, to attribute the creator or copyright holder.

This is also a requirement of US copyright law. So remember, OERs are free open resources for us to use, but the original author did not give away their copyright. It's copyright plus permissions. So it's a good practice to model the behavior you are trying to promote. So giving credit back to the original author.

If you plan to use images, videos, or other Creative Commons license work in your own materials, then you must include the required attribution.

So there are many sites, especially the image sites, like Pixabay, whenever you download images-- so for example, I downloaded this image. And then as I downloaded, it automatically gave me the attribution. So all I have to do is copy this attribution and paste it anywhere, either on the picture, next to the picture, below the picture, above the picture. So it's a ready-made attribution.

If the resource that you're downloading does not give you this automatic attribution, then you can use an attribution builder. So I wrote an article for OTAN, and I created a video for our district as well on how to use the Washington Open Attribution Builder. So there's a link here to my article on the OTAN website.

And this attribution tool is free to use. Very, very easy to use. Basically, you need the title, the author, the site, and then the license. And that's it. So all of these four things, you'll find at the resource, where you found the resource.

So after assessing the open materials and determining the attribution for your OERs, you want to look at the policies and processes at your institution that are involved in the decision making around instructional materials. So that would be maybe your director, your principal. Do you have a school librarian? What are the processes and the policies to making these instructional materials available to your students? So you want to be clear about that.

And then step 4 is curriculum approval. So does your institution have a formal curriculum approval process? So at my district, we have curriculum committee. And because my site is part of community college district, we have to go through the Chancellor's Office for approval of our courses. But approval of our materials is local. So we can-- I can go to my dean, I can go to my department chair, I can go to my textbook committee or my curriculum committee and get approvals.

You want to consider whether you need to get approval from your institution for instructional material choices. You want to seek advice from your division or department chair, again, curriculum committee articulation officer, director, or principal. And perhaps, you and other colleagues can request a pilot for these new resources and report back the data that includes student and instructor feedback with similar processes as adopting a new publisher book.

And then the last step is the delivery of your OER to students. So this is step 5. So does your institution have a process for distribution of course materials to your students? Do you have a bookstore or a library, maybe a IT, helpdesk, or an on-site print service?

Your institution may have a policy requiring faculty to notify the sources of any textbooks required for your course by a certain date. So if you work at an institution like mine, we do have to report-- we have a library, so we have to report to the library, and we have a deadline, so that the materials are readily available for students before the start of the class.

The simplest and most economical method of delivering OERs to students is to provide a link for students to view the OER online or to download it. So most open textbooks are available in a few different downloadable formats. And some of these include PDF, ePub, or Word. And you want to keep in mind that certain formats may be preferable for students with visual impairments. So you want to keep all of this in mind with delivery of these resources.

Any questions so far? OK.

And then-- oops. Yup. All right, I did click on it. OK.

So still on step 5. Downloadable options may also be useful for students without reliable internet access as they can download the material to their computers, tablets, or mobile devices for offline access. So you could also download a copy of the OER and integrate it into a learning management system such as Canvas, Google Classroom, Schoology, there are several.

Some institutions also use Google Sites as a website or an open place where students can access their materials.

Low-cost printing is another option for open textbooks. So printing options could include institutional printing services or students using free printing allowances to print chosen sections of the book.

So going back to the cost of OERs. So OERs should be free to students. The only thing you can charge for are printing. That's the only thing that's allowable. Although, some institutions, some districts decide not to charge the printing cost. But you cannot make a profit on OERs if the license says you cannot. The only thing you can recoup are the printing of those materials if you choose to do that.

So now we're going to look at curating OERs. So how am I going to collect them? Where am I going to look for these OERs? What are some great repositories? So ASCCC, which is State-- California State Academic Senate has a division called OERI. And they--

So what has happened in the last couple of years is community colleges have received grant moneys, lots and lots of grant moneys, millions of dollars in grant moneys to produce Open Educational Resources, because that's the wave of the future. That is where our community colleges are going. And so that's trickling down to us and continuing it in adult education.

So because these were federal dollars and some-- federal and some state dollars, these resources are now openly available to everyone.

So there's a link here for OERs by Discipline. Here are some examples of what's on the site but there are more than these. I curated some disciplines that we see in adult education, so child development, counseling and student success, so like a transition to college course. ESL is big. Most adult education institutions have ESL. There's lots of great materials for ESL.

Health education, that's also a big one with CTE. History for some of our GED students. Hospitality management, including culinary for CTE. Also, IT and CTE. Math for our GED students. And then nutrition. And that could also be part of the health education.

So these are direct links to the site where these resources are housed. But let me show you the large ASCCC site. So again, it explains a little bit here about the curriculum that was created.

Again, this is curriculum that was created for college level but because the license is an open license, none of these have a no derivatives license. So you can revise and remix these resources.

So these are all the titles that they have, all the titles. And so if you click on any of these links, it will take you to the resources for those departments.

So I'm going to look at English as a second language because that's what I teach. And so they are here-- the resources are here. It gives you a direct link to the resource a little bit about the resource. This one happens to be a textbook. And so you can go down and take a look.

So for example, this one says Advanced Community College ESL. Well, even though it's an advanced Community College ESL, I do teach advanced students. So perhaps, I could use some of this or part of this, or get an idea and remix it or revise it.

So that's Transfer Level English Equivalent. And then there's the next-- the level below that, which is Transfer Level Equivalent 1 Below. So they have their advanced materials at the top. And then the levels start getting lower and lower as far as the level of English.

So two levels below transfer, so maybe like an intermediate level for us in adult ed continuing ed. And then here's maybe three levels below. And I happen to know these literacy readers. And this could be used in a beginning English class.

So same with these here, Adult Literacy Fundamentals. Those are great resources for our levels. And then here's four or more below the Level English Equivalent for transfer.

So lots and lots of resources if you want to take a look.

Now this was created by an adult ed instructor who retired from our district. So this is a great resource here. So let me show you. So there are different PDFs, different worksheets. The delivery here is individual or you can take a look at the whole book here, or you can use the individual worksheets.

So I like that the instructor did that. So if there's something specific that you're looking for in the book, you can go straight to the resource. It's a PDF. You can download it or upload it to your LMS. OK?

So those are worksheets, like I said. Here is-- Krause is one of the authors that I follow. He teaches reading-- ESL reading. I teach ESL reading. This is the book I use. It's a closer read. It's a great, great book. And he's actually revised it three times. So there's-- that's a great resource. Timothy Krause is a great author of resources for ESL.

So let's go back. So that's one resource or one repository of OERs. You can also find resources in Canvas Commons. I particularly like Canvas Commons because first of all, we use Canvas at our district. But the resources here-- one of the advantages is that you can download the resource straight into your Canvas course. So sometimes, you'll find full courses or maybe you only want to download a module or a chapter or a single lesson. They come in all shapes and sizes. Sometimes, you'll see slides or assessment and quizzes.

And again, the benefit of using Canvas Commons is they're downloadable, ready-made materials that will download directly into your Canvas course.

In Canvas Commons, you can search by discipline. So I teach ESL readings, so in the search, I type ESL reading, and it will bring up lots and lots of materials.

You can also search by author. So I've uploaded materials into Canvas Commons. One of my colleagues, Monica Cueva, who's our technology coordinator, she's uploaded quite a bit into Canvas Commons. So you can search by our names or any other author name that you know has uploaded into Canvas Commons.

Sometimes, it's easier to search for things by the author, if you know the author, then by the name of the material because you might find that ESL grammar worksheet, if you search for that, you might end up with lots and lots of resources. But if you know the author's name, it's easier to find. And then I have a link here on how to import Commons resources in Canvas.

But let's go ahead and go to Canvas Commons. And we're going to search for OERs by subject matter. And then we'll also search for my resources and Monica's resources. So you can see what that looks like.

So if we go to Canvas-- I'm going to actually step back a little bit because that took me straight into campus Commons. But if you're familiar with using Canvas, once you log in, it will log you into your dashboard. And then to get to Commons, all you have to do is go to the left global navigation bar, and click on Commons. And it will open up our Canvas Commons. OK.

So again, there are lots and lots of resources. And you can just start looking. And there's just way too many resources to look this way. So the best way to search is up here in the search bar.

So first, I'm going to search for ESL reading. And then it's going to give me lots and lots and lots of resources. Some of these are courses. It'll tell you here if it's a course or a module, a page, or an assignment, or a quiz. So if you're familiar with Canvas, you'll recognize the logos here for the different types of materials within Canvas.

But if this is way too many for you, you can also use the filters here. So you can filter by courses or modules, assignments, if you're only looking for assignments, or if you're only looking for just quizzes, discussions, images, audios, video, documents, and pages. And then you could also further filter by content. So whether it's a template or open textbook, the grade level here, and then who it's shared with, OK?