Transcript Making OERs a Reality at Your Institution

Making OER
a Reality
at Your Institution
Velda Arnaud – Business faculty, Blue Mountain CC
Jacquelyn Ray, Director of Library and Media Services, Blue Mountain CC
John Schoppert, Director of Library Services, Columbia Gorge CC
Open Education Resources
Open educational resources (OER) means teaching, learning,
and research resources that reside in the public domain or have
been released under an intellectual property license that permits
their free use and repurposing by others.
OERs include full courses, course materials, modules, textbooks,
streaming videos, tests, software, and any other tools, materials,
or techniques used to support access to knowledge.
- Hewlett Foundation
Creative Commons Licenses
“Text books have been so expensive that I decided to
not purchase the text for a couple of my classes.”
Margaret, CGCC Student Life President
Q: Would you take another course using a resource like this one?
From PHL204 (Noonan) –
“Yes, because it saved me lots money not buying a textbook.”
“I like not having to pay an extreme amount for the class, books,
both. I only had trouble once when I couldn't get anything to load
on comp and phone.”
Gorge Open – A Textbook-alternative
program to help reduce textbook costs for
students and encourage faculty to adopt the
use of open education resources.
Tracking the results
• State-wide OER librarian funded
• Openoregon.org
HECC Legislative Bill
• $1.1 mil. Funding for an OER staff person and grants to
institutions to develop OERs
• Requires colleges to designate OER classes in class
schedule
OER and Eastern Promise
A K-16 Endeavor
The Dilemma...
Costs
Access
Serendipity
An OER opportunity
Savings predicted:
$24,000
240 students x $100
Two high school faculty
= $5,000
Two Community College
Staff/Faculty
= $1,000
And growing savings…
OER
75%
25%
Costs
Traditional
Resolves another barrier...
“I can’t afford for you to lose your books.
You need to leave them at school”.
In 2011, there were 20,514 eligible migrant students ages birth to 21
Oregon Department of Education, Migrant Education Program 2011
The Team-a League of Early Adopters
• A community college instructor
• An “urban” high school instructor
• A rural high school instructor
• A Librarian
Julian Fong https://www.flickr.com/photos/levork/4965599865
Work to be done
• Perfect Summer project
• Divide up the work evenly among chapters
according to expertise.
• Locate, evaluate, and repurpose existing OER.
• Build up the ancillary primary source documents
and supporting media
• Put it all together
The next challenge
• Changing Perception
(2 out of 3 high school teachers
agree!)
Tweaking the current Mindset
• Breaking the habit,
even if it is more
expensive buying the
book just seems
easier.
How do we measure success?
• Significant cost savings
• A book that can be adapted up or down based on
curricular needs
• A model collaborative endeavor
• A resource that can be shared across the state
Continued growth, better pedagogy, and
improved learning…
Next up!
• Art History Text
• AiA
• Passport Initiative
My Box of Dreams...
Converting a course to OERs
Principles of Marketing
Course Learning Outcomes
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Evaluate the primary components of a marketing plan from strategic, functional,
and operational perspectives
Analyze how the characteristics of the business environment can impact marketing
decisions
Analyze the possible impacts of marketing research on a business plan
Evaluate how consumer characteristics and behavior affect marketing strategies
Compare B2B and consumer markets
Compare various considerations in product and services marketing
Analyze how integrated marketing communications are developed and
implemented
Analyze the considerations and process of creating a pricing strategy
Distinguish marketing channel options, considerations, and interactions
Course Assessment
• Traditional Course
– Chapter quizzes - 50%
– Midterm exam - 25%
– Comprehensive final exam - 25%
• OER Course
– Attendance and participation (traditional)
or
weekly discussions (online) – 50%
– Projects (weeks 1, 4, 7, and 10) – 50%
Sample Project- Vertical Marketing
System
The most common type of contractual vertical marketing system is the franchise organization. In this project, you will
find a franchise that interests you. Create a presentation describing the franchise. Identify what type of franchise it
represents and research the market opportunities for that product or service.
Assignment Details
Step 1: Select a franchise
•Visit the International Franchise Association at www.franchise.org and find a franchise that interests you
Step 2: Research the franchise
•Describe the franchise
•Identify the type of franchise
•Identify the market opportunities
Step 3: Create a presentation
•Imagine you are presenting to stakeholders who may be interested in opening this type of franchise in your state
•Include information from step 2 above
•Make your presentation attractive
•Include charts, graphs, or figures, as appropriate
Step 4: A 8-12 slide presentation
How Do I OER?
• The University of Oklahoma
http://guides.ou.edu/oer
• Blue Mountain Community College
http://libguides.bluecc.edu/OER
• Portland Community College
http://guides.pcc.edu/oer
• California State University System
http://www.cool4ed.org/
Questions?
John Schoppert
Director of Library Services
Columbia Gorge Community College
[email protected]