More testing.

Testing OER stuff

This syllabus is a companion to the four seminar meetings this term.

Introduction

O.E.R. Fellows will become knowledgeable about open educational resources (O.E.R.), principles of open pedagogy, and strategies to create usable and accessible O.E.R. on the OpenLab. The Fellowship will cover copyright, Creative Commons licensing, resources to help locate discipline specific O.E.R., and strategies to generate cohesive and engaging course materials.

Learning outcomes

By the end of the Fellowship, participants will be able to:

  1. Define open educational resources
  2. Distinguish open educational materials with free materials
  3. Understand copyright and Creative Commons licenses
  4. Find, evaluate, and select learning materials for the O.E.R. course
  5. Understand how accessibility, universal design, and instructional design best practices improve course materials
  6. Implement strategies to incorporate dynamic pedagogical material including a variety of content formats (video, image, sound)

Requirements

  • Complete all assignments prior to seminar meetings
  • Participate in group discussions and activities

Community Agreement

Homework Assignments

*Due before each seminar meeting*

Seminar 1 – O.E.R. Fundamentals, Feb. 19

1. Reading and Discussion Prompts

Read: An Introduction to Copyright.

Reading time: ~7 min.

Before we discuss the meaning of the term open educational resources, we need to familiarize ourselves with copyright, a form of protection for creative expressions granted by the law. This is a content heavy reading with a good bit of intellectual property and licensing jargon (hold tight!). But knowing about copyright (for historical grounding and because it is current law) is essential for us to understand why and how educational materials do or don’t get shared, and more practically, what is o.k. to post publicly (openly) and what isn’t.

  1. Are there any myths this reading busted for you?
  2. Do you have any lingering areas of confusion about the information presented in this reading?

2. Reading and Discussion Prompts

Read: An Introduction to Open Educational Resources & the Fellowship plus low stakes quiz to test your knowledge.

Completion time: ~8-10 min.

This reading builds on the Intro to Copyright reading. It talks more about how Creative Commons licensing is the real vehicle for being able to call learning materials “open educational resources.” It will also attempt to clarify / drill down how these terms, and the concepts underpinning them, will inform your project in a more practical sense.

  1. Have you encountered Creative Commons licenses before?
  2. What is the significance of being able to remix (i.e. create a derivative, adaptation) as per the terms of 4 of the 6 types of Creative Commons licenses?

Seminar 2 – Identifying Course Materials, March 5

Add another gray box as above, etc…

Seminar 1 – O.E.R. Fundamentals, Feb. 19

Reading Discussion Prompt(s)
1. Read: An Introduction to Copyright.

Reading time: ~7 min.

Before we discuss the meaning of the term open educational resources, we need to familiarize ourselves with copyright, a form of protection for creative expressions granted by the law. This is a content heavy reading with a good bit of intellectual property and licensing jargon (hold tight!). But knowing about copyright (for historical grounding and because it is current law) is essential for us to understand why and how educational materials do or don’t get shared, and more practically, what is o.k. to post publicly (openly) and what isn’t.
  1. Are there any myths this reading busted for you?
  2. Do you have any lingering areas of confusion about the information presented in this reading?
2. Read: An Introduction to Open Educational Resources & the Fellowship plus low stakes quiz to test your knowledge.

Completion time: ~8-10 min.

This reading builds on the Intro to Copyright reading. It talks more about how Creative Commons licensing is the real vehicle for being able to call learning materials “open educational resources.” It will also attempt to clarify / drill down how these terms, and the concepts underpinning them, will inform your project in a more practical sense.
  1. Have you encountered Creative Commons licenses before?
  2. What is the significance of being able to remix (i.e. create a derivative, adaptation) as per the terms of 4 of the 6 types of Creative Commons licenses?
3. Read: Hybrid Courses: the best of both worlds (or the worst)? by Jesse Rappaport.

Reading time: ~2 min.

This is a really short piece, part of the Visible Pedagogy series, contributed to by faculty across CUNY. It is meant to get us in a reflective mindset about how we’ve taught before and how we will consider teaching while redesigning our courses to O.E.R.		 1. What in this piece resonates with you about course design, especially in light of the abrupt transition to online instruction during the pandemic?

Submit discussion response for Reading #3.
4. Read: Embracing Radical Inclusivity: Practical Steps for Creating an Intersectional, Interventionist Syllabus by Barrie Gelles.

Reading time: ~12 min.

When we are not bound by commercial textbooks, it opens up the possibility of rethinking our courses and assigning resources that we otherwise might not have (varied modalities, points of view, subject content, etc.).		 1. What are some opportunities and challenges that you see in the suggestions Gelles presents?

Submit your discussion response for Reading #4.

 

Seminar 2 – Identifying Course Materials, March 5

Assignments Corresponding goal(s)
1. Spend ~10 min. browsing the links on the Search for O.E.R. to teach with resource.

Notice how the resources are grouped on the site: including repositories, collections, search engines, etc.		 – Get familiar with the resources maintained at City Tech to search for O.E.R. to support instruction.
2. Read this short piece about Using O.E.R.

Reading time: ~3 min.		 – Get familiar with considerations for sharing and attributing O.E.R.
3. Search for and identify 3-5 course materials to assign for your course.

Prioritize finding open course materials. Please search each of the following:

3a. Open Textbook Library
3b. OASIS search tool
3c. O.E.R. Commons
3d. MERLOT


 – Gain exposure to some of the most robust and well known repositories, collections, and search engines for O.E.R.


– Start collecting open course materials to assign.
4. Search for relevant library digital resources.

Let your subject and teaching expertise guide you in identifying Library digital resources that might be relevant to assign.

4a. Search the list of ebook collections (these will largely be monographs, not textbooks). Our largest collections are:
–Ebook Central
–EBSCO eBook Collection
–SpringerLink Ebooks
4b. Search for articles.
4c. Search for reference materials via Gale Virtual Reference Library.		 – Gain exposure to potential Library digital resources to assign / that support instruction.
5. Submit brief reflections and your list of resources on our Homework, 3/5 page.

Seminar 3 – Accessibility & Designing for Access, March 19

Tasking / Reading Corresponding Post
1. Read  â€œCrips Visiting Detroit!” Creating Collective Access, June 2, 2010. A slightly different version is also available in Care work: Dreaming Disability Justice by Leah Lakshmi Piepzna-Samarasinha.

“Access is complex. it is more than just having a ramp or getting disabled folks/crips into the meeting. Access is a constant process that doesn’t stop.” – Quote from this reading.

Reading time: ~3 min.		 Discussion Question 1:

1) How does considering accessibility beyond complying with the A.D.A. inform your approach to teaching?
2. Read each section of the Introduction to Accessibility Module by Bree Zuckerman.

Reading time: ~10 min.

This site outlines practical approaches to making course content widely usable and was designed specifically for us with the OpenLab platform in mind.		 Discussion Question 2:

2a) What might be considered inaccessible about current/previous course content you’ve assigned? Describe.

2b) After reading some of the tips and best practices, what could you do to make your course content more accessible?

Feel free to also share existing strategies you use to make course content accessible now and in the age of COVID-19.
3. Clone the O.E.R. Course site template to create the skeleton of your OpenLab course.
The process of reviewing information and cloning the course will take 10-20 mins.

Examine our step-by-step documentation for setting up your course site.

3a. View this Overview of O.E.R. Course Template (2 min.) first.
-Optional: Overview of Widgets on the template
-Optional: Overview of Plugins on the template

3b. Review this video for cloning the O.E.R. course template.

3c. Follow these written directions to clone the O.E.R. Template. The cloning process will take less than 5 minutes!		 3. Share the URL for your new OpenLab course site!


Submit responses 1-3 on our Homework 3/19 page.
4. Continue identifying zero-cost & open course materials. Use good attribution and linking practices and make use of the Course outline template .docx or make your own copy of the Google doc version to keep track of your resources.

Seminar 4 – Mini low-stakes showcase, April 9

Assignments Corresponding Goals
1. Populate small but important features of your site.

1a. Customize your sidebar widgets.

1b. Select and upload a header image to ground your site.

1c. Add homepage grounding info, the “aboutness” of the course, to the homepage (or a widget area).

Note: If you have questions about how to do the above please reach out to your point person; we can walk you through it / share written directions. Alternatively, you can email openlab@citytech.cuny.edu for support or browse the Help Documentation.		 Gain experience editing and customizing features of your OpenLab site.
– Get some important site features set up so they are off your plate.

Consult examples of sites that highlight elements 1a-c and more.

– Resource Development in Human Services, Prof. Busby. Notice the concise menu titles and engaging header image. 

– Contemporary Issues in the Fashion Industry, Prof. Munroe. Notice the effective use of widgets in the sidebar, the grounding of the homepage, and the user-friendly intersite linking.

– Dining Room Operations, Prof. Abreu. Notice the engaging header image and effective use of the TOC.
2. Continue compiling and formatting course materials.

Use ours, Course outline template .docx / Google doc version, or your own adapted version to organize course materials.

Be sure to use descriptive hyperlinks and attribute where applicable.		 – Keep track of your course materials.
– Start building out the materials according to the course sequence.
– Get comfortable assembling course materials to support access and ease of use.
3. Watch Universal Design for Learning (U.D.L.) at a Glance, a framework that aims to make learning experiences more inclusive.

(Run time: 4:36)

 – Food for thought!

 

Mini-Showcase Guidance

Goal: We want to have a mini session share out to get formative feedback, stimulate ideas, and address group questions.

Be prepared to speak for 5-7 minutes about your progress.

  1. Screen share to show the items on your site completed for homework (items 1a-c).
  2. Screen share to show your working course outline draft.  
    • How are you compiling materials into the course sequence (thematic, chronological)?
    • Demo use of accessibility best practices to present the materials (numbering, descriptive hyperlinks, etc.)
  3. Update the group on where you’re at with respect to:
    • Identifying open / free resources 
    • Licensing / copyright considerations
    • Thinking ahead to how your O.E.R. site will be used:
      • How do you imagine your users will interact with the site?
      • Are you thinking of using this as a course coordination tool (both faculty and student facing or primarily student facing)?

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Utinam quidem dicerent alium alio beatiorem! Iam ruinas videres. In quo etsi est magnus, tamen nova pleraque et perpauca de moribus. Quare ad ea primum, si videtur; Iam in altera philosophiae parte. Duo Reges: constructio interrete. Nihil enim iam habes, quod ad corpus referas; Quod totum contra est. Non est ista, inquam, Piso, magna dissensio. At ille non pertimuit saneque fidenter: Istis quidem ipsis verbis, inquit; Cur post Tarentum ad Archytam?

Eam tum adesse, cum dolor omnis absit; Quae in controversiam veniunt, de iis, si placet, disseramus. Nam, ut saepe iam dixi, in infirma aetate inbecillaque mente vis naturae quasi per caliginem cernitur; Erit enim mecum, si tecum erit. Videmusne ut pueri ne verberibus quidem a contemplandis rebus perquirendisque deterreantur? Qui ita affectus, beatum esse numquam probabis; Contemnit enim disserendi elegantiam, confuse loquitur. Scisse enim te quis coarguere possit? Sit, inquam, tam facilis, quam vultis, comparatio voluptatis, quid de dolore dicemus? Idemne potest esse dies saepius, qui semel fuit?

Quid ergo attinet gloriose loqui, nisi constanter loquare? Eorum enim est haec querela, qui sibi cari sunt seseque diligunt. Scientiam pollicentur, quam non erat mirum sapientiae cupido patria esse cariorem. An eum discere ea mavis, quae cum plane perdidiceriti nihil sciat? Et quod est munus, quod opus sapientiae? Quod autem magnum dolorem brevem, longinquum levem esse dicitis, id non intellego quale sit. Quia nec honesto quic quam honestius nec turpi turpius. Mihi quidem Homerus huius modi quiddam vidisse videatur in iis, quae de Sirenum cantibus finxerit.

Sed fac ista esse non inportuna; Quid enim me prohiberet Epicureum esse, si probarem, quae ille diceret?

Terram, mihi crede, ea lanx et maria deprimet. Quod non faceret, si in voluptate summum bonum poneret. Sic, et quidem diligentius saepiusque ista loquemur inter nos agemusque communiter. Semper enim ita adsumit aliquid, ut ea, quae prima dederit, non deserat. At eum nihili facit; Satis est tibi in te, satis in legibus, satis in mediocribus amicitiis praesidii.

Potius ergo illa dicantur: turpe esse, viri non esse debilitari dolore, frangi, succumbere. Nam et complectitur verbis, quod vult, et dicit plane, quod intellegam; Vide ne ista sint Manliana vestra aut maiora etiam, si imperes quod facere non possim. Suam denique cuique naturam esse ad vivendum ducem. Beatus sibi videtur esse moriens. Sed quid ages tandem, si utilitas ab amicitia, ut fit saepe, defecerit? Dolor ergo, id est summum malum, metuetur semper, etiamsi non aderit; Sed ad haec, nisi molestum est, habeo quae velim.

Et si turpitudinem fugimus in statu et motu corporis, quid est cur pulchritudinem non sequamur? Vitae autem degendae ratio maxime quidem illis placuit quieta. Idem etiam dolorem saepe perpetiuntur, ne, si id non faciant, incidant in maiorem. Quid de Platone aut de Democrito loquar? Non modo carum sibi quemque, verum etiam vehementer carum esse? Quaerimus enim finem bonorum. Nihil ad rem! Ne sit sane; Vitiosum est enim in dividendo partem in genere numerare.

Quo studio cum satiari non possint, omnium ceterarum rerum obliti nĂ­hil abiectum, nihil humile cogitant; Is ita vivebat, ut nulla tam exquisita posset inveniri voluptas, qua non abundaret. Sed mehercule pergrata mihi oratio tua. Sit ista in Graecorum levitate perversitas, qui maledictis insectantur eos, a quibus de veritate dissentiunt. Atqui, inquam, Cato, si istud optinueris, traducas me ad te totum licebit. Nec vero pietas adversus deos nec quanta iis gratia debeatur sine explicatione naturae intellegi potest. Varietates autem iniurasque fortunae facile veteres philosophorum praeceptis instituta vita superabat. Aeque enim contingit omnibus fidibus, ut incontentae sint. Hic ego: Pomponius quidem, inquam, noster iocari videtur, et fortasse suo iure. Dicimus aliquem hilare vivere;

Igitur neque stultorum quisquam beatus neque sapientium non beatus. Traditur, inquit, ab Epicuro ratio neglegendi doloris. Ex eorum enim scriptis et institutis cum omnis doctrina liberalis, omnis historia. An est aliquid, quod te sua sponte delectet? Quamquam id quidem, infinitum est in hac urbe; Quid me istud rogas? Quid enim ab antiquis ex eo genere, quod ad disserendum valet, praetermissum est? Scio enim esse quosdam, qui quavis lingua philosophari possint;

Aliter enim explicari, quod quaeritur, non potest. Hoc est non dividere, sed frangere. Verum tamen cum de rebus grandioribus dicas, ipsae res verba rapiunt; Me igitur ipsum ames oportet, non mea, si veri amici futuri sumus. Expressa vero in iis aetatibus, quae iam confirmatae sunt.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Utinam quidem dicerent alium alio beatiorem! Iam ruinas videres. In quo etsi est magnus, tamen nova pleraque et perpauca de moribus. Quare ad ea primum, si videtur; Iam in altera philosophiae parte. Duo Reges: constructio interrete. Nihil enim iam habes, quod ad corpus referas; Quod totum contra est. Non est ista, inquam, Piso, magna dissensio. At ille non pertimuit saneque fidenter: Istis quidem ipsis verbis, inquit; Cur post Tarentum ad Archytam?

Eam tum adesse, cum dolor omnis absit; Quae in controversiam veniunt, de iis, si placet, disseramus. Nam, ut saepe iam dixi, in infirma aetate inbecillaque mente vis naturae quasi per caliginem cernitur; Erit enim mecum, si tecum erit. Videmusne ut pueri ne verberibus quidem a contemplandis rebus perquirendisque deterreantur? Qui ita affectus, beatum esse numquam probabis; Contemnit enim disserendi elegantiam, confuse loquitur. Scisse enim te quis coarguere possit? Sit, inquam, tam facilis, quam vultis, comparatio voluptatis, quid de dolore dicemus? Idemne potest esse dies saepius, qui semel fuit?

Quid ergo attinet gloriose loqui, nisi constanter loquare? Eorum enim est haec querela, qui sibi cari sunt seseque diligunt. Scientiam pollicentur, quam non erat mirum sapientiae cupido patria esse cariorem. An eum discere ea mavis, quae cum plane perdidiceriti nihil sciat? Et quod est munus, quod opus sapientiae? Quod autem magnum dolorem brevem, longinquum levem esse dicitis, id non intellego quale sit. Quia nec honesto quic quam honestius nec turpi turpius. Mihi quidem Homerus huius modi quiddam vidisse videatur in iis, quae de Sirenum cantibus finxerit.

Sed fac ista esse non inportuna; Quid enim me prohiberet Epicureum esse, si probarem, quae ille diceret?

Terram, mihi crede, ea lanx et maria deprimet. Quod non faceret, si in voluptate summum bonum poneret. Sic, et quidem diligentius saepiusque ista loquemur inter nos agemusque communiter. Semper enim ita adsumit aliquid, ut ea, quae prima dederit, non deserat. At eum nihili facit; Satis est tibi in te, satis in legibus, satis in mediocribus amicitiis praesidii.

Potius ergo illa dicantur: turpe esse, viri non esse debilitari dolore, frangi, succumbere. Nam et complectitur verbis, quod vult, et dicit plane, quod intellegam; Vide ne ista sint Manliana vestra aut maiora etiam, si imperes quod facere non possim. Suam denique cuique naturam esse ad vivendum ducem. Beatus sibi videtur esse moriens. Sed quid ages tandem, si utilitas ab amicitia, ut fit saepe, defecerit? Dolor ergo, id est summum malum, metuetur semper, etiamsi non aderit; Sed ad haec, nisi molestum est, habeo quae velim.

Et si turpitudinem fugimus in statu et motu corporis, quid est cur pulchritudinem non sequamur? Vitae autem degendae ratio maxime quidem illis placuit quieta. Idem etiam dolorem saepe perpetiuntur, ne, si id non faciant, incidant in maiorem. Quid de Platone aut de Democrito loquar? Non modo carum sibi quemque, verum etiam vehementer carum esse? Quaerimus enim finem bonorum. Nihil ad rem! Ne sit sane; Vitiosum est enim in dividendo partem in genere numerare.

Quo studio cum satiari non possint, omnium ceterarum rerum obliti nĂ­hil abiectum, nihil humile cogitant; Is ita vivebat, ut nulla tam exquisita posset inveniri voluptas, qua non abundaret. Sed mehercule pergrata mihi oratio tua. Sit ista in Graecorum levitate perversitas, qui maledictis insectantur eos, a quibus de veritate dissentiunt. Atqui, inquam, Cato, si istud optinueris, traducas me ad te totum licebit. Nec vero pietas adversus deos nec quanta iis gratia debeatur sine explicatione naturae intellegi potest. Varietates autem iniurasque fortunae facile veteres philosophorum praeceptis instituta vita superabat. Aeque enim contingit omnibus fidibus, ut incontentae sint. Hic ego: Pomponius quidem, inquam, noster iocari videtur, et fortasse suo iure. Dicimus aliquem hilare vivere;

Igitur neque stultorum quisquam beatus neque sapientium non beatus. Traditur, inquit, ab Epicuro ratio neglegendi doloris. Ex eorum enim scriptis et institutis cum omnis doctrina liberalis, omnis historia. An est aliquid, quod te sua sponte delectet? Quamquam id quidem, infinitum est in hac urbe; Quid me istud rogas? Quid enim ab antiquis ex eo genere, quod ad disserendum valet, praetermissum est? Scio enim esse quosdam, qui quavis lingua philosophari possint;

Aliter enim explicari, quod quaeritur, non potest. Hoc est non dividere, sed frangere. Verum tamen cum de rebus grandioribus dicas, ipsae res verba rapiunt; Me igitur ipsum ames oportet, non mea, si veri amici futuri sumus. Expressa vero in iis aetatibus, quae iam confirmatae sunt.

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