Adult literacy program used OER videos, instructional resources, created blogs and commented on each others posts. The access to OER instructional resources in videos and audio format made complex text and concepts easy to understand for adult learners. OERs engaged students and this assisted with student retention. this helps students continue learning more as they are successful in their academic journey.

1. OPEN EDUCATION FOR ADULT
LITERACY
August 24, 2016
Coordinated by Manisha Khetarpal
Open Education Project Lead
Maskwacis Cultural College

2. GOALS AND OBJECTIVES
GOALS
• To learn about OERs as tools for lifelong
learning
• To see OERs as a transition or ladder between
literacy or academic upgrading programs.
• To involve our Cree language speakers
OBJECTIVES
• To learn about OERs, creative commons and
treaties
• To become comfortable in blended learning
environments
• To provide skills to our students so that they can
become independent learners
• To translate the creative commons symbols into

3. PROCESS
• Students were engaged in different type of
activities
• Slides with photographs were created about
them participating in learning
• Slides were printed and given to students to
write some sentences
• Feedback was gauged by observation by the
coordinator and the instructor, informal
conversations with students, Photovoice
technique, and a feedback sheet was
completed by the students at the end of each
activity
• Instructional materials created: 2
worksheets, list of OERs, 2 blogs

4. FLOW OF INFORMATION IN THIS
PRESENTATION
• Four sessions were conducted by the
librarian with the adult literacy class in
August of 2016
• The first class involved viewing OERs videos
on June 14, 2016
• The second class was about OERs on August
10, 2016
• The third class was about treaties on August
18, 2016
• The fourth class was about creative
commons, OERs and treaties on August 19
• Most sessions were hands-on
• Students were given the sites to visit, read,
explore, and write answers

5. CLASS 1: VIEWING OER
VIDEOS
June 14, 2016
Adult Literacy Class’s aboriginal studies course
Maskwacis Cultural College

6. CONTEXT
• Let’s look at some open textbooks and
videos
• Canadian History: Post-
Confederation by John Douglas Belshaw,
Thompson Rivers University is licensed
under aCreative Commons Attribution 4.0
International License, except where
otherwise noted.
• https://open.bccampus.ca/2016/05/18/new-
open-textbook-canadian-history-post-
confederation/
• View OER videos

7. OPEN TEXTBOOK COMES IN DIFFERENT
FORMATS AND HAS VIDEO CLIPS
• Open Textbook(s):
• WEBSITE Read this book online
• WEBSITE Ancillary Resource: Video Clips of Historians (on
YouTube)
• WEBSITE Ancillary Resource: Video Clips of Historians
(editable files)
• DOWNLOAD Canadian History: Post-Confederation.pdf (16
MB)
• DOWNLOAD Canadian History: Post-Confederation.epub (12
MB)
• DOWNLOAD Canadian History: Post-Confederation.mobi
(23 MB)
• PRINT Buy a print copy
• DOWNLOAD Canadian History: Post-Confederation
Pressbooks backup.xml (4 MB)
• DOWNLOAD Canadian History: Post-Confederation
WordPress backup.xml (4 MB)
• DOWNLOAD Canadian History: Post-Confederation.html (3
MB)
• DOWNLOAD Canadian History: Post-Confederation.odt (14
MB)

8. • Canadian History: Pre-Confederation
• Nanaimo Indians, Vancouver Island, British Columbia
(http://commons.wikimedia.org/wiki/File:Nanaimo_Indians,_Vancouver_Island,_British_
Columbia._(On_smaller_backing_than_other_photos.)_-_NARA_-_297757.jpg) by US
National Archives bot
(http://commons.wikimedia.org/wiki/User:US_National_Archives_bot) used under a
Public Domain license (http://creativecommons.org/publicdomain/zero/1.0/)
• Description: Canadian History: Pre-Confederation is a survey text that introduces
undergraduate students to important themes in North American history to 1867. It provides
room for Aboriginal and European agendas and narratives, explores the connections
between the territory that coalesces into the shape of modern Canada and the larger
continent and world in which it operates, and engages with emergent issues in the field.
The material is pursued in a largely chronological manner to the early 19th century, at
which point social, economic, and political change are dissected. Canadian History: Pre-
Confederation provides, as well, a reconnaissance of historical methodology and debates in
the field, exercises for students, Key Terms and a Glossary, and section-by-section Key
Points. Although this text can be modified, expanded, reduced, and reorganized to suit the
needs of the instructor, it is organized so as to support learning, to broaden (and sometimes
provoke) debate, and to engage students in thinking like historians. Written and reviewed
by subject experts drawn from colleges and universities, this is the first open textbook on
the topic of Canadian history.
• Author: John Douglas Belshaw, Thompson Rivers University
• Notifications: Stay informed about updates to this textbook
• Adoption (faculty): Contact us if you are using this textbook in your course
• Further Adaptations: Contact us about adapting this book
• Open Textbook(s):
• WEBSITE Ancillary Resource: Video Clips of Historians (editable files)
• WEBSITE Read this book online
• WEBSITE Ancillary Resource: Video Clips of Historians (on YouTube)
• DOWNLOAD Canadian History: Pre-Confederation.pdf (12 MB)
• DOWNLOAD Canadian History: Pre-Confederation.epub (1 MB)
• DOWNLOAD Canadian History: Pre-Confederation.mobi (4 MB)
• PRINT Buy a print copy
• DOWNLOAD Canadian History: Pre-Confederation Pressbooks Backup.xml (3 MB)
• DOWNLOAD Canadian History: Pre-Confederation WordPress Backup.xml (3 MB)

9. VIEWED VIDEOS
• https://www.youtube.com/watch?v=cBXlGQqGl
Mc&index=24&list=PLoyeLDwSM5B7SmUHIx
HjfzoPWN2H3jK98
• Dr. Ruth Sandwell Question 8 - The state and
the household.
• Cut the wood. Cut it smaller to fit in the wood
stove. Preserve the food.
• https://www.youtube.com/watch?v=9GEyr0IS7h
k&index=28&list=PLoyeLDwSM5B7SmUHIxHjf
zoPWN2H3jK98
• Dr. Megan J. Davies Question 7 - Redefining
madness.
• https://www.youtube.com/watch?v=paHafIu1Z6
4&list=PLoyeLDwSM5B7SmUHIxHjfzoPWN2H
3jK98&index=33

10. VIEWED OER VIDEOS
• Dr. Sean Kheraj Question 6 - Introduced and
indigenous animals in an urban
environment.
by TRU, Open Learning
• Dr. Sean Kheraj Question 8 - Pests in an
urban environment. TRU, Open Learning
• Dr. Sean Kheraj Question 9 - Urban parks.
by TRU, Open Learning
• https://www.youtube.com/watch?v=9GEyr0I
S7hk&index=28&list=PLoyeLDwSM5B7SmU
HIxHjfzoPWN2H3jK98

11. VIEWED OER VIDEOS
• Dr. Cecilia Morgan Question 2 - Indigenous
Canadians travelling abroad.
• by TRU, Open Learning
• Dr. Cecilia Morgan Question 3 - Methodism and
the Anishinaabe.
• by TRU, Open Learning
• Dr. Cecilia Morgan Question 4 - Aboriginal
travelers of mixed heritage.
• by TRU, Open Learning
• Dr. Eric Sager Question 8 - Sources used in
research.
• by TRU, Open Learning
• Dr. Eric Sager Question 9 - Advice for first year
history students.
• by TRU, Open Learning

12. INSTRUCTORS FEEDBACK
• Instructor Linda Zerbe's said that she liked the video and
educational materials that covered the language arts portion -
listening and comprehension skills and answering questions
correctly and not going off topic. Example: Wind storm
destroyed many trees in Stanley park and parks were a
reminder about pre-colonized era in urban areas. Also, fire has
recently destroyed so many trees in Fort McMurray. Also, we
made the videos more relevant to our class by asking questions
such as, 'How did the First People store and preserve food?’ The
students answered by smoking, drying meat and berries and
making a pemmican. The instructor mentioned canning as she
was raised in a farm. And, after colonization the First people
learned about canning and used this technique to preserve fruit,
vegetables, eggs, chicken, and meat. Gave students interesting
adult material that they may have not heard otherwise and so it
was informative.
• Project coordinator note: Thank god we are using some OER content.
Up to now, I was sending list of OER textbooks and starter toolkits. I
asked Linda, ‘Why did she agree to showing of the OER videos.’ Linda
said, 'I like to try something new and innovative. I like jumping to
opportunities.’

13. VIEWING VIDEOS

14. CLASS 2: EXPLORING OERS
FRACTIONS
August 10, 2016
Adult Literacy Class
Mâskwâcîs Cultural College

15. SECOND CLASS CONTEXT
• The adult literacy class learned about OERs
on August 10, 2016.
• Students viewed the panels and posters
created by the summer students
• Students learned about Creative Commons
licenses
• Students created Creative Commons posters
• Students explored OER sites such as Khan
Academy, OER Commons and Merlots and
found worksheets, tutorials and interactive
assessments
• Students shared the links about fractions
with other students in their class

16. LEARNING ABOUT CREATIVE COMMONS
AND OERS

17. VIEWING OER PANELS

18. LOOKING AT OER STUDENT POSTERS

19. STUDENTS VIEWING OER STUDENT
POSTERS

20. LICENSES

21. CREATIVE
COMMONS
TRANSLATED
INTO CREE
LANGUAGE

22. CREATING CREATIVE COMMONS
POSTER

23. CREATING CREATIVE COMMONS
POSTER

24. CREATING CREATIVE COMMONS
POSTER

25. TEACHING VISITORS ABOUT CREATIVE
COMMONS

26. HANDS-ON WITH OERS IN THE COMPUTER
LAB: VIDEOS, WORKSHEETS AND
INTERACTIVE ASSESSMENTS
August 10, 2016

27. LORNA (STUDENT) EXPLORING OER
COMMONS

28. OER COMMONS - FRACTIONS

29. YVONNE (STUDENT) EXPLORING
KHAN ACADEMY

30. JASMINE AND ARLENE
SEARCHED MERLOT

31. SHOWING THE TEACHER OUR
OER RESOURCES

32. STUDENTS SHARING OERS LINKS
ABOUT FRACTIONS
August 10, 2016

33. OER COMMONS - WORKSHEETS
• Same denominators
http://www.oercommons.org/courses/adding-
fractions/view
• Different denominators
http://www.oercommons.org/courses/adding-
fractions-with-different-denominators/view
• Adding mixed numbers with common
denominators
http://www.oercommons.org/courses/adding-mixed-
numbers-with-common-denominators/view
http://www.oercommons.org/courses/equivalent-
fractions-2/view

34. KHAN ACADEMY - VIDEOS
• https://www.khanacademy.org/math/in-sixth-
grade-math/fractions-1/addition-subtraction-
fractions/v/adding-fractions-with-like-
denominators adding fractions with
denominators
• https://www.khanacademy.org/math/in-sixth-
grade-math/fractions-1/addition-subtraction-
fractions/v/adding-fractions-word-problem-1
spider eyes
• https://www.khanacademy.org/math/in-sixth-
grade-math/fractions-1/addition-subtraction-
fractions/v/subtracting-fractions-word-
problem-1 piano
• https://www.khanacademy.org/math/in-sixth-
grade-math/fractions-1/addition-subtraction-
fractions/v/adding-fractions-word-problem-2
lizard

35. MERLOT – INTERACTIVE ASSESSMENTS
• http://www.visualfractions.com/favoritelink
s.htm
• http://www.visualfractions.com/worksheets/
identify/numbersymbols.pdf Worksheets
• http://www.math.rice.edu/~lanius/fractions/
frac.html interactive assessment
• http://www.math.rice.edu/~lanius/fractions/
frac2.html worksheet
• http://www.math.rice.edu/~lanius/fractions/
frac4.html worksheet

36. STUDENT AND INSTRUCTOR FEEDBACK
August 10, 2016

37. STUDENT FEEDBACK AT THE END OF THE
CLASS AS WRITTEN ON THE SELF
ASSESSMENT SHEET
• I learned about mixed numbers with
common denominators
• First time on the computer learning on
Merlot about fractions
• I found it very helpful and learned how to
copy and paste to save the link on fractions
into word documents; so this way you can
go back to reread it for information.
• I learned about adding fractions with
different denominators
• I like this way of learning – ‘I get it.’
• Now, I really like fractions

38. STUDENT FEEDBACK AFTER LOOKING
AT THE PHOTO SLIDES
• Sometimes I am scared in learning new
techniques however eventually I end up
understanding the procedure
• I was lost in learning something new.
Thinking what if forget or doesn’t sink into
my brain.
• I caught on and everything fell in place.
• My fear in learning something new like copy
and paste in the MSWord file turned out to
be easy to do.

39. TEACHER FEEDBACK
• It would be easier to use on site if I had to show
rather than show each student individually how
to access a different site.
• For assignments and learning a skill like
fractions the video was helpful. I especially liked
the video style of math instruction
• I learned and grasped the creative commons
terminology such as BY, SA, NC, and ND.
• A couple of students told me, ‘Now I finally get
the fractions.’
• I am going to change the way in which I teach –
‘First I will have an activity and then get into the
subject.’
• Students liked this presentation as it included
their pictures of learning indifferent spaces.

40. INSTRUCTOR SHARES THE OER
STUDENT SUCCESS WITH OTHER
INSTRUCTORS
• An instructor orientation was hosted on
August 24th, 2016 at the library
• The instructor Linda Zerbe was part of the
sharing circle about OERs
• Instructor Linda Zerbe informed other
instructors that the students were engaged
with their learning
• Some students could not read a lot of text
hence oral information in the form of videos
and interactive content were excellent
instructional resources

41. CLASS 3: LEARN ABOUT
TREATIES BY BLOGGING
HTTP://TREATIESI.BLOGSPOT.C
A/
August 18, 2016
Adult Literacy Class
Maskwacis Cultural College

42. SECOND CLASS CONTEXT
• The adult literacy class learned about
treaties and blogging on August 18, 2016.
• Students read and explored the posts on the
treaties blog http://treatiesi.blogspot.ca/
• Students answered three questions:
1. How is this treaty information relevant to me?
2. How is this treaty information relevant to my
community?
3. How is this treaty information relevant to First
Nations?
• Students shared the links about treaties with
other students in their class
• Students were informed that they could
share the link on Facebook and post
comments

43. ACTIVITY

44. I AM A LEARNER.

45. I AM A LEARNER.

46. I AM A LEARNER.

47. I AM A LEARNER.

48. LINDA ZERBE, ‘I AM A TEACHER AND A
LEARNER’

49. STUDENT ANSWERS ABOUT TREATIES

50. CLASS 4: LEARN ABOUT CREATIVE
COMMONS, OERS AND TREATIES
BY BLOGGING
HTTP://TREATIESI.BLOGSPOT.CA/
August 18, 2016
Adult Literacy Class
Maskwacis Cultural College

51. THIRD CLASS
• The third class was about creative commons,
OERs and treaties on August 19, 9:00 am
• Students were given four questions
• Their task was to find the answers to these
questions
• Students could read the poster boards,
handouts or visit blogs
• All students answered all the four questions
within 30 minutes
• The goal of the class was to connect their
learning about treaties just before their field
trip
• The field trip was scheduled on August 19,
9:45 am.

52. FOUR QUESTIONS
• What are open educational resources?
http://oeruse.blogspot.ca/
• Name open file formats.
• What is a creative commons license?
• When was treaty 6 signed?
http://treatiesi.blogspot.ca/

53. INDEPENDENT LEARNER USING POSTER
BOARDS AND HANDOUTS

54. INDEPENDENT LEARNER USING
POSTERS

55. INDEPENDENT LEARNER USING THE
INTERNET

56. INDEPENDENT LEARNER USING POSTER
BOARDS

57. INDEPENDENT LEARNER USING THE
BLOG

58. ANSWERS TO THE FOUR QUESTIONS
WITHIN 30 MINUTES

59. READY FOR A
FIELD TRIP TO
THE MUSEUM

60. REFLECTIONS OF LEARNING
August 2016
Adult Literacy Class
Maskwacis Cultural College

61. REFLECTING BY VIEWING THE
LEARNING – “SOMETIMES I’M SCARED IN LEARNING NEW
TECHNIQUES, EVENTUALLY I END UP UNDERSTANDING THE PROCEDURE”

62. OUTCOME: I KNOW HOW TO FIND
RESOURCES WHICH HELP ME LEARN – “I HAVE
LEARNED MORE ABOUT TREATIES AND WHEN IT WAS SIGNED IN1876”

63. OUTCOME: MOTIVATION TO LEARN IS
STRONGER – “NEVER TO OLD TO LEARN AND GET YOUR
EDUCATION”

64. REFLECTION OF LEARNING. I AM MOTIVATED
TO LEARN.
OER
Digital literacy – learning
about the hyperlinks in MS
Word
Information literacy – searching
is exploration. Learned about
places where OERs can be
accessed.
Student success and
lifelong learning
‘I finally got it-aha!’
Instructional content about
fractions in different formats
such as charts, interactive
activities

65. INTERESTED IN LEARNING MORE
ABOUT OERS
• Would you like to use the worksheets, blogs
and other instructional resources created for
this activity?
• Click: http://oeruse.blogspot.ca/
• Email: mkhetarpal@mccedu.ca or
iuselibrary@gmail.com
• Call: 780 585 3925
• Come in: Mâskwâcîs Cultural College
Library