Finding and selecting OER to adopt at your college can raise questions about both the quality and accessibility of the content for your students. Join us for this webinar to hear about best practices and rubrics developed to ensure that OER content meets instructional material standards, accessibility guidelines, and open licensing policies established at your institution. These rubrics assist faculty, librarians, instructional designers and other staff to select and adapt open educational resources that meet student needs regardless of disability but are also culturally relevant and engaging for students at your institution and can be freely re-used, re-mixed, and re-distributed. When: Wed, May 10, at 10am PT/ 1pm ET Featured Speakers: Lori Catallozzi, Dean of Humanities and Learning Communities, Bunker Hill Community College, MA will share promising practices for designing digital open educational resources that are culturally relevant and engaging for students. Paula Michniewicz, Instructional Designer, Salt Lake Community College, UT will share best practices for evaluating digital open educational resources for meeting Section 508/ADA standards and guidelines for Universal Design for Learning (UDL). Quill West, OER Project Manager, Pierce College District, WA will share best practices for ensuring the proper vetting and attribution of open educational resources.

1. OER Vetting: Cultural Relevance,
Accessibility & Licensing
Lori Catallozzi, Bunker Hill Community College
Paula Michiewicz, Salt Lake Community College
Quill West, Pierce College District
May 10, 2017, 10:00 am PST
Unless otherwise indicated, this presentation is licensed CC-BY 4.0

2. GotoWebinar Platform
• Please use the questions area of the
control panel to share comments and
questions.
• Our staff will copy your questions &
comments to the chat area so everyone
can view.

3. Agenda
• Introductions
• CCCOER Overview
• Culturally Relevant OER
• Accessibility and OER
• License Review & Attribution
• Stay in the Loop
• Q & A
Image Front Page Attribution:

4. Welcome
Moderator:
Una Daly, Director CCCOER
Open Education Consortium
Lori Catallozzi
Dean, Humanities &
Learning Communities
Bunker Hill Community College
Paula Michniewicz
Instructional Designer
Salt Lake Community College
Quill West
Open Education
Project Manager
Pierce College District

5. • Expand access to high-
quality open materials
• Support faculty choice
and development
• Improve student success
CCCOER Mission
http://cccoer.org
Come In, We're Open gary simmons
cc-by-nc-sa flickr

6. 250+ Colleges
in 22 States & Provinces

7. OER Vetting
Image license: pixabay CC-0
Quality: Culturally
Relevant &
Engaging Accessible:
ADA/508 &
Universal Design
Learning
Open Licensing:
License Review &
Attributions

8. Cultural Relevance
Lori Catallozzi
Dean, Humanities & Learning Communities

9. Bunker Hill Community College
 13,000 plus students, 114 programs of study
 61% students of color (24% Black, 24% Latino,
10% Asian, 3% two or more races)
 6% (1,000) international students
 Average age: 26
 68% attend school part-time; 37% work full-time
 64% receive financial aid; 57% Pell Grant eligible

10. BHCC OER Degree Initiative
 Achieving the Dream grant-funded
project designed to build a fully
OER degree in under three years
 Liberal Arts Program of Study (more
than 4,000 enrolled students)
 Lumen Learning serves as training
and implementation resource under
the grant
 Four cohorts of faculty apply to
join a community of practice
 Faculty adopt, adapt or build OER
with internal & external support

11. Open Educational Resources (OER)
Teaching materials (e.g., textbooks, syllabi, lesson plans,
images, videos, readings, quiz items, assignments, grading
rubrics, etc.)
In the public domain or licensed to allow:
1. Free and unfettered access to anyone and
2. Free permission to engage in the “5R activities”:
Retain, reuse, revise, remix, redistribute

12. BHCC OER Degree Initiative Goals
 Reduce textbook costs
 Deepen faculty curricular
design and technological skills
 Offer an OER pathway to at
least 1,800 students per
semester
 Develop OER that is aligned
with BHCC’s institutional focus
on culturally relevant teaching
 Scale across course sections
and programs of study

13. How do we ensure quality OER courses?
 Use selective faculty application process
 Form cross-functional
leadership team
 Provide initial and ongoing
professional development
 Develop internal expertise:
train the trainer
 Foster faculty communities of practice
 Emphasize learner-centered
instruction and assessment
 Commit to a curriculum that
sustains cultural wealth

14.  Racism is systemic
 Education participates in and
often perpetuates racial/ethnic
inequities
 Deficit approaches continue to
perpetuate racial/ethnic inequities
 Critical asset approaches improve
academic achievement
 Humanizing relationships of dignity
and care are fundamental
to student and teacher learning
Cultural Wealth Framework (Paris, 2016)

15.  Aspirational: Hopes & dreams
 Linguistic: Language & communication
 Familial: Social & personal human
resources
 Social: Peers and other social contacts
 Navigational: Skills and abilities
to navigate social institutions
 Resistance: Experiences of
communities of color in securing equal rights
Cultural Wealth Framework (Yosso, 2005)

16. Academic Excellence
 Brainstorming, reflection, self-assessment, problem-based learning,
cooperative learning, student-led discussions, debates and
presentations, multi-media presentations, portfolio assessment
Cultural Competence
 Personal relationship building, faculty development, incorporation of
multicultural resources and materials in all lesson plans, connection
of learning to students’ lived cultural experiences
Critical Consciousness
 Collaboration with local communities of color, integration of
community resources and scholarship, action research, civic activism
and service learning projects
(Ladson-Billings,1995)

17.  Curate primary and secondary
sources that represent diverse
perspectives, experiences &
identities
 Choose texts that speak to
students’ lived cultural experiences
 Integrate multi-media sources
 Put contemporary texts in
conversation with canonical texts
 Draw upon local resources and
scholarship
 Engage students in research and the
co-creation of knowledge

20. Drawing upon community partnerships
NEH BRIDGING CULTURES
PROJECT: A PARTNERSHIP WITH
UMASS BOSTON’S ASIAN
AMERICAN STUDIES PROGRAM
MUSEUM OF AFRICAN AMERICAN
HISTORY IN BOSTON AND
NANTUCKET PARTNERSHIP
LATINO STUDENT SUCCESS
INITIATIVE: A PARTNERSHIP WITH
CHELSEA HIGH SCHOOL AND
UMASS BOSTON

21. OER opportunities for faculty
 Accumulate and synthesize
curricular resources
 Eliminate meaningless resources
 Contribute culturally relevant
curriculum to growing
OER repository
 Share best practices
with each other
 Problem solve as a
community of practice

22. OER opportunities for students
 Engage in independent and
collaborative research processes
 Evaluate source material
 Synthesize sources
 Create vs. passively
consume knowledge
 Apply classroom learning
to real world challenges

23. Digital Accessibility
Paula Michniewicz
Instructional Designer

24. Best Practices for Evaluating
Digital Resources for Accessibility
Paula Michniewicz, Instructional Designer, Salt Lake Community College

25. Salt Lake Community College, UT
SLCC Open

26. Section 508/ADA:
Recent Guidance on Accessibility
University of Montana Resolution Agreement, 2014
• Independently access information with same timeframes
and interactions
• “Substantially equivalent ease of use”
• EIT includes e-text, LMS, multimedia,
classroom technology, etc.

27. Medical Model
• Disability is a deficiency or
abnormality
• Having a disability is
negative
• The remedy for disability-
related problems is a cure
or normalization of the
individual
• Individual accommodations
are made as requested
Social Justice (Universal Design)
• Disability is a difference, like
gender or race
• Having a disability is neither
good nor bad, it’s just a part of
life
• The remedy for disability-
related problems is a change
in the interaction between the
individual and society
• Environments are designed
with accessibility in mind
Disability Perspectives

29. Principles of Universal Design
• Multiple means of presentation
• Multiple means of engagement
• Multiple means of expression

30. Digital Textbook
• Headings: <h2></h2> or Heading 2
• Alt tags: describes image in the background
• Text is not scanned
• Descriptive links: SLCC Homepage
• Have someone test with a screen reader
• Math---using MathType in Word and exporting it as MathML for
screen readers
• Creating your own textbook
• File type
• Storage
• Sharing

31. Video
• Find videos that are already captioned
• Closed captioning
• audio description
• Amara.org is a crowd-source tool
• YouTube – if you own it, you can edit the auto-caption
• Outsourcing

32. Interactive Activities
• Think Universal Design for Learning
• Have alternatives
• Flashcards = table with words and definitions
• Timeline = table with dates and events

33. Collaborate
• Other institutions
• On campus
• Disability Resource Center
• eLearning (instructional designers and technologists)
• Accessibility specialists
• Other faculty
START SMALL!

34. Resources
BC Open Textbook Accessibility Toolkit
Amara.org -- closed captioning
YouTube --- create your own closed captioning
Creating Accessible Documents (SLCC Accessibility website)
Portland Community College Math Accessibility

35. License Review & Vetting
President, Community College Consortium for Open
Educational Resources (CCCOER)
Quill West, @quill_west
Open Education Project Manager

36. Ethical Use of Ed Materials
Review and Vetting

37. or
Preparing Open Courses
for Distribution
Quill West
Open Education Project Manager
Pierce College
@quill_west
This work by Quill West for Pierce College is shared with a Creative
Commons Attribution 4.0 License.

38. “Yes, please” by star athena is licensed under CC BY 2.0

39. 1. Development
2. Process
3. Evaluation
4. Finalizing Courses

40. Ethics
It’s more than licensing and attribution,
but we’re going to talk about that.

41. “Yes, rain.” by cara fealy choate is licensed under CC BY 2.0
Attribution and Licensing Review:
Our Umbrella

42. Assess all IP for
copyright and
appropriate
application of
licenses.
Intellectual
Property
Teacher explains
what is intended in
the course.
Pay it forward
A list of resources
that lets future users
know what is used
and why.
Course Map
Ensure that
attributions are
correct and clear.
Attributions
4 Criteria

43. Staff Development
Part-Time Librarians do
Reviews

44. Training
Self-Paced
Set of readings - what to look for
Creating the course content map
Review a “broken” course and prep some
recommendations
Portfolio reviewed by the expert
Release to work on other classes

45. INSTRUCTIONS FOR USE
Open this document in Google Slides (if you are at slidescarnival.com use the button below
this presentation)
You have to be signed in to your Google account
EDIT IN GOOGLE SLIDES
Go to the File menu and select Make a
copy.
You will get a copy of this document on
your Google Drive and will be able to
edit, add or delete slides.
EDIT IN POWERPOINT®
Go to the File menu and select Download
as Microsoft PowerPoint. You will get a
.pptx file that you can edit in PowerPoint.
Remember to download and install the
fonts used in this presentation (you’ll find
the links to the font files needed in the
Presentation design slide)
More info on how to use this template at www.slidescarnival.com/help-use-
presentation-template
This template is free to use under Creative Commons Attribution license. You can keep the
Credits slide or mention SlidesCarnival and other resources used in a slide footer.

46. CREDITS
Special thanks to all the people who made and released
these awesome resources for free:
◍ Presentation template by SlidesCarnival
◍ Photographs by Unsplash
◍ Some credits supplied on slides.

47. June 14 webinar
• Building OER Sustainability on
Campus
Image:pixabay.com
James Glapa-Grossklag
Dean Educational Technology,
Learning Resources &
Distance Learning,
College of the Canyons
Lisa Young
Faculty Director of Center for
Teaching & Learning,
Scottsdale Community College,
and Co-chair of Maricopa
Millions.

48. Thank you for joining us!
Contact Info:
Lori Catallozzi, lacatall@bhcc.mass.edu
Paula Michniewicz, paula.michniewicz@slcc.edu
Quill West, oclquill.west@gmail.com
Una Daly: unatdaly@oeconsortium.org
Questions?
cccoer.org