Webinars on Launching Full Degree Programs that Use OER for Required Programs

Lumen Learning is hosting several free informational webinars about how to launch full degree programs that use open educational resources for all required courses.

Essential Steps to Launching an OER Degree Program
Tuesday, 9/29/15
Register
Practical lessons and tips for how to launch successful OER degree programs and support their sustainability, based on Lumen Learning’s first-hand experience helping develop programs for individual institutions and statewide systems.

Trailblazing OER Degrees in Virginia
Wednesday, 10/7/15
Register
The Virginia Community College System has broken new ground with “Zx23,” a statewide program to encourage every community college to launch a “Z-Degree” or zero textbook cost degree program using OER. Richard Sebastian, Director of Teaching and Learning Technologies for Virginia’s Community Colleges, and representatives from two colleges discuss their approach and progress to date.

The 5R Framework for OER Course Design
Wednesday, 10/21/15
Register
Open education pioneer David Wiley shares the 5R Course Design Framework, a set of guidelines and best practices to help you capitalize on the unique rights and possibilities afforded by teaching with OER.

Find out more about this series and other Lumen Learning webinars!

October How to Use Open Educational Resources (OER) Training

Due to a number of requests from our faculty, it has been decided to offer another training in October. Thank you so much for your continuous support and interest.

The training will begin on Monday, October 5, 2015.

This two week course is fully online and asynchronous, providing participants with information and experience in adopting and integrating open educational resources (OER) into their pedagogy. In addition to discussing the concept of OER and open licenses, participants will practice locating and sharing open educational resources.

As this is a fully facilitated training that will produce an official certificate to the participants upon successful completion, participants are expected to spend 10 hours to complete the course. This training is FREE for anyone in the WA CTC system.

For those who would like more information from a participant perspective, Read messages to the next class from previous participants.

Interested? Head to the training website.

Technical difficulties in registration? Please contact wa-online@sbctc.edu.

Inquiries about the training content? Please contact Boyoung at bchae@sbctc.edu

15-16 Faculty Learning Community Grants

SBCTC’s Assessment, Teaching, and Learning (ATL) and eLearning departments are pleased to announce the recipients of the 15-16 Faculty Learning Community (FLC) grants.

A faculty learning community (FLC) is a group of educators (faculty, administrators, professional staff) who collaboratively design and then implement a structured, intensive, year-long professional learning experience. Together, this special kind of community of practice builds a curriculum of study that engages complex problems and focuses around the members’ individual and collective teaching and learning.

To support system-wide professional learning related to instruction and innovation, the Assessment, Teaching, and Learning (ATL) and eLearning and Open Education departments of the Washington State Board for Community and Technical Colleges (SBCTC) annually award grants of up to $5,000 to fund Faculty Learning Communities.

Cultivating Growth Mindsets: Fortifying the Foundation of Teaching and Learning
Growth mindset is a term developed by Stanford professor Carol Dweck, and is defined by its divergence from fixed mindsets. Dweck explains that “in a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They believe everyone can get smarter if they work at it.” Without a growth mindset innovation cannot occur. Revision cannot occur. True teaching and learning cannot occur. While there is general agreement on the value of growth mindsets, there is little available as far as practical and researched means of instilling, cultivating, and measuring them. Our FLC will seek to quantify and develop specific strategies and assessments in pursuit of this overarching goal.
Whatcom 
Contact: Justin Eriksen & Kaatje Kraft

Becoming Culturally Responsive Educators; From the Parking Lot/Bus Stop to the
Classroom, Part II
This is year two, as we complete and deploy the Culturally Responsive Educators (CRE) modules across our campus. Last year, we created modules around cultural responsiveness and we discovered areas we wanted to include and go into more depth than we had anticipated. We connected with more departments and divisions and our group and work has grown. We now have a solid framework for an online course of study about being a culturally responsive educator, including staff and faculty.
Highline College
Contact: Allison Lau 

Integrative Learning
This FLC will take a deeper look at integrative learning practices such as learning communities, common read programming, transfer theory, and civic engagement. Stakeholders include faculty, staff (Student Affairs & Instruction) that are either new to integrative learning or new to the practice. Members will discover how these practices and initiatives can be infused between disciplines and also in curricular and co-curricular activities.
Clark College
Contact: Janette Clay

Developing Sustainability Content
The primary goal of the FLC is to increase the likelihood that WCC faculty members will infuse sustainability concepts and content into at least one of the courses they teach, and to share their work-in-progress both internally among WCC colleagues as well as externally in the online Curriculum for the Bioregion Curriculum Collection.
Whatcom

Contact: Barry Maxwell

Purpose and Vocation Groups: Exploring Spirituality
A number of key issues converge around students’ development of a sense of personal
mission/purpose: The continuously expanding understanding that teaching and learning happen best when the whole person is involved (i.e., students are not just brains that walk into a room to download information); Retention and completion data consistently points to “student engagement” – the desire to show up each day because one feels valued and understands the value of what is occurring through teaching and learning – as a key element of student success (i.e., are we satisfying the need to know and be known?); 3) Wrestling with the tensions surrounding the role of spirituality in the classroom and on campus, in the lives of students and instructors, and how best to facilitate conversations about the meaning of our work and our lives.
Lake Washington
Contact: Sally Heilstedt

Service Learning
Service learning offers applied learning opportunities and unique, meaningful experiences for both students and faculty. According to LEAP (Liberal Education and America’s Promise), service learning is field-based “experiential learning” that collaboratively includes community partners as part of course curriculum. The two important components of service learning that distinguish it from other instructional strategies are students are given the opportunity to 1) apply what they are learning in a “real-world setting” and 2) reflect on their service in a classroom setting. Essentially, service learning allows students to gain experience in their field of study by working in the community. Often, it is more meaningful than an internship opportunity because students connect with mentors within organizations who help the students to continuously reflect on their career choices, life challenges, and professional growth.
Peninsula
Contact: Jennifer Santry 

Universal Design for Learning
At Pierce College (PC), over the years, faculty have been exposed to an array of standards, technologies, theories of practice and interventions designed to address one or more specific areas in course design, assessment, and teaching. Universal Design for Learning (UDL) promises to provide a wider framework for considering how we approach content/course creation, how we assess learning and how we organize and deliver our courses. We have a group of interested faculty from across the district who are eager to participate in a deeper learning experience about UDL, experiment with implementation of UDL strategies within their personal teaching practices and share their successes and challenges with the college as a whole. The work of this FLC will benefit not only the students in the participants’ classes, but
provide concrete examples of UDL implementations for other faculty to view and consider in their own practices.
Pierce College
Contact: Renee Phoenix 

Institutionalizing OER
We want to reduce barriers to student success by getting Open Educational Resources (OER) institutionalized and implemented in every academic division. The college serves a large number of low-income students, many of whom are immigrants and refugees, and the high cost of textbooks is a barrier to their success. In addition, Highline has a very diverse student population, and many are not well served by commercially available materials. The members of this FLC will identify, evaluate, and incorporate OER in their classes as an example to their peers. In the course of this work, we will identify institutional processes that support or hinder OER adoption, and begin the work of changing them.
Highline
Contact: Deborah Moore

Exploring Hybrid Instruction
Creating an FLC where faculty can work together to test online instructional ideas, get
feedback from peers and share best practices will help RTC improve the hybrid courses now available as well as expand into additional hybrid courses to meet the needs of students.
Renton Technical College
Join this FLC!
Contact: Liz Falconer

Accessibility
An average of 12% of community college students have a disability. Instructors are required to make online course content accessible to students. Accessibility needs vary. There will not be one checklist that fits all purposes. We need a diverse group of thinkers creating a variety of solutions to meet students’ needs. This group wants to deepen our understanding of the need, the variety of solutions, and create a sustainable and scalable system that can be adopted and adapted in other schools in Washington.
Tacoma
Contact: Deb Padden

Review of Open Educational Resources (OER) Research Studies

Join the
Community College Consortium for Open Educational Resources (CCCOER)
for a free, open webinar
Wednesday, February 11, 2015, at 10 am (PST).

Click here to log in to the webinar
Dial-in if needed: 1-913-312-3202, passcode: 943818

Featured speakers

Boyoung ChaeBoyoung Chae,
Policy Associate, eLearning and Open Education, Washington State Board for Community and Technical Colleges

The Washington State Board for Community and Technical Colleges released a report last month on use of open educational resources based on interviews with 60 faculty in Washington’s community and technical college system which was built upon a previous state-wide survey with 770 faculty.  Faculty were queried about

  1. how and why they chose to use OER
  2. six benefits (including student savings)
  3. six challenges of using OER
  4. nine supports from college and statewide stakeholders that could help them to expand their OER use

John Hilton III, Assistant Professor of Ancient Scripture, OER Researcher, Brigham Young University.

This presentation synthesizes the results of eight different peer-reviewed studies that examine

  1. the perceptions students and instructors of OER that replaced traditional textbooks
  2. the potential influence of OER on student learning outcomes, and
  3. the cost-savings resulting from OER.

Suggested paths forward to expand the pool of academic peer reviewed research on (1) the perceptions students and instructors have of OER, (2) the potential influence of OER on student learning outcomes, and (3) the cost-savings resulting from OER.

2015 IGNIS Webinar Schedule!

IGNIS Logo

Join Us in Collaborate

Thursday, February 5th, 2015, 2 pm
My Decade of Mistakes: Four Things I Did Wrong as an OL Teacher
Alyson Indrunas
eLearning Director, Everett
Click here for Recording and Materials

Thursday, February 19th, 2015, 2 pm
Position Stands
Janet Hinson, MS, CHES
Faculty, South Seattle

Thursday, March 19th, 2015, 2 pm
Universal Design for Learners
Al Souma
Counselor, Seattle Central

Thursday, April 16th, 2015, 2 pm
Reading Strategies for the Digital Age
Bellingham Technical College Faculty Learning Community

Thursday, May 7th, 2015, 2 pm
Quality Matters’ Principle of Alignment
Brenda Boyd
Director of Professional Development and Consulting at Quality Matters Program

Thursday, May 21st, 2015, 2 pm
Making Accessibility Accessible
Terrill Thompson
Technology Accessibility Specialist, University of Washington

[New Research Release]

The Washington State Board for Community and Technical Colleges

is excited to release a new report on how faculty members use open educational resources:

Qualitative Investigation of Faculty Open Educational Resource Usage in the Washington Community and Technical College System: Models for Support and Implementation

Based on interviews with 60 faculty in Washington’s community and technical college system, and built upon a previous state-wide survey with 770 faculty, this study is meant to be shared widely.  Download the full report at http://goo.gl/dERBtX.

Please contact the authors of this paper, Boyoung Chae (bchae@sbctc.edu) and Mark Jenkins (mjenkins@sbctc.edu), with any questions.

Check out Open Washington

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Announcing Our New OER Website: Open Washington

cropped-sbctc-image.jpgOLYMPIA, Wash. – The State Board for Community and Technical Colleges (SBCTC) today launched OPEN Washington, a website that connects faculty to the nation’s finest open resources to save students money.

With OPEN Washington, SBCTC assembles links to top quality open educational resource collections and adds step-by-step training and other tools to help instructors identify, adopt and modify relevant materials. The goal is to make the best materials available to all students at a cost much lower than that of published textbooks.

The Open Educational Resources (OER) available through OPEN Washington are released under licenses managed by the nonprofit Creative Commons, allowing users to reuse, alter and repurpose the content with attribution.

OPEN Washington extends Washington state’s groundbreaking work in open education in a significant new direction. With funding from the Bill & Melinda Gates Foundation and the Washington state Legislature, SBCTC and community college faculty built the Open Course Library, a collection of open course materials for 81 of the community and technical college system’s highest-enrolled courses. SBCTC has also implemented an ‘open’ policy that ensures products of public and grant-funded educational projects at community and technical colleges are openly licensed and freely available.

In addition to assembling a high-quality collection of resources, OPEN Washington provides training materials and resources, stories of the impact of successful OER use in the Washington community and technical college system, and a community-driven Q&A forum to help instructors learn open licensing and how to use, license and modify OER in their own teaching. SBCTC’s  “How to Use OER” training course is nationally recognized for its success in teaching instructors and librarians how to use OER the right way. A self-paced version of that course is available on OPEN Washington.

“The value of the new site is that it provides a one-stop center for instructors and anyone else to find open resources and use them effectively,” said Mark Jenkins, SBCTC director for eLearning and open education. “OPEN Washington gives us the means to represent the best of what’s out there in OER and to provide help and resources for both new and experienced instructors committed to teaching with it.”

SBCTC is one of five organizations nationwide to provide training and support to all U.S. Department of Labor TAACCCT grantees (Trade Adjustment Assistance Community College and Career Training) through a grant from the Bill & Melinda Gates Foundation. Products resulting from the DOL grants must be openly licensed. The other partners in this grant are Creative Commons, Stanford University, Carnegie Mellon University and the Center for Applied Special Technology (CAST).