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Hello and welcome to this session,
Oh ER and the library. The good,
the bad The Ugly brought to you jointly.
By my friends at Library Journal
and ex Libris and Bob Angie,
part of the marketing team over here at
ex Libris now be a moderator for today.
It's one of the.
Before I introduce my family.
So just like a 2 minutes of the floor.
if I may it's one of the Top challenges
facing our higher Ed students today. Cost.
I'm sure it varies by institution with
inside higher Ed back in 2019 reporting
that for Community College students.
Balancing work and paying expenses were
equal Top challenges both coming in at 34%.
But what surprised me when
I broke down those numbers.
Is that more students said it
was painful books software and
other supplies van tuition?
That was the Top priority so.
Content was even more difficult for them
to cover as a challenge at University than.
Tuition and fees, CBS back in 2018,
now a couple years ago reported that
Greenfield Community College up in Mass.
Users Open Access texts in
3 out of 6 required Gen.
It's the cost for those materials per course.
From a national average of $153
to just 30 one dollars.
As a result of using LER.
And it's not knew back way
back in one 1514 years ago,
the back in 2006.
The Advisory Committee for
student financial assistance.
Reported that textbook prices had
risen 186% in the previous 8 years.
This panel today believes that the library
can help faculty in turn help students
convened by Library Journal next liebers.
Today's panel will untangle.
The wide what and how that can
happen from all angles, however,
good bad or ugly they might be.
I personally I'm a father
of two public school,
college kids with two concurrent
parent plus loans.
Like many of you,
I'm sure it's not funny.
This is not an academic exercise
and so I implore you all.
To engage and make a difference.
With that I'm delighted to introduce.
Can you click on and delighting
reduced my distinguished guest today?
Mark McBride from Souni Deezer com,
locker from?
State as well as Annalee parody also
from Arizona State and my good friend.
Jesse ransom from ex Libris
I'll let them eat speak?
You guys are voices mark
want you take it away 1st.
Hi Good afternoon, everyone
thanks for joining us.
And Mark would you like to say it's just
a brief minutes about yourself a little
distracted by you?
Yeah, and so I work at the State
University of New York system.
The system administration office.
Soon, he is 64 campuses.
Um we have about 400 and 17,000 students.
Um we are made up of research
one institutions as well as
comprehensive colleges colleges of
technology and community colleges.
In my role I oversee the officer
library Information Services.
Uh the day-to-day operations of the
office and part of the total portfolio
includes library system were can also.
Collection management activities,
but we're also making having
investment in open educational
resources and also we're starting
to stand up and Open Access program.
Working now we are began back in about 2016.
Excellent
and Mark before I handed over
to Lisa for introductions.
Can you share with us you got
some good news site believe?
So we have some good news to share
yeah, I'm about 2017.
I think is one of the funding first came in.
2016 we started up a shared service
program called the ovr services
and we were going around from
campus to campus in New York state.
When insooni advocating for
campus involvement within the
shared services and you know,
we I think we had about 15 or 16 campuses
that expressed almost immediate interest.
Not surprisingly,
a lot of them are community colleges.
And as we come as we went out and
we hit the ground sort of running
and advocating for more use of ovr.
Uhm you know word filtered up to
you know the governor's office
and I believe it was the.
Fall of 2017 are right before then,
maybe, as a summary of Spring 2017 when
the executive budget was announced.
We saw an investment of about 8
million dollars annually tordsson.
We are, and this is supposed to be one year.
Of funding for million went to Suni.
There's another University system
in New York called the City City
University of New York also known as?
Um they also receive four million dollars.
The goal was to expand the use
of open educational resources in
high enrollment general education.
Courses and so you know the funding
came in 1718. It came back 1819.
We had a 30 or funding in 1920.
Once again the four million dollars eight
million dollars total excuse me is,
once again in the executive budget so.
I would say that you know,
we've been very fortunate to get that
level of investment from our state.
Through that investment you know,
we've saved our students nearly
$50,000,000 in textbook cost so the
total is around 47,000,000 total.
And that's been impacting about
435 thousand students.
Much appreciated Mark Congratulations
to you and the system bus great
leadership Lisa. Let's hear from you.
So I think you muted again.
Good afternoon. Everyone I'm Lisa Camera
locker from Arizona State University and
I am the division head for E learning.
An instruction. Here at ASU and
over the last few years I've been
working with a variety of programs.
Uh. Some of whom are considered
open scale and often those courses
require some type of OER and. So.
Along with the Annalee we've been
working with instructional designers
and faculty to help identify.
Uh materials that can be used
in these kinds of course,
is we also have on campus and other online.
Programs, where faculty and instructional
designers are seeking LER so we've had
some good experience getting our feet wet.
In that arena.
Fantastic Welcome Lisa.
And joining Lisa is Anna Lee Perry also
from ASU and the reason we asked his
because we're trying to get the maximum
amount of diversity in this panel.
And everyone has different backgrounds,
having worked at different colleges.
While it's ASU insooni here.
I wanted to cover private so I
wanted to cover community colleges
so we're expanding it out.
I mean, please tell us a little
bit about yourself.
Hi everybody as you can see in the Scholarly
Communication Librarian at ASU library,
which means that I specialize
in Scholarly Publishing.
Copyright fair use in all things open,
particularly open licensing and I've been
working in this arena in this position.
2006 daily Ben involved with Open
Access and open education for
quite a long time and I think.
In awhile Arizona State
University doesn't have.
Any explicit open education initiatives.
Our charter is that we define
education as not by whom we
exclude but by whom we include,
and how they succeed.
Anna big goal for everything that
we do at our institution is to make
education available for everybody in.
Obviously affordability and Accessibility
are really key components to that.
Beautifully put thank you family.
My good friend Jesse. Take it away.
Everybody my name is Jesse Rancinan,
I'm the teaching and learning product
specialist for ex Libris North America.
As part of my role I've spoken
with literally hundreds of
libraries around North America,
about what they're doing to
support course materials.
How they're contributing to affordable
learning initiatives on their campuses?
How they're working with OER and the
different challenges and successes
that they've had with all of this.
I've talked to library is really
all across the spectrum some of them
that are very heavily invested in.
We are some that are really just
getting started and also some that
have purposely decided not to
invest in OER so I'll be here today
kind of representing the different
things that I've heard.
As part of these conversations that I've had.
Excellent
thank you very much Jesse and I'm
Bob banks have already introduced
myself and part of the marketing
group over here at X Libris.
And I'll be clicking through the
slides for you. OK let's get going.
So the gender is really easy way we've got
11 questions 11 flights are going to come
up that's the entire presentation really.
And each slide is going to
have one question on it,
which I'm going to pose to the panelists.
To discuss Please as I said type
in your questions in McEwen,
a window and will address them at the end.
That way we can make sure we get
through the topics but then also
get your questions and answers so
that's what we're going to do. OK.
I start with number one so in terms of value.
Why is Zoe are important very
simple apparently simple mark
one in start with this one?
Yeah, thanks so I think we've all
adjust the affordability issue.
We know that course materials
are priced drastically higher
than many of our students can.
Afford an I think the real problem
here is not just the cost of them.
But what a student has to do if they can't.
Afford to pay for those materials.
An you know if you have a student who
can afford to pay for course materials,
oftentimes they take those courses.
Without them and you know,
there has been some research on
this when students take courses
without the materials for the course.
They tend not to perform as well as
the students in the course that.
That do have the materials and to
leave that decision up to a student.
Is really it's a very difficult decision
for one to make they're making an
investment in their education but?
What we're asking for from them almost
immediately is to make an additional
investment and that additional
investment is the difference between.
You know, having a bite to eat
purchasing a clothing for their children.
I mean, the steaks are pretty high here.
I think there's a misunderstanding that
many of our students have disposable income.
I think Connolly was talking about.
You know the overall mission at ASU soon.
He has a comperable mission.
It's not just about a 4 ability,
but also.
Access and Accessibility and so you know,
not everybody has access to funds to
spend on course materials in as edukators,
especially in public higher education.
We need to be cognizant of that and
we need to do something about it.
Love to hear it finally
what would you add to that.
I was counting on marks to you talk about
this mad Accessibility in affordability
because I think another key component.
About why Oh we are in our important
is the open aspect to that the
open licensing that is inherent.
In my open educational resources are called
open and not just free and affordable.
If we haven't opened license.
It gives a lot of freedom to
instructors to edit an better adapt
and modify the materials in a way.
That can better reflect their
students their demographics.
I get a lot of Copyright questions.
All the time and I'm sure many of the folks.
On this panel have had to deal with Oh Gee.
I don't know if I can use this material
because you maybe I'm infringing Copyright.
There's a lot of fear uncertainty
and doubt around what we are,
and are not allowed to do with content
without having to pay for every.
Little use and In addition,
additional aspect to that is being
able to modify the content helps
us be more inclusive an better.
Represent the diversity of students
that we might have so for example,
if a textbook only has scenarios
that only have.
Students are male students or
traditional 18 year old students.
An instructor could change them so
that there's a better representation
of gender diversity.
Or age ranges of students and
I think that's really valuable
that students can see themselves
in the material that they are.
Being used to being exposed
to in their course work.
Lovely. Thank you very much for
that Emily Jesse you've uhm.
You walked into hundreds of libraries
across many different types of
institutions from the smallest to the
biggest what would you add to this?
What are you saying?
Well, I think marking Anna Lee did
a good job of really summing it up.
I think it's important to keep
in mind that affordable learning.
Is a really big driver for a lot of faculty
and a lot of institutions and also of
course for a lot of students as well.
There are a lot of other positive
aspects to Oh ER, but the reality
is that Oh ER has saved students.
Many millions of dollars on their
course materials and that is
important for a lot of faculty this
will be the piece that gets them.
Interested in Oh ER but ultimately,
it's about giving faculty and
students high quality relevant
resources that they can use in their
courses that they can modify and
that they can share beyond that.
Excellent thank you alright let's move
on to topic number 2 and it's related
but it'll give us an opportunity.
To spin it the other way as well,
So what are the benefits to students
but why are you covering that my team?
Um also consider what's in it for the
library? What's in it for the faculty. Um.
Press.
Lisa are you muted I I don't know. Oh
no, I didn't.
I didn't hear my name sorry OK.
So Mark and Jesse and Anna we have.
Began to address some of the issues
in terms of the benefits for students.
And obviously cost is is the
big one cost savings. Um.
Nicole Allen from spark.
I've seen a few of her presentations
and read some of her work and.
One of the things she talks about is.
All the different kinds of
costs in higher education and.
It takes the cause there actually
a small sliver of those.
But it is an area that we have
the power to influence which is.
What I think is really great?
And that's really probably one of
the most important things because.
As as others have said offsetting textbook
class is really invaluable to students.
And saving savings from using LER can
mean alleviating food or transportation
or help insecurities and leave.
An animal you know,
I've been to a couple of conferences where
there are student panels in this has been
validated over and over by these students.
Panels.
And another.
A set of things that I think
we should consider that.
It is as an only said access to dynamic
and plentiful course materials that
are often there while the course.
Is in session but also available beyond?
It enables mobile learning fosters,
the development of directed
self directed skills.
Um.
When you look at the research when
it comes to learning outcomes.
There's no differences between those
who learn with traditional textbooks
and those who learn with LER.
And uh.
One thing that I'm really a proponent
as and I really think this is a
social justice issue is that.
Availability of materials,
the 1st week of classes essential.
Um.
If you don't have access to that material.
And you're behind the curve,
it can really impact your retention
or your success as a student.
So waiting around for financial
aid or the bookstore or or any
of those other factors.
Kimberly influence of student success and
we really need to be cognizant of not.
Finally,
I'd say come along with Anna
we'd be adaptable licenses are
really powerful component.
Um.
One example would be to create
an audio version of the text
that students can listen to.
During their commute to work or school
and if you're on public transportation.
There's not a lot else to do so.
If you could listen and learn
while you're using transportation
that's a pretty powerful thing and.
I think making a transcript for video.
Um is also really useful because say you
are English language learners English
language learners tend to do better.
From reading and from audio so there's
all kinds of flexibility with the
license and faculty can do a lot of
great things to promote student learning.
Lovely excellently, so timely access.
Mark what would you add
I I know that?
A lot of faculty you.
Zoe are a huge percentage of showing
an interest in extending their
their teaching practices around it.
But I understand that they don't
want to that not the majority of
faculty don't want to create only
are they just want to reuse it.
What would you add to the
benefits to students here?
Yeah, Bob I think you're right,
I think the majority of faculty,
but preferred instead of
building something new.
Maybe have a know we are that that is,
they can adopt and bring into their
class and there's a couple of reasons,
so I think that's a benefit of.
To students and we've seen this insooni
and we've talked to our faculty and we've
done some qualitative research on this.
Um faculty when they are introduced to
ER they most immediately changed the
way they prepare for their courses.
Um in changing the way they
prepare for their courses.
I think they they tend to really think
deeply in a little more holistically
about why they want their students to
either engage with some content or or to.
To work on a particular assignment
an I think what it does it tends to
individualize that education for a student.
Come in a student taking you know,
we are course.
I think has a richer experience.
We've talked or students and of course,
they scream from the mountain tops.
About the benefits of just the cost savings,
but they also say they feel those
courses are much more engaging.
Can I ask them Dom pack that
with those a little bit.
You know they talk about different
aspects of the way the OER is kind of
plugged into their core so some faculty.
Have the students engaged
with developing content,
which is somewhat of an open pedagogy
practice that you'll probably hear a
little bit more in this conversation today.
But also I think you start seeing the
students or what we've heard from the
students is that it just seems like
the faculty is a little bit more.
In tune with the materials and
we've talked to faculty.
They actually say that one of the
hardest problems that they've had with
using traditional course materials
is that often times you have to.
You have to skip around in those
particular chapters or particular parts
of a textbook or any of the course
materials that they don't want to use.
And then another.
Piece,
which I think is really important is
that the faculty can change the tax
which is really, really critical.
I think because.
Textbooks are not necessarily written
for all populations of students
in their learning trajectory.
You know a good teacher knows that
you have to meet your students
where they are and.
Provide you with an opportunity
to meet where you students are
so that you can start on a level
playing field and help them.
You know increase their knowledge
as they go through their course.
Thank you Mark Jesse could you
rap this up quickly for me?
Uhm I think that the only thing
that I'd like to add is kind of
adding to what Mark was saying.
You're not tide to what
the textbooks written.
We are has the potential to be
significantly more up-to-date
than a traditional textbook.
And it can have more current and
fresh perspectives on the content
and also they're often written by
people who are actually teaching
the topic in the classroom and
potentially groups of people who
are teaching the topic, and so.
It can be a much more accessible way
for students to learn the material.
Got it.
Good news and bad
news, the good news is.
We've got 11 questions already the bad news,
we're only on slide #2 out of.
Out of 11, So what I'm going to ask
my panelists to do if you could.
Shorten your answers just a little
bit and will plow through because
some of these questions are amazing.
So we do want to leave time to get to them,
so let's move on to the next one.
Um how does it Leon support udl Lisa?
When you give us a quick
answer on this your opinion?
Lisa you're muted.
I think you still muted.
It covers ET al, In ways I've
already talked about where.
You can adapt the material to the
person University design universal
design for learning is essentially.
The ability to.
Meet the student where they are,
and adapt materials to the way they
need them, so as I was saying. Making.
Transcript out of the video on making
an audio out of the text document so
that you meet people where they are.
And help them learn in the
way that they learn best.
Excellent thank you mark.
Yeah, I would like to follow
up on that I would also say
that you know with all we are.
You want to make sure that
the material is iaccessible.
As in terms of physically accessible.
But you have to also make sure
it's iaccessible to all learners.
And that's the fundamental core of udl so Oh,
ER allows you to do that and
you know for assuming what we've
done is we've actually.
Reached out and partnered with some
organizations lumen learning open
learning initiative because they
take Accessibility in universal
design for learning quite serious
in their design and development.
Excellent alright this move on,
then and my panelists if you
wouldn't mind scrolling down some
of the questions and answers.
And if during some of your your explanations.
Maybe you can include an answer
to one of the questions we can.
Kill two birds with one stone. So.
Were some of the challenges trending earlier?
Which we have first mark
one you take this one?
Yeah, and I seen some of the questions
that have come up and so I think one
of the biggest challenges of Oh ER is.
Trying to convince faculty to adopt
A We are an I think you know.
It's an easy argument if you're going
for the hearts and minds argument,
saving students money providing access and
you're going to find faculty on your campus.
That are that are really encouraged
by that argument to give Oh ER a shot,
but that's not everybody and.
And you have many skeptics in those
skeptics are good faculty and they're
good teachers and they're just not
convinced either the quality isn't.
What they wanted to be regardless that
they reviewed open content or not or they
just come in with some biases that you know.
If something is free or low-cost it must be
less than something that was more expensive.
That's just behavioral economics playing out.
I think what we've learned
to do in with the O.
ER efforts is that you know,
we try to play for.
Play to the middle so I think those
are libraries come in so critically
because whether we know it or not.
I'm sure most.
Library professionals understand this
faculty look to us as the experts
in terms of content and in terms of.
The viability of that content the
authenticity of that content and
if we're promoting Oh ER.
I think faculty will pay.
Closer attention to us because we're not
just promoting a new technology or a
new idea that doesn't have some merit.
I think we can bring something to
the table in terms of you know the
expertise that says this is authentic
material. I think you should?
Uh consider for your own teaching
and learning.
We've noticed that the faculty in
our system tend to pick up there.
Years from the faculty present
that argument to them.
It doesn't work all the time it's not 100%.
A guaranteed but it works more
often than not I found.
Excellent only.
Yeah, Mark covered a lot of
the things I was going to say.
I think that you know one of the.
Big challenges that it's really
changing a fundamental mindset about
how faculty and instructors are used
to selecting materials for their.
Courses and to use sometimes
they have a lot of freedom.
In doing that they can
pick whatever they want.
Sometimes they're told use this textbook
for your Department and so trying to get
them to change that mindset to kind of.
Understand the different ways that
they can choose and select and
evaluate materials and in many ways.
You know, ER gives them a little
more academic freedom and then.
I have more options to choose from
to customize what they want to do
for their courses and how they can best.
Teach their students,
but some of the challenge.
There is there's not always
like an exact one to one.
You can't just say, Oh,
here's this textbook and so
there's an exact Oh.
ER alternative in often means that
you have to look around and pick and
choose from a few different things.
And these are things that take a
little bit more time finding an
adapting content to their courses
and not all faculty or instructors.
We're going to have the luxury is doing so,
especially as we know there's
a big a jump to Fication.
Of instructors in higher education
and they're often on a very high
course load with not a lot of time.
To find an adapt and modify
materials just to be support OER.
Thank you. Jeffrey you doing a fantastic job,
maintaining vendor neutrality on
this and I appreciate that I want
you to be bluntly honest from
what you've seen what are some of
the challenges surrounding ovr?
This is you being too.
Well, I think can only really
just mentioned the big one.
It takes a lot of time and a lot of.
Effort to convert a course to
ER if it was easy to do I think
everybody would be doing it.
The benefits are clear at this point
to the point where I think we would see
significantly more use of the we are.
If it was you know a quick change,
but there's there's a big hurdle
here in finding the time.
To actually sit down and look
for these resources and evaluate
these resources and then adapt
the way that you're teaching the
class in order to work with.
Different Resources then you've been
using in the past and that's a big
commitment for faculty and I also
think that that's a great opportunity
for libraries to come in and help.
Because we have skills that that align
with with those needs searching for
information and evaluating information.
Like other people have mentioned.
Lovely I'm only I'm gonna
ask you to take this one next and a
number of the questions overlap on it.
What I'm asking the library do to help.
Bring what can libraries bring
to institutional ovr negatives.
I'm seeing questions,
saying the people we keep
screaming from the mountain Top,
but people aren't listening.
Faculties not listening.
How do we persuade them?
What can you convince Faculty of
that says we the library can help.
Well, I think one of the things
that's super important is that?
We have already existing expertise to
bear not only as Mark said many faculty
already know that our librarians.
Are the experts in search and
discovery and how to find content and
we they've trusted us 4 decades too?
Curated and select and develop
collections that are appropriate for
their teaching and research needs,
so we already have.
Skills and we can certainly
leverage them in the same way in
our conversations with instructors.
But Additionally were also experts
at describing things and helping
to make them discoverable.
For example,
it has been librarians who have
created Federated search tools.
An meta search engines that
help search across multiple.
Oh ER repository's so there's the Mason Oh,
ER meta Finder developed at George Mason
University libraries and of course.
Oasis meta search engine from Suni
Genesee O and those are really
fantastic tools that make it a lot.
Easier for faculty and instructors
to find the content.
And Additionally there's additional
ways that we could incorporate Oh.
We are into existing workflows
such as adding content to our
catalogs or hosting learning
object repository's and actively.
Collecting and curating ovr collections,
the same way we collect print material.
Got it. Um. Jesse.
I think the other thing to
consider here is really just the
position of the library on campus.
You know the library can steps
at the center of a lot of other
things that are happening.
And the library works with all
of the different departments.
They work with the different faculty.
They work with the different students.
You know they are well positioned
to spread this message in a Broadway
because of the relationships
that they already have with?
Uh other stakeholders on campus.
Excellent
I'm not finished with mark.
So I'm Bob I'm sorry if I could just
steal the mic for you for one second,
'cause I think there's a
great question in the chat.
But I want to make sure that we
get to this Michelle Pratt ask
the question about my faculty.
Believe the encouragement to you
use Oh ER restricts their academic
freedom an and I think this is uh?
And I would encourage those faculty
member that believe that maybe talk
to some of our faculty and soon Ian.
And I've got a whole cadre of people
that would love to speak to that.
We hear time and time again that
our faculty feel that now they
actually have academic freedom
because they're using or we are.
Or before they felt bound to the
textbook and they had been really
candid with us about feeling bounded
to that textbook and I'm assuming
that my colleagues at ASU could
probably share similar experiences.
I have an Oh we are,
and you can customize it for the
way you want to teach your course.
Because you're the expert
in that particular field.
Um you're able to do that because you're
teaching with Oh we are if you're
using publisher generated content.
I'm not here to slam publishers,
but if you're using that
static content that isn't.
Openly license you're limited in what
you're able to do and I think academic Oh,
ER to me equals academic freedom.
And I've heard that loud and
clear from my own faculty.
Fascinating completely different opinions.
So do you have anything more to add
to this or should I move on mark?
Then you can move on Bob sorry
no that was great much appreciated.
What challenges Does yes singular
curves the library facing
supporting early arnish designerly?
Why did you take this one please?
Certainly, an I'm seeing a lot of comments
related or questions related to this in
the chat as well as I think one of the
biggest challenges the library faces.
Is that we're not always perceived
by our faculty or University
administration as being necessary
to this conversation sometimes they?
Feel that you know curriculum and
textbook selection is something
that's left to the instructors and the
library really shouldn't have a role.
And so sometimes getting a seat at that
table isn't always easy and we're not always.
The decision makers.
I mean, obviously we're not the
decision makers in curriculum.
So that makes it very challenging.
We're typically trying to add Oh
ER work and advocacy on to stuff
that we always do and it's very
typical at libraries and I'm sure.
Folks that are attending this webcast
pretty much everybody could nod your head.
We are always trying to do more with less.
And balancing competing priorities
and so when this is only part when Oh
ER advocacy or assistance or support.
Or services that we're trying to
provide is only a piece of somebody's
job that makes it really challenging.
So our biggest challenges this support
whether it be financial staffing or
technological support from leadership
whether it's library leadership.
A leadership college leadership
and you know whoever that kind of
support is really key.
I'm casting Jesse in our 2019 survey
along with the Library Journal of of 244.
North American institutions
in the survey more library,
said that they were taking the initiative
in institutional learning affordability,
even more so than the Provost Office.
Um Despite that, what are some of
the challenges that libraries face
in supporting these initiatives?
Uhm I think I work with a lot of libraries,
who are maybe just getting started with OER.
But we are not really sure where to start it.
I think that's that's presenting
different challenges you're figuring out.
How much you're going to commit to OER?
What you can do you know whether
whether you need to invest in?
Jack training or shifting positions,
figuring out how much of the
commitment your library wants to
make so we are like Annalise said.
You might be.
Not doing something that you
have been doing for many,
many years in order to make room for that.
To figuring out where are we
are 5th with your priorities.
I think is certainly a big
challenge and then.
You know what to do moving forward.
Obviously, one of the big benefits
of ovr is how open it is,
and the people who work with,
we are.
Very very willing to share the work that
they've done and success that they've had,
and so there's a great network.
As resources that people out
there that can help kind of
bridge this initial hurdle.
Thank you Lisa Mark Why did you
take this next one quickly um?
What role does the librarians
play in exposing faculty to
existing over yarn that's come up
in a few of the questions? Yes,
I'm going to keep this one pretty
brief and I keep training and
finding aids are two of the
biggest things that we can do.
Uh. Anna Lee for instance,
have excellent library guide.
On we are in Scholarly Communication
in general and I think for people
who are out there if they just do
a Google search on library guides.
In Eli Ardell find some great resources
out there to help guide them and guide
their faculty on accessing Oh ER.
Yeah, I mean, I also I've also you
know talking to many of the faculty
of adopted or we are insooni.
Our libraries have been the straw
that stirs the drink so to speak.
They really hard,
the ones that had been promoting the
usage of OER and when we talk to faculty.
We ask them to share their experiences.
It's amazing how that librarian
or that library itself.
Almost plays a broker between
different entities in different
units on the campus whether it's
a faculty development center
and instruction design center.
Maybe an Accessibility office,
the library is there to to to
kind of mitigate the risk that
effectively might have to take and
just doing that activity on their own.
The library actually.
I don't say holds them by the hand but
at least guides them through the network.
So they can get the answers that
they need and then they bring him
back to the middle to help.
You know fill the other Oh ER
request that they may have.
Great I'm going to move on and move on.
Um. So I'm maintaining vendor neutrality,
but I want to have some fun with this slide.
Ex Libris Full disclosure ex,
Libris is part of Proquest as you know.
And uh. As a single data point that I'm
sure there are other people like pro
quests that are in a similar situation but.
I learned from my team
that there's 3576 titles,
including Journal articles preprints books.
Conference papers and reports
that are Open Access,
which you can get from the Proquest database.
Even without having credentials to log in.
So, In other words,
these content providers are making
Open Access material visible
through the same discovery layer.
As well as the actually but summon index,
which has just over 250 million
Open Access records.
As with that,
Jesse what is the role of
vendors in general in the space?
I'm aware that some of the people on this
web and R might feel some concern about
the fact that I'm coming from a vendor.
Love you and I are coming from
the vendor and speaking about Oh
ER and to be honest with you,
it's something that I.
And you know, I'm very sensitive to.
I hear over and over again that the
worst thing that could happen with
OER is that vendors get involved,
and try to monetize it.
And they certainly understand where this
concern is coming from obviously one
of the key values of OER is that it's.
Open and free and I think that
sometimes people see vendors was
wanting to interfere with that,
but I think it's important to
remember that vendors and.
I'm speaking,
frankly birds here,
but I'm also speaking for your most,
if not all of the vendors in our community.
We really do work in partnership
with libraries.
Our goal is to develop solutions
that make your work easier and
make it possible for you to do
your work in a more significant.
And meaningful way.
And so yes,
there's a monetary aspect,
but our goal is ultimately to develop
solutions that support libraries and
increase your value to your patrons.
So.
You can absolutely work with O ER
without involving a vendor and this
will certainly continue to happen.
But I also think that it's a
disservice to say that there's
no role for vendors in OER.
And there are certainly known challenges
with O ER as we've already addressed
but a lot of these challenges.
Don't necessarily have solution today
and my hope is that we'll be able to
work together in the future in order to?
It's actually grow the adoption of
OER and make the process of doing so
less difficult for everyone involved.
I think that we will see more vendor
provided solutions in the future but
also the solutions that actually take off.
Will do so only because libraries
or maybe universities will use
vendor provided product?
To meet the very real and complex
needs that they have surrounding ovr.
Thank
you mark have some fun with this one.
Yeah, so I know that there is
that in the open community ovr.
Communities there seems to
be somewhat of a schism.
Those people that are of the
belief that no for profit
organizations or no publishers
should enter this space and there's.
I think another group of
people that just can't see.
To see a way that they can
complete this work without a
traditional publisher and you know,
and I think and soon we were
somewhere in the middle.
Uh we have partner with lumen
learning as I had mentioned before
I mean when there was 3 people and
no running water in their office
and they just had a great idea.
All the way to you know they've
staffed uptight Billy 2425 people now
and they provide us with curated.
Open content that our faculty are
looking for him in one of the
comments in there was how do you
move faculty away from traditional?
Material when you know they're
used to the PowerPoint assessment
or maybe some of the adaptive
learning technology well.
Lumen provides that for us,
they provide us that at a discounted
rate because of their much cheaper
than a traditional publisher.
For all sorts of reasons,
but I think the most important
thing is that if a faculty member
still wants to customize that.
Lumen content they can I also think
that you know we're at a time now
where we have to stop thinking about?
You know who should or should
not be in this space.
I think we have to determine that the
future is going to probably be open.
And that means that publishers are
going to be in this space whether
they want to or not I mean, I think.
As librarians,
we've seen for awhile that the
publishing industry is somewhat of
a House of Cards. We can look at.
The just look at the stock market
and you just see that their profit
margins are dwindling and there's a
reason for that. An and I think that.
The publishers that know how to
pivot into the open space will be
the ones that will be here for a
long time and those that cannot.
I don't see how they weathered the
storm in the next 4 to 5 years.
Got it. Thank you only rap it up for me.
Uhm I think there's certainly a role for
vendors and O ER but I also think that.
That the library community and institutional,
community cannot always just blindly rely
on vendors to solve our problems for us.
And that we should certainly do
work with vendors that are working
with us and share some of our.
Ethics and ideals,
but if the product is our students data.
Then that's something we should
really be concerned about an keep
in mind as we are working with our.
Vendor partners in this space.
Got it and Um Jesse.
I think question #3 is someone's asking
whether we can distinguish between
earlier and Open Access content.
Of course, they're not the same date.
They overlap in some concepts,
but can we identify them using the product.
Cool, that actually was Primo my
understanding is that it's on
the road map short-term moment
to be able to let people.
Tag Oh we are content in the UI at
the collection level is that right.
Um. I might be speaking to this,
a little too early, we currently flagged
down as Open Access for exploring.
Whether it's possible to specifically
designate them as we are. OK,
Alright. Let's move on then.
Question #9 what are some examples of
instructional approaches using LER an?
Who should I have go first here? And Mark.
I think one of the bigger ones that
I've seen our faculty take on is
something referred to as open pedagogy.
Problem many people on the call of
already started to hear this again.
It gets back down to that.
Academic Freedom Peace for faculty
open pedagogy allows you to
remove that disposable assignment.
Let's say the traditional essay or
paper at the end of the semester and
I'm not saying that we should get rid
of all writing in the curriculum,
but I think in some courses.
That type of work isn't necessarily
as important as in other courses and
what open pedagogy dozen what Oh we are
allows is that faculty can actually.
Our students can actually get into the
course and become part owners of the
course and what I mean by that is.
We've seen our students and soon in fact,
we've had a couple courses where the
students were charged with writing
a textbook.
And so the faculty member will give
them themes and then sent the send the
students out to do their own research.
In developed chapters around the
themes that the faculty member
wants them to address and that way.
Not only are they learning the content,
but they're also developing their
own scholarship.
And to me that's something you
can do with open content.
I'm not saying you couldn't do that before.
But for some reason Oh we are
kind of ignites that creativity
streak and a lot of our faculty.
To get them thinking about what
other possibilities are there
if there unlimited in terms of
flexibility with the content.
Got it thank you. Lisa brief
answer from you please on this.
Yes, I agree with the open pedagogy and.
We've had examples of.
Class reading a textbook
looking for keeping's and.
Seeing if there's a wiki entry for example,
and. Uh then they help fill in information
about often unrepresented topics.
In my experience and that was
a very powerful experience.
It was first year students.
And so I think wiki itself is
the ultimate earlier and I think
we could agree on that and.
Um. You know students really.
When they're writing to a different
audience or there are creating
products for a different audience.
I think it increases their capacity
as someone who can be more functional
in the work place down the line.
Got it while we while we
have you on the family.
So why don't you tackle this next one?
Do you think we'll see more
students getting getting engaged
in creating these materials?
Well, I think that's certainly at the
faculty sounds like Marks and spending.
The situation where back up here engaging
students in textbook creation and I think.
That's probably one of the bigger areas,
I think we can see some progress in. Um.
I see. We do learn more wouldn't each then.
When were taught.
And disposable assign it just isn't.
That relevant anymore as I was
saying earlier. It's about trying
to reach a broader audience.
and I think when we're reaching a
broader audience. We know that.
More people than the professor willing
to see what we can, we produce. Uh.
We might get a little more energy into that.
We have examples out there doctor,
Julie Ward Ward.
She had her students develop an
introduction to Hispanic literature.
Textbook.
Now there's a commonly used
textbook out there,
but costs $130 is in its 7th edition.
Almost everybody uses it but there have been.
Uh.
People who have gone ahead and had the
students create the textbook and they
use small groups and pure valuations.
This kind of constructive this
approach to learning and.
I think it's very powerful
for the students in.
Um.
And I think it it does help create
better work from the students so.
I really hope to see more of that.
I think just in general,
even outside of her we are these kinds of.
Uh.
Assignments are probably more common
and there's more training around them,
then maybe in the past in query learning.
And this is an example,
so I think if people are interested
in making your own textbooks.
There's more and more information.
There is a very simple books
publishing there's a guide to
making open textbooks with student.
So we have more support available now
in I really do hope we see more of it.
I
love the optimistic view very
creative. Mark. Briefly.
Yeah, I mean, I think we'll start seeing
more students engage with the material.
I you know, I think is is Lisa
kind of explained as we start to.
The boundaries of Education and I
really think we probably put some
walls up in some of our classrooms
and some of our institutions.
As we start to take those walls
down and expand into What's more
possible than what is what we've kept?
Restricted we're going to start seeing
students be a lot more engage in
developing the curriculum I mean, Insooni.
You know, we have a lot of adult
students and I'm sure there's many
people on the call that had see the
same thing in their institutions
or Mary University Systems.
You know in a person who's got
let's say 20 years experience in
industry is coming back to school.
You know it.
We shouldn't expect them to just
sit in a classroom.
And just absorb the words that leave
their professors mouth.
I mean, they want to be more engaged.
With learning and they want to be
more engaged with with just the
activities within a campus culture
and I think that's what we have to.
Understand a butter institutions
is that we have to be open and we
have to open ourselves up to our
learners and the expectations.
They have for the life after college.
Got
it. Jesse do you think it's realistic?
Do you honestly believe that students are
going to sit down and contribute content?
I do and I think it's because the
nature of Education is changing and
changing specifically because of OER.
You know, I think from the faculty
side working with OER is the
collaborative experience because dynamic
experience it encourages new ways of.
Thinking about education and I think as
faculty become more invested in Oh ER.
It starts to make sense to
them to have their students.
Work or their learning output
carry on past is the past,
the end of the term and be adapted
and reused and I think we'll see this.
Trend continue to grow as more and
more faculty adopt Oh ER and start
adjusting their teaching style.
Thank you for that Alright last topic,
and then we'll see if we've
got a minute to cover any.
There are other things,
30 second answers will start with you,
Jesse should libraries get involved.
You know we are projects.
Understanding risk in not.
Participating.
Yes, I think absolutely
library should be involved.
There are definitely challenges as we've
discussed but I do think that the risk in,
not participating in ovr projects.
Is a fairly big risk for
libraries a lot of libraries?
Are struggling to improve their position
on campus or to prove their value.
I know this isn't true for everyone
and I don't mean to offend anyone,
but I do hear this kind of thing a lot.
I really believe that right now is the
right time for libraries to shift their
focus an increase the amount of support
that they provide for teaching and learning.
I think with the increasing concern
about affordable learning distance
really become a strategic priority for
a lot of colleges and universities.
And faculty are going to have to make changes
to the way that they teach their courses.
Libraries are really well positioned
to help them because a lot of the
things that we've already discussed.
But also in doing so,
libraries have the potential to make
significant and also very obvious
contributions to teaching and learning
and to the institutional goals.
I think we've reached the point
where it takes to say that Oh.
ER isn't going away.
and I think library should use
this as an opportunity to lead.
What has the potential to be
significant institutional change?
Increase relevance lovely
Annalee your opinion.
Absolutely we libraries should be
involved with earlier projects.
An I think Jesse's absolutely right.
I mean, we need to be able to demonstrate.
Add are institutions that we are heavily
invested in student success and I know.
Everybody would say of course, we are.
We do instruction sessions.
All the time we're trying to
teach people how to use and find.
Academic literature scholarly
research improve their information
literacy and supporting Oh,
ER an improving access and
affordability to education.
Is a key component and totally matches
with everything that libraries have always
done and there's definitely a risk if
we don't join we will be left behind.
And we won't have a seat at
those very important tables.
An folks won't recognize the
hard work that we do.
In many areas to improve
student success and retention.
Thank you. Mark I know the your answer is
yes because my goodness, you're dry you,
your team are driving the initiatives.
But what are the risks of not getting
involved if if libraries around the country
in other institutions don't get involved?
Well, I think what the riskiest part
for libraries is that you know this
is a movement that's that's going
to take off across higher education.
An nobody is stepping up to say they're going
to own this and I think libraries have to.
More themselves in the in the scene
themselves as strategic platforms for their
campus to be more incubators and innovators.
Then maybe ever before you know,
libraries have always been out front
Canaries in the coal mine so to speak.
You know, many of us are the
first ones to set up the web page.
When people in our campus thought
the Internet was just a fad.
You know, we are always the first
ones out there talking about Open
Access and the move away from.
Completely traditional scholarship to me,
this is just a natural evolution of another
service the library has to look at.
But I think the biggest challenge
in the whole thing is libraries.
Determining what it is that they
put down now.
And there's things that we may have
to stop doing in order to pick these
other things up that really support
our students in the success of our.
Of our faculty in the entire campus.
Wonderful wonderful and
with that unwrapping it up.
Uhm I would like to thank everyone
for attending today and thank
you to our presenters and their
institutions, particularly.
Arizona State and soon you
for giving these people,
the chance to share an very
direct very blunt opinions on.
On this very difficult topics
and I'm much appreciated.
Thank you very much and goodbye.