Canadaoer July 2020

canadaoer@lists.bccampus.ca

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The Time is Now for Open Educational Resources - Place aux ressources éducatives libres

by Lise Brin

Dear members of the Canadian OER community, Membres de la communauté canadienne des REL, CARL has just released the following statement (and accompanying set of resources) in support of OER as a key solution for equitable online learning. We would like to thank the CARL Open Education Working Group for their work on these documents, especially Erin Fields, Laurie Morrison, and Ann Ludbrook. Please feel free to share any or all of these documents with colleagues and faculty at your institutions. Feedback is also most welcome! L’ABRC vient de publier la déclaration suivante (et l'ensemble des ressources qui l'accompagne) afin d’appuyer la promotion des REL comme solution clé pour un apprentissage en ligne équitable. Nous tenons à remercier le Groupe de travail sur l'éducation ouverte de l’ABRC pour son travail sur ces documents, tout particulièrement Erin Fields, Laurie Morrison et Ann Ludbrook. N'hésitez pas à partager ces documents avec des collègues et des professeurs de vos établissements. Nous apprécions d’ailleurs vos commentaires et suggestions. ****** Message bilingue – bilingual message: ------ The Time is Now for Open Educational Resources https://www.carl-abrc.ca/news/the-time-is-now-for-oer/ July 16, 2020. – As higher education continues to prioritize remote online instruction in the context of the COVID-19 pandemic, university libraries are working with others to advance, innovate and collaborate on the creation and use of high-quality open education resources. In recognition and support of the work of academic libraries, centres for teaching and learning, and faculty members leading the development of OER on campuses across the country and around the world, CARL’s Open Education Working Group is pleased to share the following resources: an FAQ on Open Education<https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-ed…>, guidance for instructors on Getting Started with OER<https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-ed…>, and an Environmental Scan of Open Education Service and Support in Canada<https://www.carl-abrc.ca/wp-content/uploads/2020/06/OEWG_environmental_scan…>. Open Educational Resources (OER) are free to use, openly licensed educational materials that have been produced by experts and educators in the field. Such resources carry no financial costs to the user, and are released under a Creative Commons license, enabling a full spectrum of uses. These permissions are often referred to as the “5Rs<https://opencontent.org/definition/>”: Retain, Reuse, Revise, Remix and Redistribute. The availability of OER has grown tremendously over the past five years, in terms of the number and variety of formats (e.g. images, text, video, etc.), and the range of subject areas covered. Whether instructors are seeking open “textbooks” for their first- or second-year courses or looking for ancillary content to expand their students’ understanding of an area of study, OER can provide resources developed by experts in a wide range of disciplines. For students, finances can be a challenge at the best of times, but for those who now find themselves without a part-time job, summer employment, or are suffering other new <https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2020032-eng.htm> financial stresses<https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2020032-eng.htm>, buying commercial textbooks, whether digital or print, may not be possible. OER are one way in which instructors can help students<https://nationalpost.com/opinion/kyle-hiebert-in-the-covid-19-world-open-so…> fully and successfully engage in their learning. Unlike commercial options that are currently available – for example, the temporary free access to textbook collections provided by some publishers in response to COVID-19, and the expanding textbook rental model – OER provide students with free access to texts and materials not merely while they are enrolled in a course, but long after the course has ended. In addition to free access, OER enables flexible course design and delivery, including the ability to build tailored resources that can be altered as events and information change. Instructors can incorporate new relevant content in real time to contextualize important social, economic, and political developments. Instructors can also increase student engagement by incorporating elements of open pedagogy into their course design, providing students with experiential learning opportunities where they may contribute to the design and development of an OER as part of their course assignments. As instructors respond to the challenge of offering courses online, they may consider whether their course resources (e.g. quizzes, exercises, guides, etc.) could be opened for use and adaptation. For those interested in knowing more, or in learning how to participate in OER, CARL invites you to consult the following: > FAQ on Open Education<https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-ed…> > Getting Started with OER<https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-ed…> > Environmental Scan of Open Education Service and Support in Canada<https://www.carl-abrc.ca/wp-content/uploads/2020/06/OEWG_environmental_scan…> > Open Education page<https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-ed…> on CARL website > CARL Open Education Working Group<https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-ed…> These new resources add to the excellent corpus of offerings from other organizations active in this area and in which librarians are participating. Notable among these are BCcampus<https://bccampus.ca/> and eCampusOntario<https://www.ecampusontario.ca/> here in Canada, and SPARC<https://sparcopen.org/> on the North American level. (Most recently, the Quebec government has supported the launch of La Fabrique REL<https://fabriquerel.org/> as part of its Digital Action Plan for Education and Higher Education<http://www.education.gouv.qc.ca/en/current-initiatives/digital-action-plan/…>.) The global events of 2020 have provided an opportunity to re-imagine many aspects of our world, including our approach to higher education. High quality, current, and barrier-free resources should be central to a student-focused, digitally innovative higher education system in Canada and globally. ----- Place aux ressources éducatives libres https://www.carl-abrc.ca/fr/nouvelles/place-aux-rel/ 16 juillet 2020. – Alors que l’enseignement supérieur accentue l’enseignement en ligne dans le contexte de la pandémie de COVID-19, les bibliothèques universitaires travaillent avec divers intervenants pour l’avancement, l’innovation et la collaboration en matière de création et d’utilisation des ressources éducatives libres de grande qualité. En reconnaissance du travail des bibliothèques universitaires, des centres d’enseignement et d’apprentissage ainsi que des membres des facultés menant la création de REL dans les établissements partout au pays et au monde, le Groupe de travail sur l’éducation ouverte de l’ABRC a le plaisir de partager les ressources suivantes : une FAQ sur l’éducation ouverte<https://www.carl-abrc.ca/fr/faire-avancer-la-recherche/communication-savant…>, des conseils pour les instructeurs pour commencer à utiliser les REL<https://www.carl-abrc.ca/fr/faire-avancer-la-recherche/communication-savant…>, ainsi que son Analyse de l’environnement des services et du soutien à l’éducation ouverte au Canada<https://www.carl-abrc.ca/wp-content/uploads/2020/06/GTDO_analyse_du_context…>. Les ressources éducatives libres (REL) peuvent être utilisées gratuitement et ont un contenu pédagogique à licence ouverte produit par des experts et des enseignants dans le domaine. Ces ressources ne comportent aucun coût financier pour les utilisateurs et elles sont publiées sous une licence Creative Commons permettant un éventail complet d’utilisation. Ces permissions sont souvent désignées comme les « 5 R » : retenir, réutiliser, réviser, réorganiser et redistribuer. Au cours des cinq dernières années, les REL ont connu une forte croissance en nombre, en variété de formats (image, texte, vidéo, etc.) et en sujets couverts. Pour les enseignants cherchant des manuels pour leurs cours de première ou de deuxième année ou du matériel didactique pour approfondir les connaissances des étudiants par rapport à un champ d’études, les REL peuvent offrir du contenu créé par des experts dans une multitude de disciplines. Même en temps normal certains étudiants ont des difficultés financières ; s’ajoutent maintenant les étudiants sans travail à temps partiel, sans emploi d’été ou subissant un nouveau stress financier<https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2020032-fra.htm>. Par conséquent, l’achat de manuels commerciaux, que ce soit en format numérique ou physique, est peut-être impossible. Les REL sont un moyen permettant aux enseignants d’aider les étudiants<https://nationalpost.com/opinion/kyle-hiebert-in-the-covid-19-world-open-so…> à participer pleinement à leur apprentissage. Contrairement aux options commerciales actuelles — comme l’accès gratuit temporaire à des collections qu’offrent certains éditeurs en réponse à la COVID-19 et le modèle grandissant de location de manuels — les REL donnent aux étudiants un accès gratuit au contenu et au matériel didactique pour la durée de leur inscription à un cours et longtemps après la fin de celui-ci. En plus de leur accès gratuit, les REL offrent une liberté de conception et de prestation de cours, y compris la possibilité de créer des ressources sur mesure pouvant être modifiées selon l’évolution de l’actualité et de l’information. Les enseignants peuvent intégrer du nouveau contenu pertinent en temps réel pour contextualiser les évènements sociaux, économiques et politiques importants. Les enseignants peuvent aussi renforcer l’engagement des étudiants en intégrant certains éléments de pédagogie ouverte dans leur format de cours, offrant ainsi aux étudiants des occasions d’apprentissage expérientiel par lesquelles ils peuvent contribuer à la conception et à l’élaboration de REL dans le cadre de leurs travaux. Alors que les enseignants s’adaptent à l’enseignement en ligne, ils pourraient considérer permettre l’utilisation et l’adaptation libre de leurs ressources de cours (tests éclairs, exercices, guides, etc.). L’ABRC invite ceux et celles qui veulent plus d’information ou qui veulent savoir comment participer aux REL à consulter les liens suivants : > FAQ sur l’éducation ouverte<https://www.carl-abrc.ca/fr/faire-avancer-la-recherche/communication-savant…> > Introduction à l’utilisation des REL<https://www.carl-abrc.ca/fr/faire-avancer-la-recherche/communication-savant…> > Analyse de l’environnement des services et du soutien à l’éducation ouverte au Canada<https://www.carl-abrc.ca/wp-content/uploads/2020/06/GTDO_analyse_du_context…> > Page sur l’éducation ouverte<https://www.carl-abrc.ca/fr/faire-avancer-la-recherche/communication-savant…> du site web de l’ABRC > Groupe de travail sur l’éducation ouverte de l’ABRC<https://www.carl-abrc.ca/fr/faire-avancer-la-recherche/communication-savant…> Ces nouvelles ressources s’ajoutent à l’excellent corpus de contenu offert par les autres organisations actives dans ce domaine et auquel participent les bibliothécaires. Parmi ces organisations, il y a notamment BCcampus<https://bccampus.ca/> et eCampusOntario<https://www.ecampusontario.ca/> ici au Canada et SPARC<https://sparcopen.org/> en Amérique du Nord. (Tout récemment, le gouvernement du Québec a appuyé la création de La Fabrique REL<https://fabriquerel.org/> dans le cadre de son Plan d'action numérique en éducation et en enseignement supérieur<http://www.education.gouv.qc.ca/dossiers-thematiques/plan-daction-numerique…>.) Les évènements mondiaux en 2020 ont permis de reconsidérer plusieurs aspects de notre monde, y compris notre modèle d’enseignement supérieur. Les ressources à jour, de grande qualité et sans barrière devraient jouer un rôle prépondérant dans un système d’enseignement supérieur innovateur sur le plan numérique et centré sur les étudiants au Canada et ailleurs au monde. -- Lise Brin, MLIS Program Officer / Agente de programme [cid:image001.png@01D65B96.9BDF6820] Canadian Association of Research Libraries Association des bibliothèques de recherche du Canada 309 rue Cooper Street, Suite 203 Ottawa Ontario K2P 0G5 T 902.318.4485 E lise.brin(a)carl-abrc.ca<mailto:lise.brin@carl-abrc.ca> W www.carl-abrc.ca [cid:image002.png@01D65B96.9BDF6820]@carlabrc

4 years, 9 months

New Geology Lab Manaul

by Ross, Heather

Happy Monday everyone. You can now find Introductory Physical Geology Laboratory Manual (First Canadian Edition) in our catalogue (https://openpress.usask.ca/geolmanual/) This is an adaption of Laboratory Manual for Introductory Geology (2015) by Deline, Harris, and Tefend. Introductory Physical Geology Laboratory Manual – First Canadian Edition (v.3 – Jan 2020) – Open Textbook<https://openpress.usask.ca/geolmanual/> Introductory Physical Geology Laboratory Manual – First Canadian Edition (v.3 - Jan 2020) by Joyce McBeth, Karla Panchuk, Tim Prokopiuk, Lyndsay Hauber, and Sean Lacey is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted. openpress.usask.ca Heather M. Ross, BA BEd MEd Educational Development Specialist University of Saskatchewan Gwenna Moss Centre for Teaching and Learning Ph: 306-966-5327<tel:306-966-5327> Find open textbooks and other open educational resources on: http://open.usask.ca<http://open.usask.ca/>

4 years, 9 months

Zero Textbook Cost Pathway to Associate of Science Degree by BCcampus

by Arianna Cheveldave

Dear colleagues, A Zero Textbook Cost pathway to an Associate of Science degree<https://bccampus.ca/projects/open-education/pathway-to-associate-of-science…> is now available, based on existing OER that align with core requirements for Associate of Science programs in B.C. This pathway is designed such that a student could feasibly complete an Associate of Science degree without spending any money on textbooks, as they would only use OER and other free resources. In addition, BCcampus is awarding a grant to Thompson Rivers University so that they may develop their own institution-specific pathway. You can read more about that and the development of BCcampus' pathway in this blog post about the Associate of Science pathway<https://bccampus.ca/2020/07/07/a-pathway-to-open-for-science-programs-in-b-…>. Best, Arianna Cheveldave Coordinator, Open Education, BCcampus Email: acheveldave(a)bccampus.ca<mailto:acheveldave@bccampus.ca> • LinkedIn: ariannacheveldave<https://ca.linkedin.com/in/arianna-cheveldave> • Pronouns: She/her ________________________________ I acknowledge that the land I live, work, and play on is the unceded territory of the səl̓ilwətaɁɬ təməxʷ (Tsleil-Waututh), Skwxwú7mesh-ulh Temíx̱w (Squamish), W̱SÁNEĆ, and Songhees Nation of the Lək̓ʷəŋən (Lekwungen) peoples. I thank them for their hospitality.

4 years, 9 months

Looking for stellar Pressbooks examples

by Jessica Norman

Hi All, I'm looking for some stellar Pressbook examples that I can share with faculty to really show off the interactive potential of the platform. Please share your institution's best academic titles - a bonus if they are social work or sociology related. Thanks in advance, Jessica [663A4CA4] Jessica Norman, MLS eLearning Librarian, Reg Erhardt Library Liaison to: Construction, Manufacturing & Automation Specialist in: Open Educational Resources Book an appointment<https://sait.libcal.com/appointment/16446> (Office) 403.210.4073 jessica.norman(a)sait.ca<mailto:jessica.norman@sait.ca> She/Hers/Her

4 years, 9 months

Marketing Research

by Ross, Heather

Sorry about the cross post. I have a professor who's looking for OER on Marketing Research. I've searched around, but haven't found any, but I'm hoping I've just missed something amazing that somebody else has. 🙂 Heather M. Ross, BA BEd MEd Educational Development Specialist University of Saskatchewan Gwenna Moss Centre for Teaching and Learning Ph: 306-966-5327<tel:306-966-5327> Find open textbooks and other open educational resources on: http://open.usask.ca<http://open.usask.ca/>

4 years, 9 months

Hello and Coming Back into the Mix!

by JENNI HAYMAN

Hello Everyone, I’ve been working in the open but under the radar for a little while, but coming back to the critical advocacy work at a time when it seems to be needed most! I have missed visiting with you all and hearing about your work in your provinces and territories. I am extending my connections and practice into the work of UNESCO and emerging working groups advocating for national action on the 2019 OER Recommendation that was ratified by Canada and 191 other nations. I’ll type up a report just after the Open Education for a Better World conference led by the team in Slovenia (Mitja Jermol and Tanja Urbancic) I’m attending and look forward to reconnecting with you and confirming new practices and initiatives that are happening across Canada. Happy Canada Day! Jenni Jenni Hayman, EdD Chair, Teaching and Learning Cambrian College 1400 Barrydowne Road Sudbury, Ontario, P3A 3V8 Desk Phone: (705) 566-8101 x6827 Cell: (226) 500-0845 [cidclip_image001.png] You have received this message from Cambrian College of Applied Arts and Technology, 1400 Barrydowne Road, Sudbury, Ontario P3A 3V8. Click here<https://secure.cambriancollege.ca/manage-subscriptions/> to control the type of email you receive from the College or remove your email address from our lists.

4 years, 9 months

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Canadaoer July 2020