Finding, Using & Adopting OER

Workshop presented by Kate Hess & Una Daly on searching OER repositories, evaluating resources, identifying research strategies and organizational tool to ease information overload, and outlining steps for adopting OER materials

Community College Consortium Promotes Open Educational Practices Through Outreach and Collaboration

The Community College Consortium for Open Educational Resources (CCCOER) is a community of practice focused on awareness and promoting best practices for OER discovery and adoption including open textbooks, open MOOCs, and open repositories to enhance learning and teaching. Through monthly outreach webinars with OER leaders and online advisory meetings, the community shares their projects and expertise encouraging collaboration across institutions, disciplines, and higher education sectors. Hear from the consortium director and two leaders of the community college OER movement. • Una Daly, Director of Community College Outreach, OpenCourseWare Consortium. Building a community to promote awareness and shared knowledge of open practices to overcome resistance to open initiatives. • Dr. Lisa Storm, Administration of Justice Professor, MOOC developer, Hartnell College. Developing a remedial MOOC for struggling students in the Administration of Justice program featuring tutorial-type interactive lessons and embedded learning outcomes assessment. Dr. Barbara Illowsky, Mathematics Professor and open textbook author, De Anza College. Use of an openly licensed textbook to promote faculty collaboration and improve curriculum and teaching practices

Designing OER with diversity in mind

Open Education Week 2013 Webinar: March 11, 4:00 pm GMT Th

Bi-allelic Loss-of-Function CACNA1B Mutations in Progressive Epilepsy-Dyskinesia.

The occurrence of non-epileptic hyperkinetic movements in the context of developmental epileptic encephalopathies is an increasingly recognized phenomenon. Identification of causative mutations provides an important insight into common pathogenic mechanisms that cause both seizures and abnormal motor control. We report bi-allelic loss-of-function CACNA1B variants in six children from three unrelated families whose affected members present with a complex and progressive neurological syndrome. All affected individuals presented with epileptic encephalopathy, severe neurodevelopmental delay (often with regression), and a hyperkinetic movement disorder. Additional neurological features included postnatal microcephaly and hypotonia. Five children died in childhood or adolescence (mean age of death: 9 years), mainly as a result of secondary respiratory complications. CACNA1B encodes the pore-forming subunit of the pre-synaptic neuronal voltage-gated calcium channel Cav2.2/N-type, crucial for SNARE-mediated neurotransmission, particularly in the early postnatal period. Bi-allelic loss-of-function variants in CACNA1B are predicted to cause disruption of Ca2+ influx, leading to impaired synaptic neurotransmission. The resultant effect on neuronal function is likely to be important in the development of involuntary movements and epilepsy. Overall, our findings provide further evidence for the key role of Cav2.2 in normal human neurodevelopment.MAK is funded by an NIHR Research Professorship and receives funding from the Wellcome Trust, Great Ormond Street Children's Hospital Charity, and Rosetrees Trust. E.M. received funding from the Rosetrees Trust (CD-A53) and Great Ormond Street Hospital Children's Charity. K.G. received funding from Temple Street Foundation. A.M. is funded by Great Ormond Street Hospital, the National Institute for Health Research (NIHR), and Biomedical Research Centre. F.L.R. and D.G. are funded by Cambridge Biomedical Research Centre. K.C. and A.S.J. are funded by NIHR Bioresource for Rare Diseases. The DDD Study presents independent research commissioned by the Health Innovation Challenge Fund (grant number HICF-1009-003), a parallel funding partnership between the Wellcome Trust and the Department of Health, and the Wellcome Trust Sanger Institute (grant number WT098051). We acknowledge support from the UK Department of Health via the NIHR comprehensive Biomedical Research Centre award to Guy's and St. Thomas' National Health Service (NHS) Foundation Trust in partnership with King's College London. This research was also supported by the NIHR Great Ormond Street Hospital Biomedical Research Centre. J.H.C. is in receipt of an NIHR Senior Investigator Award. The research team acknowledges the support of the NIHR through the Comprehensive Clinical Research Network. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR, Department of Health, or Wellcome Trust. E.R.M. acknowledges support from NIHR Cambridge Biomedical Research Centre, an NIHR Senior Investigator Award, and the University of Cambridge has received salary support in respect of E.R.M. from the NHS in the East of England through the Clinical Academic Reserve. I.E.S. is supported by the National Health and Medical Research Council of Australia (Program Grant and Practitioner Fellowship)

October 2014 In-Service Day Presentation - Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources

Video recording of COD October 2014 In-Service Keynote Presentation, given by Una Daly, Open Education Consortium, and Kate Hess, Kirkwood Community College on transforming teaching and learning using Open Access resources

Next Steps for OER/ZTC Degrees

Achieving the Dream launched the largest OER Degree initiative in 2016 awarding grants to 38 community colleges in 13 states. While in 2017, California state launched its Zero-Textbook-Cost Degree program awarding 33 community colleges planning and/or implementation grants to develop degree pathways where all textbook costs were eliminated. Two California colleges participated in both programs. Although both programs were similarly focused on expanding access through cost reduction for students and improving time to completion, the program requirements differed in significant ways. The time allotted to complete the work, course material requirements, data collection, and other support mechanisms varied. Early OER Degree research results indicated increased faculty engagement although pain points included the requirement for all materials to have a creative commons license or be in the public domain. The Zero-Textbook-Cost Degree policy of allowing library resources and zero-cost materials proved far more popular with faculty and staff although adoption of the materials by other institutions can be more complicated. As the grant period ends, many colleges are challenged with how to continue to sustain and expand their OER/ZTC degrees without dedicated stipends and professional development resources. Some institutions are linking their OER/ZTC degree programs with other strategic initiatives such as student equity and success while others are switching the focus from degree pathways to converting high-impact courses to OER and ZTC. Join us for an interactive session where attendees will be encouraged to contribute their ideas for next steps for OER/ZTC degrees and to consider whether these programs might be implemented successfully at their own institutions