In an earlier posting we talked about copyright and fair use.  Another side of the issue is OER; free, copyright-unencumbered, normally digital materials you can use in your classes.  They range from individual objects like pictures and documents to complete textbooks.  In this post we will explore some of the resources available to you and how you can add to the growing collection.  But first, some history…

David Wiley, a professor at Brigham Young University, introduced the concept of Open Content as opposed to Open Source (a topic of a future post!) in 1998 (see Wiley, David (1998). “Open Content”. OpenContent.org. Retrieved 2012-03-28).  In 2001 the Massachusetts Institute of Technology started their OpenCourseWare (OCW) project with the intent of putting content for all courses online and freely available to the world.  Wow!  The term “open educational resources” was first adopted at UNESCO’s 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries (see Johnstone, Sally M. (2005). “Open Educational Resources Serve the World”. Educause Quarterly 28 (3). Retrieved 2012-03-28).

Below is a collection of some of the more popular resources.  If you know of others, please share!

To begin, you can learn more about OER and its use:

• Introductory OER video: www.youtube.com/watch?feature=player_embedded&v=Rb0syrgsH6M
• Basic OER Guide: www.col.org/PublicationDocuments/Basic-Guide-To-OER.pdf
• OER licensing: creativecommons.org/licenses/
• The Power of Open: http://thepowerofopen.org/
• Free to Learn Guide: http://wiki.creativecommons.org/images/6/67/FreetoLearnGuide.pdf

Now that you have an idea of what OER is, below are some resources where you can find objects to use in your class:

• Open Course Library: sites.google.com/a/sbctc.edu/opencourselibrary/
• Internet Archive:  The Internet Archive is a digital library of Internet sites and other cultural artifacts in digital form.  Like a paper-based library, it provides free access to researchers, historians, scholars, and the general public.
• National Science Digital Library: National Science Digital Library (NSDL) resources include images, video, audio, animations, software, datasets, and text documents such as lesson plans and journal articles.  In addition, NSDL provides search, browse, help, blogging, collaborative workspaces, collection creation and management services, news reports, and online community discussions.
• Library of Congress: The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library’s vast digital collections in their teaching.
• TED: Consider using TED to initiate class discussions.  TED is a nonprofit devoted to Ideas Worth Spreading.  It started out (in 1984) as a conference bringing together people from three worlds: Technology, Entertainment, and Design.  Since then its scope has become ever broader.  Along with two annual conferences — the TED Conference in Long Beach and Palm Springs each spring, and the TEDGlobal conference in Edinburgh Scotland each summer — TED includes the award-winning TEDTalks video site, the Open Translation Project and TED Conversations, the inspiring TED Fellows and TEDx programs, and the annual TED Prize.
• TED-Ed: The newest initiative from TED, and one deserving special mention, is TED-Ed, an extension of TED’s mission of spreading great ideas.  Within the growing TED-Ed video library, you will find carefully vetted educational videos, many of which represent collaborations between talented educators and animators nominated through the TED-Ed platform.  This platform also allows you to take any useful educational video, not just TED’s, and easily create a customized lesson around the video.  You can distribute the lessons, publicly or privately, and track their impact on the world, a class, or an individual student.
• Kahn Academy: Kahn Academy has a library of over 2,400 videos covering everything from arithmetic to physics, finance, and history and 150 practice exercises.  They’re on a mission to help you learn what you want, when you want, at your own pace.
• The Orange Grove: The Orange Grove is an online library of openly available instructional resources for Florida’s educators.  It supports faculty in meeting a core value of education: to openly share one’s knowledge with others.  Many of the resources, such as its Open Textbook collection, are openly available to the public.
• Annenberg Learner: Annenberg Learner uses media and telecommunications to advance excellent teaching in American schools.  This mandate is carried out chiefly by the funding and broad distribution of educational video programs with coordinated Web and print materials.

Following are additional collections and full courses, many of which are overlapping, but have their particular focus:

• OER Commons: OER Commons is a place where content is made free to use or share, and in some cases, to change and share again, made possible through licensing, so that both instructors and learners can share what they know.
• Merlot: MERLOT includes peer reviewed online teaching and learning materials.  See our blog post of July 13, 2011.
• Connection: Connexions is a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc.  Anyone may view or contribute.
• MIT Open Courseware: OpenCourseware (OCW) includes free lecture notes, videos, and exams from MIT – no registration required.  It is a web-based publication of virtually all MIT course content.  OCW is open and available to the world and is a permanent MIT activity.
• Open Michigan: Open.Michigan encourages researchers, learners, and instructors to maximize the impact and reach of their scholarly work through open sharing.
• Academic Earth: Academic Earth consists of free online video courses from leading universities.  It was founded with the goal of extending high-quality online learning opportunities to people around the globe.
• Open Courseware Consortium: The Open Courseware Consortium is a collaboration of more than 200 higher education institutions and associated organizations from around the world creating a broad and deep body of open educational content using a shared model.
• SOFIA: SOFIA is modeled after MIT′s OpenCourseWare initiative.  It encourages the free exchange of community college-level materials on the World Wide Web.
• Folksemantic: Folksemantic created the OER Recommender and OCW Finder.  Folksemantic’s goal was to provide a means for educators and students to easily find and access NSDL (National Science Digital Library) and OpenCourseWare open educational resources that meet their individual needs.

With these computers (and Scott and Paul’s expertise) we can show you how to produce video, web, and print artifacts that you can use in your classes.  This room is also equipped with two chairs and a table that can be used as a setting for recording videos.  Potential uses include recording interviews of guest speakers, recording short videos promoting your courses, and recording audio narrations for PowerPoint lectures.  We would then be able to post your recordings to the web and supply you with a link you could share via ANGEL or email.

The middle part of the office now has two desks, and this part of the office functions as the administrative center.  Bill and Jaclyn are here to help answer your questions.  The remainder of the lab will soon have new computers for faculty use.  Coffee and tea are also available (if you arrive early enough!).

Our hours are the same, Monday through Thursday 9:00 a.m. to 6:00 p.m. and 9:00 a.m. to 4:00 p.m. on Friday, but if the Library is closed, so are we.  Drop by and see what we are doing!

1.   Prepare your PowerPoint slides

• Use the Notes section of the slides to compose your script
• Limit your lecture to fewer than ten slides
• If necessary, break your lecture up into parts
• The lecture should not be longer than fifteen to twenty minutes
• Print the Notes pages so you can refer to them when you record

2.   Practice a few times

• You are not aiming at perfection, but you don’t want to sound too ragged either
• Slow, clear enunciation is best; do not rush, do not mumble
• Be natural; be yourself

3.   Test your microphone

• In Windows, go to Start, All Programs, Accessories, Sound Recorder
• If your microphone works with this application, it should also work with PowerPoint
• If it doesn’t record your voice, you need to troubleshoot
• Start with Control Panel, Hardware and Sound, Sound, Manage audio devices
• Call the CTL if you get stuck

4.   When you are ready, find a quiet spot where you will not be interrupted

• Open your PowerPoint presentation
• Click Slide Show, Record Slide Show (slightly different in earlier versions of PowerPoint)
  

• Record your narration

5.   When you are finished, there will be an audio icon on each slide

6.   Save your slide show.

You are almost there but there are a couple snags
The resulting file will be very large, possibly many megabytes.  It will be much too large to send by email or to upload to ANGEL and  your students would also have a difficult time dealing with so large a file so it will need to be converted to a movie and uploaded to a streaming server.  That is where we come in !
Copy the file to a CD, DVD, or flash drive and  send it to the South Campus CTL c/o Bill Drummond or Paul Ventura.   We will convert it to a movie and upload it to our YouTube channel.  Files on this channel are pen to the public OR open only to those with the URL (preferred), password-protected.  Tell us which level of openness you require.  We will send you a URL you can paste in ANGEL or send to your students via email. The turn-around time is usually one day or so; let us know if you are in a hurry.
Please don’t hesitate to contact us if you have questions or concerns!

• to produce copies or reproductions of the work and to sell those copies (including, typically, electronic copies)
• to import or export the work
• to create derivative works (works that adapt the original work)
• to perform or display the work publicly
• to sell or assign these rights to others
• to transmit or display by radio or video

Creative Commons is the most common alternative copyright (http://creativecommons.org/) GNU GPL (GNU General Public License) is mostly for software (http://gnu.org). Copyleft is a general method for making a program (or other work) free, and requiring all modified and extended versions of the program to be free as well. (http://www.gnu.org/copyleft/copyleft.html).

Fair use is a limitation and exception to the exclusive right granted by copyright law to the author of a creative work. (Wikipedia)  To determine whether the use of a copyright item qualifies for use without permission of the copyright holder, use the four-factor balancing test:

1. the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;
2. the nature of the copyrighted work
3. the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
4. the effect of the use upon the potential market for or value of the copyrighted work.

DMCA (Digital Millennium Copyright Act) contains provisions forbidding circumvention of digital protections and protecting copyright management information.

The TEACH (Technology, Education, and Copyright Harmonization) Act amends sections 110(2) and 112(f) of the U.S. Copyright Act. The TEACH Act facilitates and enables the performance and display of copyrighted materials for distance education by accredited, non-profit educational institutions. The institution must be an accredited, non-profit educational institution. The use must be part of mediated instructional activities. The use must be limited to a specific number of students enrolled in a specific class. The use must either be for ‘live’ or asynchronous class sessions. The use must not include the transmission of textbook materials, materials “typically purchased or acquired
by students,” or works developed specifically for online uses. Only “reasonable and limited portions,” such as might be performed or displayed during a typical live classroom session, may be used. The institution must have developed and publicized its copyright policies, specifically informing students that course content may be covered by copyright, and include a notice of copyright on the online materials. The institution must implement some technological measures to ensure compliance with these policies, beyond merely assigning a password. Ensuring compliance through technological means may include user and
location authentication through Internet Protocol (IP) checking, content timeouts, print-disabling, cut and paste disabling, etc.
U.S. Copyright Fair Use http://www.copyright.gov/fls/fl102.html

One of the best resources for information about copyright and fair use for teachers is by the Association of Research Libraries (ARL).  They have a wonderful page specifically for using copyrighted material in an academic setting.  The site is called Know Your Copy Rights.

http://www.knowyourcopyrights.org/resourcesfac/kycrbrochure.shtml

What is it?

Bubbl.us is a Web 2.0 tool that enables users to create mind mapping and brainstorming diagrams online. To begin, the main topic/concept is entered in to the parent bubble. Then ideas and thoughts are recorded in colorful text bubbles linked to the parent bubble. Users continue to add text bubbles which are color coded according to hierarchy.

Why we like it?

Mind mapping is a good tool for visual and kinesthetic learners. Visual learners benefit from associating ideas and concepts with images. Kinesthetic learners learn well by physically drawing their ideas.

Ideas for the classroom:

Use  as a pre- and post- topic assessment tool.

Generating study guides.

Aid in writing papers.

Click here for more information and examples.

http://www.web2teachingtools.com/bubbl_us.html

One way to do this is to use ANGEL’s discussion forum feature.  Summarize the discussion and pose the remaining questions to the class.  Some important things to remember when setting up a discussion board are:

1. Set parameters.  Let students know what is being expected of them.  Having a face to face discussion is different from having a discussion online.  One of the differences is the level of formality which might be expected in a written rather than a verbal milieu.  Correct grammar, spelling, and APA formatted citations may be required.
2. Will the students be assessed on their contributions to this discussion?  If so, exactly how will this be done?  Is this being communicated as part of your First Day Handout? Do you have a rubric you can share with your students detailing your expectations?
3. Do your students have access to the internet? Have you explained your expectations for the use of ANGEL such as where content is located and the timing of posting information?
4. Avoid dominating the discussion.  Don’t feel you need to comment on each and every posting.  Instead, try to let the discussion proceed naturally, intervening only when necessary.  Sum up the discussion and, if needed, point to a new direction to keep things interesting.  Let students know what you’re doing, however, since they may not as quickly participate if they are waiting for you to chime in.
5. Practice what you preach.  If you ask students to use correct grammar and punctuation, you should model this behavior.

So how do you keep the discussion going beyond the classroom? Do you use ANGEL or some other tool or technique to keep students engaged beyond the four walls of the classroom? Let us know in the comments.

Possible alternatives include contacting the publisher of the tape to ask if a replacement in Blue Ray (high definition DVD) or streaming media format were available. Copyright law prohibits the conversion of media from one format to another without permission, but if that permission is granted (and the Library can help you with this) the CTL can often convert VHS tapes to DVD or streaming media. Conversions of this type, however, may take up to a week and copyright clearance can take much longer. Nor is copyright clearance usually free. The library may purchase materials in DVD or streaming formats. Any such purchases become part of the library’s collection. The librarians are always happy to assist other faculty in finding new materials in appropriate formats.

Questions about media conversion should be directed to the Center for Teaching and Learning, ctlsupport@macomb.edu, 586.226.4774, and questions about copyright clearance should be directed to Bruce Bett at the Library, bettb@macomb.edu, 586.445.7880.

Another issue recently encountered with the new equipment is the inability of the Blue Ray players to correctly navigate the menu of older non-Blue Ray DVDs. Faculty experiencing issues of this sort should try to use the DVD players installed in the computers that are installed in the carts. Software to run DVDs from the computer is on the desktop of these computers and should give faculty complete control of the DVD menus. Questions about this issue should be directed to the Service Desk, servicedesk@macomb.edu, 586.445.7156.

Diversity.  It is considered a positive thing.  Diversity brings multiple views, cultural awareness, rich experiences  Often when describing diversity we tend to stick with the obvious racial,  ethnic and social taxonomies.  But what about age?  Having multiple generations in one classroom is another type of diversity, one that is not as thoroughly promoted or studied.  This “age” diversity is most prominent in the community college setting.   Personally,  it is one of my favorite aspects of teaching in this environment,  an experience which is hard to come by in traditional undergraduate programs at most colleges and universities.  This being said,  from an instructional perspective, generational differences translate into learning style differences as well.  While differences between generations brings a richness to class discussion and interaction, they can also be a challenge for the instructor.  We are just beginning to understand how the culture and process of learning has changed with the advent of the internet, social media, cell phones,  etc.  These technologies have not only changed our behavior, but revolutionized the way we learn, communicate and even how we perceive the world.

Here are some links to articles on various topics related to generational differences in the classroom

http://www.facultyfocus.com/articles/distance-learning/understanding-the-unique-needs-of-adult-learners/

http://www.worcester.edu/Currents/Archives/Volume_1_Number_1/CurrentsV1N1.pdf

While I could extoll the virtues and history of this AMAZING American institution… thanks to Benjamin Franklin for coming up with the idea of a public lending library and to Thomas Jefferson for giving the Library of Congress such a good start…..I will highlight some great resources that you can use in your classroom. Of course these resources are cutting-edge, top of the line, historically accurate…you get the point.

The Library of Congress’s homepage offers a variety of featured collections and digital resources. You can browse by topic as well.

 To access the Library of Congress, go to http://www.loc.gov/index.html.  For their special place for teachers, go to http://www.loc.gov/teachers/

The podcast series is particularly interesting.  Your students can download them to their computer, ipad, or phone.  Because it is the Library of Congress, many resources are unique, rare, and community focused. There are just some things that you can find via google, youtube, or wikipedia. 

• Contact between students and faculty.  Notice the word “between.”  This does not only mean the transmission of information from faculty to students, but communication back and forth across the great generational, technological, and often cultural divide.  In your First Day Handout, try to build in activities where you will listen to students.  Communication is a two-way street.  Make it clear and explicit from the beginning that you will be listening to your students, and that you will be expecting them (see High expectations below) to communicate with you.

• Reciprocity and cooperation among students.  Just as you and your students need to communicate, your students need to communicate with each other.  Adult students have a lot to share with each other; they have had very different life experiences and can truly benefit from sharing these with their peers.  We all know one of the best ways to learn is to teach.  Purposefully architecting activities where students must cooperate and communicate with each other will not only help them learn the subject, it will also help them in their future professional lives.

• Active learning.  Real learning is almost never passive.  Even reading a textbook can be an active learning task if done right.  Designing your learning activities with this in mind and communicating the goal that learning should be active to your students in the First Day Handout can pay handsome dividends over the course of a semester.  It’s important to note that “active learning” does not require physical activity.  The idea is that students engage with the material, that they perform higher order tasks involving analysis, synthesis, and evaluation.  The instructor can set up the situations, communicate expectations, and help guide, but the onus is on the student to be actively involved.  Active learning is especially important if the students are to retain any new knowledge, skills, or attitudes they acquire, so it’s very much in the student’s own interest to be an active learner.

• Prompt feedback.  Students today are often impatient.  Instant messaging, texting, and the omnipresent cell phone all conspire to convince them that instant gratification takes too long.  In this context, “prompt” does not mean instantaneous.  You can never be quick enough to satisfy all your students, so the tactic we suggest is to set and meet expectations with regard to the timeliness of your feedback.  Let them know from the onset, in your First Day Handout, how prompt you will be in giving them feedback on their assignments, papers, classroom participation, etc.  Set high expectations, as high as practicable, and meet or exceed those expectations.

• Time on task.  As you set high expectations for yourself with regard to promptness in giving your students feedback, ask them to reciprocate by devoting sufficient time to study.  Time management skills are notoriously lacking among students today.  Help them to develop these skills by giving them clear and explicit guidance as to how much time they should expect to spend studying or participating in out of class activities per week, and if appropriate, per assignment.  Put this in your First Day Handout, and ask them to demonstrate their understanding by developing (and turning in for grading) a weekly schedule that indicates when they will devote time to your class outside of class time.

• High expectations.  How high should you set your expectations?  What you’re your subject matter demand, and what knowledge, skills, and attitudes do your students already posses?  Will you limit some and overreach others?  These are difficult questions indeed, and each group of students will be different.  Acknowledge these differences (see Diverse talents and ways of thinking below) and move on from there.  In your First Day Handout, let your students know your expectations will be high; it will be their responsibility to do their best to meet these expectations.  Be as clear and explicit as possible when defining your expectations in your First Day Handout, but remember that each student is different.  Flexibility allows the sapling to survive a wind storm, but the tree that grows straight gets the most sunlight.

• Diverse talents and ways of thinking.  As we said above, every group of students (and in fact every student) is different.  Using this strength in your First Day Handout can greatly improve your students’ learning.  Encourage your students to work with each other, using the diverse talents and ways of thinking that exist in the class.  Design and assign tasks and activities that promote the use of this diversity.  And finally, encourage students to move out of their comfort zones.  That’s one of the reasons their in college.  For instance, visual learners should experiment and practice with text, while textual learners should work to improve their visual learning skills.  This is an opportunity for students to shine in ways to which they are unaccustomed.  E Pluribus Unum!

The First Day Handout is an important tool for you to use in your teaching with Macomb.  It can help set the tone for the semester.  It can make your expectations clear and explicit so students will understand their responsibilities and the consequences of not fulfilling them and the rewards for doing so.  It can also help you get a lot of your administrative tasks out of the way so you can concentrate on what you really want to do – teach!