I like the CARE (Contribute, Attribute, Release, and Empower) Framework because it reminds us not to simply use resources, but to be a responsible participant in the OER network - for example, remembering to credit the original authors, or making any of our own additions or "remixes" available to others as well.

The points highlighted in CARE are also reminders to be both responsible educators and to serve as OER role models for our students.  It is important for students to see their teachers acknowledging colleagues and giving them due credit.   The collaborative nature of OER demonstrates to students that knowledge production is NOT beyond them and that scholarly information doesn't have to be locked away in an ʻivory tower."  On the contrary, learning is a continual process that we can all be a part of and can benefit from. 

In my opinion, this collaborative, social-centered perspective is what is most valuable, because it seems to be an essential part of sustaining and stewarding OER.  It is a shift in perspective to see collaboration, sharing, and revising as an asset rather than a threat to an individualʻs research.  Instead of the (outdated) academic philosophy of guarding one's work in an atmosphere of competition, it views the knowledge dissemination as the ideal way to elevate and expand the knowledge base for everyone.

As I begin to integrate OER into my lessons and curriculum, I will make sure to practice good OER stewardship by properly recognizing authors/content creators, doing my best to disseminate that work in my networks (in and beyond the classroom), and finding ways to make any new or modified content accessible to other instructors and the broader community.

Pondering their declaration, I wondered how and what I might do to elevate and foster students’ production of OER.   Via some cursory research, I found some answers here:  Students’ Vital Role in OER.   

To my surprise, I was reminded that at several points in my teaching career, I had indeed been an elevator of participation (of student production of OER).  For example, I had students write entries for Wikipedia (read more about it here).  

I was also reminded, to my dismay, that I’ve been guilty of giving students “disposable assignments” which OER advocate David Wiley characterizes as “assignments that add no value to the world--after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away.”  

Yup, I’m guilty of giving my share of those.  

But I can repent.  And I plan to.   

So, I’m grateful for this workshop and the impetus for change provided.

Mahalo.

I look forward to learning more about Creative Commons licensing and to begin collaborating with colleagues to retain, reuse, revise, remix, and redistribute digital content. 

I look forward to learning more about Creative Commons licensing and to begin collaborating with colleagues to retain, reuse, revise, remix, and redistribute digital content. 

Another reminder was that OERs require appropriate attribution, an undertaking familiar to me because I teach students about attribution (using MLA conventions) for the discussions I ask them to write.   

Probably the most important reminder the workshop brought to me was that significant learning comes into play when there’s tension (here’s a nice piece about the benefits of embracing tension in the classroom).  And I’ll tell you I felt a good amount of tension when I was trying to ascertain the trademark or license for the Pele and Hi’iaka source during the breakout session (I ascertained wrongly, btw, but that’s okay because I learned something from the process).

I’ll conclude with an expression of appreciation to Junie, Wayde, and Jason for a job well done in walking us through the workshop.  I learned much and am grateful.

Aloha, Folks!

 

I use a lot of videos in my courses and students discuss and apply economic principles in the videos.  I learned that using the links of the video is the proper way.  

 

I did not know how to find the trademarks or license for OER material prior to this workshop.  

Thank-you Junie, Wayde and Jason for all the information in this workshop.  

The 2-part course provided a good overview of information pertaining to OER.  I learned about different kinds of licensing OER licensing as well as how to distinguish between material that is copyrighted, open access, and in the public domain.  This course also exposed me to some of the numerous OER resources and websites.  Not knowing much about OER prior to the course, I didnʻt know what to expect or have any specific expectations.   One outcome was increasing my awareness of the varying types of copyrights and open access licenses that exist.

I really like OER because I see it as an important part of making education affordable and thus equitable.  Beyond the financial aspect, the OER philosophy (as highlighted in the CARE Framework, for example) is more collaborative as well as potentially inclusive of students in the process of knowledge production.  Considering the bigger picture, OER is a big part of making education equitable and democratizing education.  There is great potential in OER for Pacifc Islands Studies, especially because it is a field of study inherently centered in community sharing and networking, and because there is such a vast amount of distinct yet related information (great opportunities for collaboration or varying levels of modification/derivatives that could be allowed with OER licensing). 

Now that I am more aware of varying types of restrictions, ranging from copyrighted material to materials in the public domain, I will be more mindful before I utilize resources in my class.  This includes reviewing websites that have useful images for any kinds of licensing restrictions (Certainly, the OER for images will be helpful when creating PowerPoint Presentations); and actively seeking materials either have an open license or are in the public domain.  I will also be more mindful and look into the Fair Use Exemption when utilizing copyrighted materials.  This process is something I never thought to do before.   To participate in the OER movement, I will be more diligent in attributing the sources I use: I expect my students to cite properly; I should do the same!  I also hope to participate in the production of OER in the future.

Thank you Wayde, Junie, and Jason for an informative training workshop!

In the past, I have learned about OER through an organic,  project-oriented process. I co-authored an OER textbook, College Composition: Connect, Collaborate, Communicate, and I am  in the process of adding a College Success Chapter with all ENG 100 (3X) courses to it. In addition, I created the College Success Build-a-Chapter Renewable assignment including a guide for teachers, applying a Creative Commons license to it, and sharing it in the UH OER Repository.

What Next?
A more thorough understanding of Copyright, CC licenses, and ways to find OER materials has informed the ways I will incorporate OER in my classes moving forward. The CARE framework helps me to consider the skills I learned in this two week workshop with regard to how an individual, institution, and organization can contribute to the growth and sustainability of OER with community values. "... [T]he ecosystem of OER stakeholders will diversify, the use and adoption of OER will grow, and the future of education and learning will benefit from greater access, equity, affordability, and relevance." I am pleased to conceptualize OER through this intersectional lens with regard to teaching and leadership. In the future, I will complete the aforementioned college success chapter project. I will also explain OER to students and peer mentors in greater detail while emphasizing how they may contribute to it. I will also create additional OER textbooks, images, and teaching materials.