- Canadaoer - lists.bccampus.ca

Contemporary Issues in Collection Management open textbook Inbox
by Michael McNally 02 Aug '23

02 Aug '23

Dear Colleagues, On behalf of Kelsey Cameron, Chelsea Chiovelli, Danielle Deschamps, Marty Grande-Sherbert, Sadaf Hakimizadeh, Andrew Ip, Olesya Komarnytska, Amy Nowakowsky, Winston Pei, Nicole Pope, Reis Pouliot, Melissa Ramsey, Julia Sieben, Maia Trotter, Grace Turnbull, Kat Voy, Dandi Wang, and Faye Willauer, I am pleased to announce the publication of the openly licensed, textbook *Contemporary Issues in Collection Management (CIiCM) <https://openeducationalberta.ca/ciicm/>*. This Pressbooks OER is made available thanks to Open Education Alberta and University of Alberta Libraries. *CIiCM* examines several different issues in collection management. Topics covered include physical vs. digital collections; the impact of BookTok on collections; challenges to 2SLGBTQ+ collections ; ebook licensing; ebook pricing; accessible collections for users with physical disabilities; accessible collections for users with invisible disabilities; "just in time"/demand-driven acquisitions; climate change and collections and research data collections. *CIiCM* also demonstrates the power and potential of open education and open pedagogy. Arising from a need to move beyond disposable assignments (Wiley, 2013) and also in recognition of the Association of College and Research Libraries’ *Framework for Information Literacy* *for Higher Education* (ACRL, 2016), the book demonstrates the role students can play as contributors to scholarly discussions and resources. *Contemporary Issues in Collection Management* had its genesis in the in person class LIS 531 Collection Management from the Faculty of Education at the University of Alberta in the Fall 2022 semester. While the Collections Management class served as the spring board for the book, all of the authors here have had to contribute their own voluntary labour outside of the classroom to further developing their work for *CIiCM*. Michael

1 0

2023 Pan-Canadian Digital Learning Survey
by Arianna Cheveldave 25 May '23

25 May '23

Dear colleagues, You are invited to participate in the 2023 Pan-Canadian Digital Learning Survey. The purpose of the 2023 Pan-Canadian Digital Learning Survey<https://bayviewanalytics.qualtrics.com/jfe/form/SV_eWmscCwDTrVCS4C> is to explore critical issues in digital learning and to assess the impacts of the COVID-19 pandemic on digital learning at publicly funded post-secondary institutions in Canada. The primary objective of the research is to provide institutional leaders and key interest groups in Canadian higher education with valuable information as they develop institutional strategies. Please complete and submit the survey no later than June 30, 2023. More information is available here: 2023 Pan-Canadian Digital Learning Survey Details [PDF]<http://www.cdlra-acrfl.ca/wp-content/uploads/2023/04/2023-Pan-Canadian-Digi…>. If you have any questions or require assistance, please contact CDLRA Executive Director, Dr. Nicole Johnson at nicole.johnson(a)cdlra-acrfl.ca or 604-825-0582.

1 0

Choosing Pressbooks Roles
by Ross, Heather 23 May '23

23 May '23

I'm curious how you decide what roles individuals will have within a Pressbooks project. We're looking to standardize this. Thank you. 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/>

1 0

REGISTRATION REMINDER: CARL Open Education Working Group May Open Education Cross-Canada Coffee Chat // RAPPEL D'INSCRIPTION: Appel «pause-café» du mois de mai de la communauté des ressources éducatives libres du Canada de l'ABRC
by Graham Lavender 19 May '23

19 May '23

Bilingual message // Message bilingue This is a friendly reminder to register for the May Open Education Cross-Canada Coffee Chat coming up next week. Date: Wednesday, May 24th, 2023 Time: 3-4 p.m. ET Register here (everyone is welcome): https://us02web.zoom.us/meeting/register/tZckcu2gqjIvH9Q3bwBtIXqzCt-p7O4jQL… Ceci est un rappel amical pour s'inscrire à l’appel « pause-café » du mois de mai de la communauté des ressources éducatives libres du Canada qui aura lieu la semaine prochaine. Date : mercredi 24 mai 2023 Heure : 15h à 16h HE Inscrivez-vous (vous êtes tous les bienvenus) : https://us02web.zoom.us/meeting/register/tZckcu2gqjIvH9Q3bwBtIXqzCt-p7O4jQL… Graham Lavender, MLIS Project Officer Agent de projet [Stacked_Colour_S-email-small] Canadian Association of Research Libraries Association des bibliothèques de recherche du Canada 309 rue Cooper Street, Suite 203 Ottawa Ontario K2P 0G5 E graham.lavender(a)carl-abrc.ca<mailto:graham.lavender(a)carl-abrc.ca> W www.carl-abrc.ca<http://www.carl-abrc.ca/> [twitter-email]@carlabrc

1 0

CARL Open Education Working Group May Open Education Cross-Canada Coffee Chat // Appel « pause-café » du mois de mai de la communauté des ressources éducatives libres du Canada de l'ABRC
by Graham Lavender 08 May '23

08 May '23

Bilingual message // Message bilingue Join us for the May Open Education Cross-Canada Coffee Chat (#OECCCC) Date: Wednesday, May 24th, 2023 Time: 3-4 p.m. ET Register here (everyone is welcome): https://us02web.zoom.us/meeting/register/tZckcu2gqjIvH9Q3bwBtIXqzCt-p7O4jQL… The CARL Open Education Working Group<https://www.carl-abrc.ca/advancing-research/scholarly-communication/open-ed…> invites you to our next call in this series of gatherings for individuals involved in open education (OE) in Canada (faculty, instructors, librarians, students, instructional designers, etc.). This month, we are bringing the Canadian open education community together for a discussion on the National Advocacy Framework for Open Educational Resources in Canada. This session will include speakers and a question period. While this month’s discussion will be primarily in English, bilingual moderators will be on hand to help ensure participants are able to contribute in the official language of their choice. Whether you’re an OECCCC regular or new to the group, please join us, settle in with your beverage of choice and prepare for some coast-to-coast sharing and networking. ---- Soyez des nôtres pour l’appel « pause-café » du mois de mai de la communauté des ressources éducatives libres du Canada [Open Education Cross-Canada Coffee Chat #OECCCC] Date : mercredi 24 mai 2023 Heure : 15h à 16h HE Inscrivez-vous (vous êtes tous les bienvenus) : https://us02web.zoom.us/meeting/register/tZckcu2gqjIvH9Q3bwBtIXqzCt-p7O4jQL… Le Groupe de travail sur l'éducation ouverte de l'ABRC<https://www.carl-abrc.ca/fr/faire-avancer-la-recherche/communication-savant…> (GTÉO) vous invite à assister au prochain appel dans cette série de rencontres informelles pour les personnes impliquées dans l'éducation ouverte (ÉO) au Canada (membres du corps professoral, chargés de cours, bibliothécaires, étudiants, concepteurs pédagogiques et autres). Ce mois-ci, nous réunissons la communauté canadienne de l'éducation ouverte pour une discussion sur le Cadre national de revendication pour les ressources éducatives libres au Canada. Cette session comprendra des présentateurs et une période de questions. Bien que la discussion de ce mois-ci se déroulera principalement en anglais, des modérateurs bilingues seront sur place pour aider les participants à contribuer dans la langue officielle de leur choix. Peu importe si vous êtes un participant régulier de l’OECCCC ou un nouveau membre du groupe, veuillez vous joindre à nous, installez-vous avec la boisson de votre choix et vous préparez à partager et à réseauter d’un océan à l’autre. Graham Lavender, MLIS Project Officer Agent de projet [Stacked_Colour_S-email-small] Canadian Association of Research Libraries Association des bibliothèques de recherche du Canada 309 rue Cooper Street, Suite 203 Ottawa Ontario K2P 0G5 E graham.lavender(a)carl-abrc.ca<mailto:graham.lavender(a)carl-abrc.ca> W www.carl-abrc.ca<http://www.carl-abrc.ca/> [twitter-email]@carlabrc

1 0

Fwd: Call for fellows (update, Canadian applications encouraged!)
by Verena Roberts 02 May '23

02 May '23

I apologize for any cross-posting. Please share this information about open fellowship opportunities. This is an exciting opportunity for US and Canadian Open Educators ! Verena Roberts ---------- Forwarded message --------- From: Clinton-Lisell, Virginia <virginia.clinton(a)und.edu> Date: Tue, May 2, 2023 at 9:20 AM Subject: Call for fellows (update, Canadian applications encouraged!) To: oer-research-fellows(a)googlegroups.com < oer-research-fellows(a)googlegroups.com> We are seeking applicants for the next cohort! I would really appreciate it if you would share the call for applications below in your professional networks. The Open Education Group thanks to generous support from the Hewlett foundation is seeking to support early career researchers to conduct studies in open education (what is open education, click here <https://sparcopen.org/open-education/>) through the open education research fellowship. The purpose is to support education professionals to develop their open education scholarship ideas into published works. Specifically, this fellowship seeks to provide mentorship, community, and some financial support to carry out their ideas in open education research. Financial support includes attendance at the Open Education Conference in 2023 (November 7-9, virtual) and 2024 (in person in the United States, TBD). The fellowship will also pay for article processing charges to allow for publications developed in this fellowship to be publicly available (around $3,000). In addition, fellows will receive a stipend of $1200 per article submitted prior to January 15, 2025, based on their fellowship work. Applications will be assessed based on its potential contribution to open education, feasibility, and novelty. In the application, prospective fellows will be asked to explain how your proposed research project would be relevant to diversity, inclusion, equity, and access to education. Applicants should have some prior research training and will be asked to list their previous research coursework. For the purpose of this fellowship, the following groups are considered early career researchers: doctoral graduate student (PhD, EdD, PsyD, DSW, DNP, DBA), postdoctoral researchers, pre-tenure faculty, teaching-track/clinical faculty (including librarians), and faculty at teaching-intensive institutions (liberal arts, community colleges, regional institutions, etc.), K-12 administrators and teachers, and public education employees. Full or part time status applicants are eligible. Tenured faculty at research institutions (R1 or R2) would generally not be considered early career researchers. Please feel free to contact Virginia Clinton-Lisell with questions about eligibility at virginia.clinton(a)und.edu. Note, due to legal reasons, we can only offer this fellowship to early career researchers working in the United States/Canada. If you have a work visa for the United States or Canada, please check with your visa guidelines regarding payment eligibility from the fellowship prior to applying. While this fellowship is limited to US and Canadian residents, we strongly encourage research projects with global perspectives, particularly in the Global South. Learning more about the fellowship in this video <https://youtu.be/cxFTRH6dPLU>. https://youtu.be/cxFTRH6dPLU Applications are due June 15th, 2023, at 11:59 pm Central Daylight Time and may be found here. <https://byu.az1.qualtrics.com/jfe/form/SV_dj5ITUWTogyKvhr> https://byu.az1.qualtrics.com/jfe/form/SV_dj5ITUWTogyKvhr Examples of research projects previously supported for publication in the fellowship include the following (see a comprehensive list here <https://openedgroup.org/fellowship/publications-by-oer-research-fellows>): Brandle, S. M. (2020). It’s (not) in the reading: American government textbooks’ limited representation of historically marginalized groups <https://www.cambridge.org/core/journals/ps-political-science-and-politics/a…> . *PS: Political Science & Politics*, *53*(4), 734-740. Essmiller, K., Thompson, P. , & Alvarado-Albertorio, F. (2019). Performance Improvement Technology for Building a Sustainable OER Initiative in an Academic Library <https://link.springer.com/article/10.1007/s11528-019-00467-2>. *TechTrends*, 1-10. Gumb, L. & Cross, W. (2022). In Keeping with Academic Tradition: Copyright Ownership in Higher Education and Potential Implications for Open Education <https://www.jcel-pub.org/article/view/14946>. *Journal of Copyright Education and Librarianship* Jordan, J. (2023). Compounded labor: Developing OER as a marginalized creator. In the Library with the Lead Pipe. https://www.inthelibrarywiththeleadpipe.org/2023/compounded-labor-developin… Kelly, A.E., Laurin, J.N., Clinton-Lisell, V. (in-press). Making Psychology’s hidden figures visible using open educational resources: A replication and extension study <https://doi.org/10.1177%2F00986283221108129>. *Teaching of Psychology*. Nusbaum, A. T., Cuttler, C., & Swindell, S. (2019). Open Educational Resources as a Tool for Educational Equity: Evidence from an Introductory Psychology Class <https://www.frontiersin.org/articles/10.3389/feduc.2019.00152/full>. In *Frontiers in Education* (Vol. 4, p. 152). Frontiers. Ozdemir, O., & Bonk, C. (2017). Turkish Teachers’ Awareness and Perceptions of Open Educational Resources <http://www.jl4d.org/index.php/ejl4d/article/view/224/273>. *Journal of Learning for Development-JL4D*, *4*(3)Smith, N. D., Grimaldi, P. J., & Basu Mallick, D. (2020). Impact of Zero Cost Books Adoptions on Student Success at a Large, Urban Community College. *Frontiers in Education*, 5. https://doi.org/10.3389/feduc.2020.579580 Tang, H., Lin, Y. J., & Qian, Y. (2020). Understanding K-12 teachers’ intention to adopt open educational resources: A mixed methods inquiry <https://doi.org/10.1111/bjet.12937>. *British Journal of Educational Technology*. Wynants, S. A., & Dennis, J. M. (2022, March). Redesigning a research methods course with personalized, interactive OER: A case study of student perceptions and performance <https://scholarworks.iu.edu/journals/index.php/josotl/article/view/31706>. *Journal of the Scholarship of Teaching and Learning, 22(1). * Virginia Clinton-Lisell, PhD (hear how to pronounce my name here <https://youtu.be/E2ftI-tVkEU>) Associate Professor Educational Foundations and Research Rose Isabella Kelly Fischer Professor Education 260 (701) 777-5793 Pronouns: she/her/hers Open Education Group <https://openedgroup.org/people> Primary Researcher Editor of Active Learning in Higher Education <https://journals.sagepub.com/home/alh> https://twitter.com/drclintonlisell *My recent research* *Open Educational Resource efficacy with nontraditional and online students <https://www.tandfonline.com/eprint/AKAIT3BMPMPF2XMSG2WK/full?target=10.1080…> * Meta-analysis of reading and listening comprehension comparisons <https://journals.sagepub.com/doi/pdf/10.3102/00346543211060871> <https://journals.sagepub.com/doi/pdf/10.3102/00346543211060871> Interest and reading from screens <https://www.tandfonline.com/doi/full/10.1080/01443410.2021.2016635> Interactive features of e-texts <https://www.tandfonline.com/eprint/RKZUYQ3NDVV8QR83TZMA/full?target=10.1080…> Open pedagogy systematic review <https://jl4d.org/index.php/ejl4d/article/view/511> Reading differences between narrative and expository texts <https://rdcu.be/b3sug> <https://rdcu.be/b3sug> -- You received this message because you are subscribed to the Google Groups "OER Research Fellows" group. To unsubscribe from this group and stop receiving emails from it, send an email to oer-research-fellows+unsubscribe(a)googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/oer-research-fellows/DM6PR08MB4954089FEC8… <https://groups.google.com/d/msgid/oer-research-fellows/DM6PR08MB4954089FEC8…> .

1 0

Introducing "Making Ripples": A Practical Handbook for Implementing Diversity, Equity, and Inclusion in OER.
by Kaitlin Schilling 01 May '23

01 May '23

Hi all, this message is cross-posted Rebus Community is thrilled to share our latest resource, Making Ripples: A Guidebook to Challenge the Status Quo in OER Creation <https://press.rebus.community/MakingRipples/>. Making Ripples is an open peer-reviewed and edited OER, created from programming insights from Rebus’ work with partners in Louisiana and Massachusetts. The Guide is designed to support educators in reframing their practices with care in an encouraging, conversational tone and includes examples for a wide range of OER resources and authors. The Guide is structured in five interconnected parts that build off one another, and contains opportunities for educators to reflect on their practice, identify strategies for action, and connect with resources and community members. In doing so, readers will create ripple effects of positive change in education and beyond. Our thanks go to all participants, facilitators, and partners in the Textbook Success Program cohorts in Louisiana (in the Interactive OER for Dual Enrollment project) and Massachusetts (via the Remixing Open Textbooks through an Equity Lens grant), as well as The Hewlett Foundation for funding this work. Our gratitude also to all of you readers and community for the supportive culture of sharing and learning! We hope this resource will be useful to you in different ways. [image: front cover is an image of rain falling in a body of water, creating multiple ripples. In white text reads "Making Ripples: A Guidebook to Challenge Status Quo in OER Creation"] This OER is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Please share the Guide and our announcement in your channels and networks: Release announcement: https://rebus.community/2023/04/27/ overview-of-making-ripples-whats-in-new-dei-oer-guide/ (opens in a new tab) <https://rebus.community/?p=2536> Book URL (includes download files): https://press.rebus.community/MakingRipples/ Happy reading! Kaitlin Schilling -- Kaitlin Schilling Associate Program Manager, Rebus Community Rebus Community <https://about.rebus.community/> | @Rebus.Community <https://twitter.com/rebusCommunity/>

1 0

OER in Institutional Repositories
by Fields, Erin 22 Mar '23

22 Mar '23

Hello, I have a question related to how people deal with open educational resources in their institutional repositories. We are trying to work through some details at UBC about how to efficiently describe OER in our institutional repository that prioritizes research materials. We were wondering if folks have suggestions for the following: Are there any best practices/processes you use for the metadata? Do you have particular Dublin Core fields and descriptors, keywords you use, or descriptive information that makes it easier to find within your repository? Thanks for any help you can give! Erin

2 1

New OER: Gender in Canada - A Companion Workbook
by Amanda Grey 22 Mar '23

22 Mar '23

Hello! We’re excited to share with you the following new OER that has just been published at KPU: Gender in Canada: A Companion Workbook Edited by: Rebecca Yoshizawa Primary Subjects: Gender studies, gender groups [cid:image001.png(a)01D95C98.D7F0FEE0] This workbook is designed for first or second-year sociology of gender or gender studies courses, focusing on the Canadian context. It is divided into five topics - Theory and Concepts, Institutions, Work, Family and Intimate Relationships, and Bodies and Health. This workbook does not replace a textbook, instructor teachings through lectures, class discussion, class assignments, or other standard undergraduate course materials. Instead, this is an activity book: a course companion, working alongside and with those course materials. It is designed to build competency, capacity, and confidence with course materials, concepts, and arguments. It does this by embracing the concepts of embodied learning, iterative scaffolding, and reflexive insight. "Embodied" means doing things with your body and not just your mind; "scaffolding" means breaking things down into constituent parts that can be gathered together to build something bigger; and "reflexive" means thinking about oneself in relation to broad concepts and contexts around us. The workbook presents four types of content. (1) Each chapter has one or two pages of written content deemed "Insights to Think About," which are summative guides to help students grab onto big ideas. (2) The chapters also have "Words to Try," encouraging a usable lexicon. (3) Chapters have thoughtfully designed "Activities." The activities help students to get ideas down, give those ideas meaning and order, and prepare students to do more engaged work in course conversations and higher-stakes assignments. (4) Finally, each section ends with "My Insights On," where students can record their "big picture" ideas and things they want to explore more in their course discussions and other assignments. Visit the Book<https://kpu.pressbooks.pub/genderincanadaworkbook/> Watch Promo Video<https://media.kpu.ca/media/Gender+in+CanadaA+A+Companion+Workbook/0_shxk8fqb> [cid:image002.png(a)01D95C98.D7F0FEE0] Learn about Open Education at KPU * Browse our Pressbooks catalogue<https://kpu.pressbooks.pub/catalog/openkpu> * Learn more about KPU Open Education<http://www.kpu.ca/open> * Follow us on Twitter @KPUopen<https://twitter.com/KPUopen> We at Kwantlen Polytechnic University respectfully acknowledge that we live, work and study in a region that overlaps with the unceded traditional and ancestral First Nations territories of the Musqueam, Katzie, Semiahmoo, Tsawwassen, Qayqayt, and Kwikwetlem; and with the lands of the Kwantlen First Nation, which gifted its name to this university. Kwantlen Polytechnic University ► Where thought meets action

1 0

Looking for OER for These Outcomes
by Ross, Heather 17 Mar '23

17 Mar '23

A professor in our College of Engineering is looking for OER for three courses. Below are the learning outcomes. I would appreciate any suggestions for appropriate resources. By the end of this course, students will be able to: 1. apply a rigorous systematic approach to design and launch a new venture. 2. understand the process and what it takes to be an entrepreneur. 3. develop a business viable product concept with input from both business and technology. 4. enhance team working skills and find a team or community to start the venture. 5. apply and reinforce fundamental knowledge and skills from other courses through practice and reflection in an action-oriented setting. 6. present their work professionally and effectively to a variety of audiences (co-founders, employees, investors, board members, and customers). By the end of this course, students will be able to: 1. be aware of historical technological innovation and current topics in strategic innovation management, such as innovation networks, idea brokering, open innovation. 2. be familiar with how technology innovation occurs, such as the source of innovation, idea generation processes, and R&D team and incentive design. 3. understand how technology innovation can be managed, for example through R&D portfolio management, organizational structures, and meeting the challenges of innovation in large and small firms. 4. understand the strategies most effective for exploiting innovations. 5. evaluate the potential impact of a new technology on social, cultural, and environmental aspects of the society based on the United Nation’s Sustainability Development Goals (UN SDGs). 6. apply these concepts to real-world situations for managing technology innovation. 7. identify, evaluate, and resolve a variety of issues leading to poor innovative performance in large firms as well as entrepreneurial firms; and 8. be able to articulate their own informed perspectives on tech innovation. By the end of this course, students will be able to: 1. define an open-ended design problem based on customer needs from primary market research. 2. develop solutions that meet or exceed customer needs, following a systematic design process. 3. enhance team working skills (3-5 members, preferably in a multidisciplinary setting). 4. manage multiple aspects of a design project, including but not limited to project tasks, budget, schedule, as well as communication within the team and with clients. 5. apply and reinforce fundamental knowledge and skills from students’ engineering disciplinary education through practice and reflection in an action-oriented setting. 6. evaluate the social and environmental benefits and risks of the design solution according to the 17 United Nation Sustainability Development Goals (SDG) and mitigate any potential risks in their final report and final presentations. 7. present their work professionally and effectively to a variety of audiences, including but not limited to project lead, investor, customers, and general public. 8. demonstrate technology and patent research as well as documentation in design process. Heather M. Ross, BA BEd MEd Educational Development Specialist University of Saskatchewan Gwenna Moss Centre for Teaching and Learning Ph: 306-966-5327 Find open textbooks and other open educational resources on: http://open.usask.ca<http://open.usask.ca/> [cid:a6729ba3-6ac1-4c6d-b502-216282bd4a0e]

1 0