Okay all right all right okay so thanks for
welcoming me to this to this webinar series. I was just telling Jessica that the first time I
made a a presentation about OER was in the company of Sarah Rutter, Junie Hayashi, and Wayde Oshiro,
three other librarians that everyone here knows may have heard about and this was at HLA I think
in I think it was in 2015 so I was just recalling that we've come a long way. So a lot of the slides
are basically are based on here it comes Wayde I can see t
hat he's coming in so good I'm gonna
make him work. These these slides are based on the questions that Jessica and the Next Steps
committee kindly refer referred to me and one of the questions was, well what's the difference
between open access and open educational resources? So I'm I'm gonna kind of use some some
of the general definitions and that are ascribed to by the United Nations because there are many
versions and of course I will use a more a more vernacular definition a little bit
later on
as I talk about open educational resources. Open Access is basically according to the 2003
Open Access Berlin declaration it encourages the online distribution of knowledge in the
science and humanities. It it's supporting that knowledge should be free to access, copy, download
,distribute, display, and make derivatives. And also states very clearly that attribution should
be made. These are still copyrighted materials. It's just made freely accessible. Attribution
must and shoul
d be made to the creator and the copyright holder and they also require or
encourage that the materials are deposited in some kind of digital library on online repository.
Open educational resources is very similar except that it focuses more on learning teaching
and research materials of course= has a high value for the the integrity of copyright. Here in
Hawaii from a Hawaii perspective we have examples of Open Access. We have the University of Hawaii
Scholar Space which publishes researc
h materials a research developed by are University of Hawaii
primarily Manoa Scholars. UH eVols is another Open Access library or database repository um which is
the digitized collections of primarily UH Manoa Library. Bamboo Ridge is a community collection
which is housed at UH through Kapiolani Community College and UH Manoa. These are older versions or
older publications of Bamboo Ridge. And then on a national level other really well known examples
of Open Access are the digital Public L
ibrary of America and the New York Public Library. These
slides will be available to everybody so all these links you can all link out to all of these places
and explore uh for open educational resources. I'll be talking about this for the rest of uh
rest of my slideshow so um I don't have as many examples on this page so um more detailed dive
into the definition of OER. Again it's focused on teaching learning and research materials. What
people may not uh realize sometimes it does refer to
public domain materials so that's uh like uh
DPLA and NYPL um they put a lot of public domain materials online. You're seeing a lot of museums
do this also um the other kinds of materials that are used are uh copyrighted materials
but they are licensed by the creator or the copyright owner uh which gives free and ongoing
permission um to retain alter, distribute copies, share the materials. You can even use the
materials commercially unless otherwise specified. I won't go into detail as to
how open
licensing is structured and is applied. There is a teaching resource that's later on in this slide
show where you can go to and teach yourself how open licensing is actually executed. It's hugely
successful around the world and there's billions probably billions of learning objects on the
internet that's accessible to everybody using these kinds of licenses so that anybody who wants
to use something can can determine upfront what permissions the creator has provided for the
of th
at material. So the other thing that goes hand in hand with open educational resources is
open pedagogy. You see a lot of this happening in in academics where instructors are are learned
learn the techniques to work with their students where students can participate in the process
of creating or modifying um open educational resources um that can be applied uh to their
school work and so they'll get homework assignment uh benefit from this but they're also creating
something that's that's p
ermanent and long lived and the process of creating and building
these materials that are reflective of their own personal experience in the best way possible. It
is a great learning experience for the students. It also adds to the diversity and localization of
the learning materials that are being produced. I know that there are a few OER people in the
room, so anybody can jump in. I'm encouraging so what does the timeline so in the 1990s of
course you know the internet popped up and world
wide web you know the the visual interface
that made the internet so much more easy to use quickly following we get Wikipedia which is an you
know Open Access kind of encyclopedia if you may. Creative Commons licenses was established in 2001.
This is where a bunch of lawyers from I forget the name but one of them primarily from Harvard
they they built a they built this system of how to develop and structure open licensing to assist
creators in sharing their works broadly and around the worl
d. The budist open initiative Open Access
initiative basically declaring that knowledge should be available, research, humanities and
science knows should be available to everybody. MIT course work came out in 2002 and you can just
see it just keeps scaling up and up. The Open Access Berlin declaration in 2008 the National
Institutes of Health passed a public access policy so this is where the US government is getting more
involved. The reasoning was well we're using US tax dollars to fund
all this research; we should
make this knowledge accessible to everybody, to our public. Because it's on the Internet
it's accessible to the world so US government is starting to get more involved and then in
by 2019 the UNESCO General Conference adopted um the UNESCO OIA recommendation and this is all
of these acts are an acknowledgement that people should have access to knowledge. This is something
that librarians know already people should have access to knowledge and they should be able
to
use knowledge in the way that best you know suits them, suits their need needs and UNESCO and and
governments early on realized that this kind of education or access to um educational resources
is good for economic development is good for civic discourse and and makes for stronger democracies.
So how did academic librarians get involved? I see Carina coming in yay so the open movement started
reaching out. Academic librarians got involved in Open Access and open educational resources.
We happen to be sitting in these same research libraries that that these Open Access enthusiasts
are working. The skill sets that we bring to this is many of us are already working with instructors
we have some familiarity with copyright and fair use or at least we know where to research and get
some of that information. We're good at research support, finding and curating, making knowledge
accessible. Some of us have some publishing skills and of course we we bring to the table technology
skills. Now all of these factors kind of fold into um the intersection of OER and AI. This was also a
question that that the next steps committee asked me to take a look at. The first link here is the
artificial intelligence and the future of teaching and learning. This was put out by the National
Department of Education educational technology department and so this is a very interesting
article about how artificial intelligence can be used in a responsible way. How can we leverage
this tec
hnology? It's almost inevitable at this point. How do we best use it? Okay I did a little
research on this topic. I have not been following AI as well as I should have but some of the
concerns that the OER Community are bringing up is of course copyright is a huge issue, so is AI
work copyrightable? You know, is it copyrightable by the person who's framing the question? Is
it copyrightable by the programmer? Is AI using copyrighted works without permission? Is you know
should we do this? Wh
at about attribution? What about the internet biases that are generated by
the training data that's used? And this is these questions admittedly are all being asked at a
time when AI tools are evolving very very rapidly and the law is just not it's not able to it's not
caught up yet it's going to be a while. There's so many cases in court right now that are addressing
these very questions, so things are very much in flux. It's a very exciting time, I guess, if you
if you like a little bit o
f chaos and a whole lot of room for creativity and new things. The
second link which I highly recommend exploring AI in open education context now this is a positive
perspective um this was put out by Open Oregon, who's a major player in open education in the
country and it features some of our best thinkers in this field. They make they make reference to
the DOE educational technology guidance, and the approach that their panel is is is kind of taking
is you know artificial intelligence is
a tool and what becomes very important and this is this is
pointed out in the educational technology guidance is the subject matter expert the person who asks
the question how do you frame the questions uh to generate the responses? And there are some amazing
examples as to how AI is being used by open education creators. One example which I'll mention
briefly is there is a nursing textbook program open called open RN and they they got a $5 million
grant from the Department of Education so
the Department of Education is funding major textbook
development projects for OAR to produce. Their first I think their first goal was about five or
six textbooks and now now they're looking at more than 10 textbooks because they're they've been
they've experienced so much positive um feedback from the community so they're using visual image
voice video and text AI generative tools to develop virtual scenarios. Nursing instruction
depends a great deal on simulations so they're actually cr
eating simulations using generative
AI in all these different forms um and I guess from from my perspective as a inexperienced person
what it looks like is they they have um they have avatars who are nurses or health professionals
and avatars who are patients and the the student goes through this scenario, a branching scenario
where they interact with these avatars and and every time they make a decision it goes down
a different branch and so this is immediate feedback. It's an immediate al
most tutoring
learning feedback in their learning experience and so that's a really interesting interesting
use of AI in the OER realm. Of course this can be done by commercial efforts also but it's a
good example of how OER people are embracing this technology. And so I would recommend just
watching the first 20 minutes of this video just to see how that can be leveraged. Again they
are emphasizing the importance of the subject matter expert at the center of this. How do you
construct you
r queries? How do you get the best out of these tools? And it brings to mind actually
you know how we are trained as librarians on how to ask research questions. This there's there's a
there's an amazing intersection here where we in some ways can be that is a role for librarians to
participate in. This in this interaction in this interface with artificial intelligence tools, how
to refine, how to make interactive queries of AI, how to develop learning objects. If you are in the
area of ope
n education to support our students' efforts to earn their degrees and certificates,
the general consensus so regarding copyright is you know we're still waiting to see what the
courts are going to work out. I think as of a few months ago I think the general consensus that
anything produced by AI remains in the public domain but that this is still being questioned
and of course we know about I think it's the New York Times that has basically brought forth a
case saying that AI was was using
New York Times materials as their training materials and they are
they are questioning the copyright situation there so it's it's up in the air right now. There's a
lot of there's a lot of work being done in this area so one of one of the provocative things that
one of the OER experts I mentioned this was David Wy uh was he felt that he's an old OER leader.
He was there from the beginning that the internet largely eliminated time and distance as barriers
to education. Generative AI has eli
ted access to expertise so he's asking you know if we have the
right people asking the questions in the right way then we you know we are we have access now
to expertise in a way that we are just starting to imagine. So for the University of Hawaii
let's see. We started looking at this subject in the spring of 2014. This is when our high-level
administrators at the UH system level brought in Cable Green who is an advocate from the Creative
Commons effort to come and talk to all the chancell
ors all and the provosts of all the campus
leaders. A few a few of us were designated by our chancellors to continue working on this subject.
The UH community colleges, basically Leeward and Kapiolani got together and we we developed a pilot
project. We decided to go with a textbook zero or dollar zero strategy instead of a strictly an open
education resource strategy probably because we were four librarians having a meeting and thinking
you know how can we leverage um the Library resources
that you know are that we're spending
you know zillions of on anyway um to make it to assist with reducing the cost of textbooks for our
students. So we went with a textbook dollar zero strategy rather than strictly open educational
resources so that means we have openly openly licensed materials. We also work with public
domain materials. We also work with copyrighted, closed licensed materials that are obtained by
our libraries for the use of our students. I'm happy to report that saving
s to date our community
college students have saved more than $21 million in textbook costs.Oone of the major problems that
this addresses is the research Pro. Research after research has found that your average student
in your average commercial textbook kind of environment um 60% of the students and this
was reconfirmed like two years ago 60% of the students will not buy the commercial textbook.
They can't afford it and so and even a larger number a large number of students especially tho
se
on financial aid will not get their textbooks on the first day of classes so the ability to have
course materials available on the first day at zero cost is a huge benefit. You will find that
the pattern is across the country that community colleges tend to get more more courses and more
students um in OER and text zero programs than four years because a lot of a lot of community
colleges well we are open access um and we we have a percentage of students who um are Pell students
that ar
e on financial aid ,are part-time students, and so this is a huge benefit for them to help
them achieve their academic goals. What we're finding is that recent research over the last
five years is showing that there is a connection between OER use or txt zero and student success.
There have been several studies I've presented on this before so I won't repeat this but there
have been several studies that are showing an increase in grade point average, a decrease in
drop/fail/withdrawal rates
, better results for students who are part-time who are in financial
aid, students of color. And there's some positive results also in time to completion so there's
there's win-win for students in terms of their pocketbook but there's also a real win in terms of
student success and meeting their learning goals. So our statistics to date this is only for spring
2024. I won't go through all of this these slides will be available, but at this point for all
10 campuses the percent of classes th
at are txt Zero are 21%. The community colleges we keep our
statistics slightly separately because we have a different funding source so we're at about 35% of
our classes are txt zero. Wayde's in the room, so Leeward wins the prize! They they are the leader;
they're over 60% -- yay Wade -- and percent of instructors txt zero here. Our UH system is 22%
and our community colleges are almost 40% so we're doing we're doing very well here. So these
are some of the faces of of the people involved
. This is there are a lot of people and I'm going
to have a list of these names at the end of the slideshow so just know that this is a human
effort a lot of people are doing this outside of their job descriptions. Community colleges and
universities especially this community colleges we have this we are assessed on our contributions
to the university system or to the community so we we are allowed a little bit more time to work
on projects like this but it's not necessarily in our job desc
riptions. The University of Hawaii has
produced several books and you'll be able to link to some of these but I was trying to pick books
that would probably be extremely useful for other kinds of librarians besides academic librarians or
well instructors basically. We have Michelle Manes at UH Manoa who developed a book for mathematics
for elementary teachers. We have a human nutrition book that's designed to uh focus on foods in
Hawaii and so it's been what we call localized for our local
community. English composition
was a group project um led by Ann Inoshita at Leeward Community College. Our our very own
Gwen Sinclair published an OER book on government information. The advantage to to something like
OER is is that you will see books that are very community-specific. So this is a reference for
librarians in Hawaii so thank you Gwen if in case you're in the audience. At Kapiolani, Susan
Jaworowski kept waiting for a book on a state legal system that she could use. Nothing
came out,
so she said I'm going to write it myself, so she did it for the Hawaii legal system and it's a very
interactive textbook um that anybody can use. It's written in a very understandable way with fun
exercises so any citizen who's interested in learning a little bit more about the Hawaii legal
system can engage with this textbook and learn a little bit more. If you take a look at the table
of contents you could direct some of your patrons perhaps directly to this book and they could
they could find the find the section that they might have some interest in. We're pretty proud
of Honolulu Community College's Mieko Matsuda et al. They produced they found a world history book
that they adapted. It was released open opening license. They wanted to address the problem --
oops I can see the diacritical is backwards, sorry about that. They wanted to address the
problem of teaching history world history here in Hawaii because world history often I mean has
rarely has a Pacifi
c Focus or an Asia-Pacific focus let alone a Hawaiian focus so they they
took this open license world history textbook as a good start and they spent several years um
developing it into something that is Pacific and Asia Centric. Then the Science of Sleep by Cheryl
Shook. she Cheryl shook runs around all over the country and also has done this internationally.
She teaches um the Science of Sleep in communities not just in courses. She was very excited to be
able to publish a book that would
be available internationally at no cost that she could refer
people to to download and use, both students and the community members, that she works with. For
example she she she would teach sleep workshops in in Alaska you know to local communities to just
basically doing community workshops, so this kind of textbook makes things much more available for
her. So I'm just flipping through some of these books to make it a little bit more real rather
than just letters. This is the one from Hon
olulu Community College we're very proud of this. Wayde
did quite a bit of work to support their efforts and also Jason Yamashia. We'll have we have
their names at the end of this. Okay we have Gwen Sinclair's book here. This is the Science
of Sleep book and interesting thing about this is we don't we didn't have the capacity to provide
this as a print book here at the University but Cheryl took the initiative of getting a print
version a printable version available through Amazon. And you'
ll see the way it's set up is
it says here the author receives no royalties from this book your purchase is to cover only the
expense of printing so she had so many people who wanted to see it in print so she figured out
how to do this and the book is available for $17. For free it's available as an Epub. And
then of course this is the Hawaii Legal System, so it covers the state constitution, the state
legislature, the Judiciary. As you go through this you'll see that it's extremely Hawaii
centric
and it's really a joy to read and interact with. So for for those of us who are not instructors
and who are hunting around for open educational resources to use in our classes there there are
websites called like the Skills Columns comments which which was actually developed with support of
the federal government um trying to get workforce materials online for community colleges and adult
education programs and apprenticeship programs to be able to access. So it's a free and open Di
gital
Library full of workforce training materials. OER commons has a lot of materials that's relevant
to K to 12 and what I have linked here is is actually a specific it's it's out of Oregon.
They they specifically focus on K-12 materials. Open Stacks which is uh a subsidiary of Rice
University has a section on textbooks that are developed for high school. And then the Open
Textbook Library is also a great referatory it's actually it's a referatory it doesn't really have
the objects thems
elves but it it has more than a thousand uh books that have been developed
around the country um that people can find references. The some of these sites have
useful search features for so for example there's I I just called it an audience filter
in OER commons. So you can see if you're an instructor or if you're just a reader you know
for instructor here you got Community College here you have high school middle middle school
you have graduate level adult education there's there's a range
that will help you filter the
kinds of learning materials that you might be interested in and there are many ways to search
but just use use Google advanced search. That's that's one basic tool that's very helpful if you
use Google advance search as a drop-down you can search by legal. Okay so it says last update or
domain terms appearing file type oh usage rights here we go I'm sorry the drop down dropped up.
So you can search by usage rights so there's many levels of openness. Some some ma
terials
are free to use or share or some can be used even commercially. Some can be used to modify so
if you're if you are developing or modifying this is a great way to um search for the materials
that will satisfy your needs. If you're just a reader um and you just want to download
something and make a bazillion copies and and and share them out then this is also a way
to find something. And here's just a few OER web pages and LibGuides. Libraries across the country
are making live guide
s to guide you to whatever subject area that you're interested in. If you if
you are working at your library think about your community think about the subject areas that they
might be that your community is interested. Search for your relevant subject matter and look at the
lib guides that all the different universities and community colleges have put out there um
this this is just a very small selection of resources. And I would like to um do kudos make
reference to all the librarians. Th
ere are a lot of librarians who are involved in this
work alongside now instructional designers and faculty and also system administrators.
All these wonderful people have put time into this effort and have helped to bring you
know build or we are here not only at UH, but we have Stephanie Robertson at U Brigham
Young. And hopefully you know we'll just continue to grow this for the state of Hawaii. I meant to I
wanted to make this interactive but I can see that I talked for 40 minutes anywa
y so we wouldn't
have had time maybe to make this interactive. But here's some questions that I'd just like to
throw out. I haven't been following chat. I asked Jessica to to help me keep track of them. Think
about how can your library tap into OER resources. How can your community benefit from access to
public domain and openly licensed knowledge and teaching? Let's say you have somebody come in and
they say oh you know I have this great idea for a poster you know I you know I need these I
need
to pull together some images and you know can you help me? You can send them to NYPL or you can
send them to you know DPLA and and at least direct them to resources that are openly licensed
Perhaps you know so they won't be violating anyone's copyright and and even images that they
can alter themselves if they want to alter make a composite or do something like that. You could
you could guide your community members I suppose by teaching them a little bit about copyright,
teaching the
m a little bit about open licenses, certainly teaching them about public domain and
the wealth of resources out there. When you're developing resources, audiovisual resources for
your classes I mean for your libraries for your classes, you'll know a little bit more about
how to work with copyright and open license. One of the references here um that I have in an
earlier slide is open Washington which is where you can go and basically teach yourself um all
about open licensing and and and ho
w to use it and how to detect the level of open license that
a particular learning object has. And then um I'm going to next time I'm going to ask my OER friend
about this. So these these are the people that um you just look to your left look to your right I'm
putting everybody on the screen here so you can you can ask them some of them are working in your
libraries or you might run into them in a coffee shop. So they can help you perhaps think about how
OER and txt zero has been good for o
ur students and can be good for the community so that's it
for me again this is this is how you can email me and the slides are at this URL so you can go
and you know link to all those things that that I just talked about so are there any questions
I'm going to click on chat now. Yeah great job, Sunny! I've been monitoring the chat. We've
had a lot of um kudos and great work and and nice job and you're an inspiration. Yes I'm gonna
get that into the chat just typing it now. Okay I could hav
e done that. Okay no problem yeah oops
okay here we go yeah. That was that was a really great overview from the very beginning. Sunny,
I didn't realize you know 2014 is when we really kicked it off in Hawaii and is it difficult for
the process to get your materials into the public domain yeah let's see uh well the the public
domain? The question of public domain something can be public domain if the copyright runs out
or and there's rules you know 70 years after the death of the author is o
ne giant rule. But there
there are many so many times a creator will say I want to put this I'm contributing this to the
public domain so it's not even you don't even have to make attribution to me so there are objects
forgive me for using the word objects it's just kind of lingo but there are learning materials
and and knowledge materials and research materials that are available that have been donated to the
public domain or have fallen out of copyright and there's a process for determini
ng that there's
actually some tools like Copyright Genie and other kinds of on online tools that have actually
some of them have been developed by affiliates of the American Library Association so that helps
you to determine what might be copyright free or what might be copyrighted. If you if I usually
work with I'm working with instructors so they're creating something brand new so it is copyrighted
and so but they might come to me and they say well okay well I I really I really want I wan
t
to share this with everybody and I want people to be able to modify this but I don't want
them to to sell it. So then I'll set up you know I'll help them set up a license so that it
cannot be used commercially but it makes it very clear that people can download copy share even
modify it but they can't use it for for money so. great and okay okay and Wayde and Carina in
are in here so do you folks want to add anything? Well they're thinking um we have one question
from Pam do you have any
resources on quality control for OER? Yes well the probably
the the best way to the best way to in the production of oar is to go through a peer peer
evaluation process. We encourage our developers we encourage our developers to um to get their
materials peer-reviewed. Right now the community colleges have one system of training. We have
an asynchronous OER course that we're running um in our learning management system, Laulima
or Sakai ,and so that's one of the things. We also have a UH O
ER development and modification
award proposal process so one of the things that we encourage when they apply one of the things
that we encourage and when they apply is that they get their peers to review the materials.
They're also for open textbook library which is one of the resources that I mentioned in
the slides they encourage open reviews so you can take any of those books and you can you
can submit a review I think it's I think it's through universities right Wayde Wayde knows
this
more than I do so you can submit reviews of the books and they encourage reviews from um
colleges and universities there. you go there goes Wayde oh Jennifer were you working at Leeward? Okay
yes that's where I probably met. You yeah um that's great I mean like our students are amazing
are really amazing. It's so good and some of the people that I listed as as librarians I should
have listened did you Jennifer I didn't know we're students like Jason and Ashley and Kara.
UH did a lot of OER
support work yeah. Thinking in terms of like the DOE I know my daughter's
at a middle school and one of her courses I believe the teacher said you know her and and two
other teachers had come up with the education the resources that they used it wasn't a textbook
it was things pulled together and I was doing some searching and have you heard of The Hope
Initiative? For Hawaii? yes I've heard I've heard about it yeah. Yeah it looks like it's a
partnership between uh um the state of Hawaii D
OE, Association of Independent Schools, and the
Education Incubator. Kind of like you know folks. We met we met actually the director and Carina
could can chime in here too dragging everybody in we met the director the project manager for
that for that program several years ago and it talked about a collaboration um so it's good
it's good to know that that it's still working. Were they using materials from Hope? You know
I'm not sure. Okay not sure yeah okay yeah we weren't sure exactly how
that turned out. She
she was interfacing with um uh one of our um I think assistant or associate vice presidents for
um distance education Hae Okimoto at the time um so Hae brought her to one of our OER meetings
and so we met her and and we talked about collaboration. That's great we've
got one new question in the chat uh Noriko asks are commercial publishers
doing OER are some of them creating journals? Yeah I'm I well commercial publishers
are not open access journals sorry yeah Open Ac
cess journals yeah um some of them are making
their journals accessible now I mean like UH Press, which depends on on their revenues you know
I have no problem with that you know definitely um their model depends on on revenue generation but
they have been generous enough to place some of their books Open Access. I think it's in Scholar
Space I'm going to guess it's in Scholar Space at the University of Hawaii at Manoa um so you know
that um Clem Guthro is both the inter director for UH pre
ss and also director for head librarian
for UH Manoa libraries so um he's been helping with uh making some of those materials open Open
Access. It's it's still it's not open education; it's open access because you're not you're not
you're not allowed to modify the materials. Now commercial publishers are doing OER. I don't I
have not heard heard of a commercial publisher creating OER however there are textbook providers
who offer OER in their textbook platforms and Wayde, anybody can type i
n their responses
to my response. But unfortunately they're they're using access to open education
resources to um support their textbook offerings. Thanks. Anyone else have any questions?
Yeah do any of the Librarians in in in public libraries or school librarians
you have any thoughts about how they could possibly leverage something like this a
resource like this? Well this is me asking the question. Yeah that I mean that's a
good that's an interesting topic. I know you know I would supp
ose that at our
reference desks we may get asked by someone you know to access a certain journal article if
if if it's like a list of of readings and things yeah but I'm trying to think of other ways we
could kind of participate or or dovetail into what your initiatives are. And you know at the
very least you know if if I don't know if you have a patron who's working on a project or something
like that you could guide them to resources that are at least you know openly licensed and you know
so that they don't run into any copyright problems you know down the road or anything like that
give them you know direct them to public domain materials for example you know. Museums libraries
archives they're putting so much valuable material online now it's it's kind of mindboggling. Yeah
that's a that's a great point. Jennifer chimed in um the chat she hasn't searched OER textbooks in
a while but they could point you know patrons if there's a topic that's relevant. I think it's just
b
eing aware you know that there are platforms out there. Yeah and sure I you know like I have I had
a situation where somebody was going to apply to optometry school in the mainland and she had just
taken a few class anatomy and physiology classes she didn't want to take a class again but she
needed to you know refresh you know do a refresh of her anatomy and physiology knowledge so she
used the OER textbook that we had in our library to you know to kind of refresh her learning.
Because a lo
t of the textbooks now that that are being used being sold by commercial publishers
throughout the country are what we call well they call themselves inclusive access, but basically
they're they're rental textbooks so students will pay $70 to $130 or maybe less in some instances
but they get the textbook for only a semester and so this was an instance where this could be this
could be thought of almost as a workforce kind of a situation where somebody had to bone up on
their anatomy and phy
siology before applying for a particular school and so it was really helpful for
them to have access to free materials to do that studying. Yeah you get a sense that
a lot of a lot of the push for OER um is due to financial you know costs of
materials and and even the databases. And you know it's I mean I remember what it was
like for textbooks when I went to school but now it's like crazy expensive. Yeah yeah and and one
of the things that Wayde's doing a lot of work in is really adding in
the Hawaii Place Hawaii place
of learning aspect and bringing in diverse voices. Cheryl Shook in her sleep textbook kind of kind of
makes the point that that there is is important to have good proper sleep education for people of
all of all backgrounds and and there are a lot of people who are really trying to include the
the local and the you know the local perspective, representation is really important so
the beautiful thing that's being done with textbooks is that our students and
our
public are seeing themselves in these books. There you go and there's Wayde's comment:
as an academic librarian our advocacy for OER, training faculty and helping faculty adopt modify
create elevates our expertise and value to the institution. So yeah that's that's my mantra I'm
always going this is a great way this is a great way for academic librarians to really show our
institutions you know the kind of contribution that we can make to student success. I you know
my PhD was basically on
the adoption of technology and you know in the late 1900s early 2000 time
frame I think or just there was a problem with you know nobody knew how to use it and they said
it would be really great for corporations but there wasn't a real connection no one knew how to
use IT. People did not know how to speak to CEOs. CEOs did not know how to speak to IT people.
And so there was this researcher BR Jolson who came out with a with a seminal paper that said
that IT people need to learn how to com
municate with the leaders of their institutions so
that the leaders of their institutions will understand how they can leverage IT skill sets and
technology to advance their institutions goals, and so OER is a fabulous way for librarians
to show to show the public or show their institutions how they can leverage libraries
and library skills to advance the goals of their institutions. Great job so I think our time is up
now yeah it's been very enjoyable and informative, getting lots of thank
you's and little emoticons
so so again we just really want to thank Sunny for her time today and and everyone else who joined us
and and chimed in. People are saying you know they learned a lot and we can go forth and and talk
about it and you know tell our friends and and and everyone we know. I'm I'm sharing this screen
of our OER heroes and heroines here so I mean this is this is all a group effort absolutely.
And Jennifer's name should be in here sorry Jennifer. All right well thank yo
u everyone
um thank you for coming yeah yeah and we'll post the recording soon um so thanks
and have a great rest of your day. aloha byebye thanks Jennifer I'm gonna go out right unless
you want to talk about anything or yeah no great job it was wonderful okay you
yeah thanks for your time all right all right you all take care now have a
good rest of your day bye bye bye
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