Presentation given Summer 2013 for the COETC team regarding moving the developed hybrid courses to published OER. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .

1. Building Courses Which Are
Published to OER
Sharing experience and expertise

2. How will this OER course be used?
 Could be used in its entirety by consortium members
who are offering the same course
 Could be used in parts by those looking for content,
activities or assessments for the same course
 Will be published in OER to share with other
practitioners

3. Creating the OER course
 Work with your team to complete the course
 Review the course to ensure it meets all current competencies and the
competencies are part of the first page of the course
 Write to a broader audience
 Choose the right tool to publish to OER
 Full courses—www.merlot.org or www.cnx.org
 Instructor or institutional videos— institutional YouTube channel or public media
host
 Presentations—institutional presentation hosting site like www.slideshare or or
www.prezi.com

4. Course design basics
 Organize by competencies and topics
 Don’t use unit numbers, weeks or dates
 Include all of the course elements
 Keep in mind that once in OER, all parts of the course
will need to be public
 Consciously think about 3rd party proprietary material and
is there an alternative (OER sources or instructor created)

5. Course elements which should be
included in OER version
 Course information
 Content
 Activities
 Assessment
 Feedback loops

6. Course information
 Syllabus
 Grading matrix
 Grading rubrics
 Industry standard testing information

7. Content
 Readings
 Lectures
 Handouts
 Non-proprietary user manuals or instruction sheets
 Presentations
 Videos
 Simulations

8. Learning activities
 Exercises
 Projects
 Worksheets
 Labs
 Simulations
 Writing assignments

9. Assessments
 Tests
 Quizzes
 Demonstrations
 Papers
 Projects

10. Feedback loops
 Discussion posts
 Grading/rubric outcomes
 Instructor critiques
 Surveys
 Evaluations

11. Why start with a course map?
 Organizational tool
 Includes all of the design elements
 Identifies all material in the course and if material should or
should not be published to OER

12. Best Practices for Publishing TAACCT
Material to OER
 Contents are presented and delivered predominantly in multimedia formats
through the Internet.
 Institutional YouTube channel
 Institutional Slideshare account
 Institutional Google Doc account
 Institutional Flickr account
 The digital content is compiled and edited by the instructor BUT posted to a
grant dedicated channel which has a privacy setting as “unlisted”
 All presentations, handouts, websites and any item created for use in the grant,
was licensed CC BY attributed to the author and posted to the COETC website.
12

13. Publishing
 Colleges that have Instructional Designers
 Self publish to OER
 Document OER URL on intellectual property lists
 Send OER URL to consortium ID for publication to grant OER index website
 Colleges with NO Instructional Designers
 Send complete course file zipped to Consortium ID
 Consortium ID publishes to OER
 Sends OER URL back to college for documentation on intellectual
property list
 Publishes OER URL to grant OER index website

14. Questions

15. CC BY License
This Workforce Solution presentation by Brenda Perea with
the Colorado Online Energy Technology Consortium is
licensed under a Creative Commons Attribution 3.0
Unported License. Permissions beyond the scope of this
license may be available at www.cccs.edu.