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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/>

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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

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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

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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]

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New OER: Cases on Social Issues: For Class Discussion 2E
by Amanda Grey 15 Mar '23

15 Mar '23

Hello! We’re excited to share with you the following new OER that has just been published at KPU: Cases on Social Issues: For Class Discussion – 2nd Edition Edited by: Deirdre Maultsaid Now with 5 additional cases! [cid:image001.png(a)01D9572B.222FABA0] “Cases on Social Issues: For Class Discussion – 2nd Edition<https://kpu.pressbooks.pub/social-issue-cases-2e/>” was inspired by students and co-authored by people who are usually under-represented in higher education. These realistic, emotional cases are designed to help students grapple with ethical issues related to discrimination, diversity, equity, inclusion and general social issues in the workplace. These valuable cases are appropriate for upper-level undergraduate or graduate students in the humanities, business, healthcare, agriculture, environmental studies, Indigenous studies, land use studies, law and more. In addition to the background description and scenario, each case comes with modifiable discussion questions, notes on teaching strategies, and a reading list.  This OER was funded by KPU | Open Education’s OER Grant Program<https://www.kpu.ca/open/grants>.  [cid:image002.png(a)01D9572B.222FABA0] 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

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New OER: Cases on Social Issues: For Class Discussion – 2nd Edition
by Open Education 14 Mar '23

14 Mar '23

Hello! We’re excited to share with you the following new OER that has just been published at KPU: Cases on Social Issues: For Class Discussion – 2nd Edition Edited by: Deirdre Maultsaid Now with 5 additional cases! [cid:image002.png(a)01D9565F.7BF22950] “Cases on Social Issues: For Class Discussion – 2nd Edition<https://kpu.pressbooks.pub/social-issue-cases-2e/>” was inspired by students and co-authored by people who are usually under-represented in higher education. These realistic, emotional cases are designed to help students grapple with ethical issues related to discrimination, diversity, equity, inclusion and general social issues in the workplace. These valuable cases are appropriate for upper-level undergraduate or graduate students in the humanities, business, healthcare, agriculture, environmental studies, Indigenous studies, land use studies, law and more. In addition to the background description and scenario, each case comes with modifiable discussion questions, notes on teaching strategies, and a reading list.  This OER was funded by KPU | Open Education’s OER Grant Program<https://www.kpu.ca/open/grants>.  [cid:image004.png(a)01D9565F.7BF22950] 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

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Job posting: Digital Engagement Librarian, York University Libraries
by Stephanie L. Quail 13 Mar '23

13 Mar '23

* apologies for cross-posting * Digital Engagement Librarian York University Libraries<https://www.library.yorku.ca/web/> seeks a collaborative and innovative individual with strong leadership capacity for the position of Digital Engagement Librarian located at the Markham Centre Campus Library. This is a full-time continuing appointment (tenure) stream position with a focus on advancing and disseminating digitally-mediated scholarly research at York with a multi-disciplinary, inclusive, and community-engaged focus. Deadline for applications is March 31, 2023. Learn more about the application<http://webapps.yorku.ca/academichiringviewer/viewposition.jsp?positionnumbe…>. Thank you for your consideration. Best, Stephanie -- Stephanie Quail (she/her) Scholarly Communications Librarian Digital Scholarship Infrastructure Department quailste(a)yorku.ca<mailto:quailste(a)yorku.ca> | library.yorku.ca<https://www.library.yorku.ca/web/> Libraries | YORK UNIVERSITY S237V, Seymour Schulich Building 4700 Keele Street Toronto ON, Canada M3J 1P3 [Libraries | York University Logo.] Top 35 in the world out of 1,400+ universities Times Higher Education Impact Rankings 2022 We recognize that many Indigenous Nations have longstanding relationships with the territories upon which York University campuses are located that precede the establishment of York University. York University acknowledges its presence on the traditional territory of many Indigenous Nations. The area known as Tkaronto has been care taken by the Anishinabek Nation, the Haudenosaunee Confederacy, and the Huron-Wendat. It is now home to many First Nation, Inuit and Métis communities. We acknowledge the current treaty holders, the Mississaugas of the Credit First Nation. This territory is subject of the Dish with One Spoon Wampum Belt Covenant, an agreement to peaceably share and care for the Great Lakes region. This electronic mail (e-mail), including any attachments, is intended only for the recipient(s) to whom it is addressed and may contain information that is privileged, confidential and/or exempt from disclosure. No waiver of privilege, confidentiality or any other protection is intended by virtue of its communication by the internet. Any unauthorized use, dissemination or copying is strictly prohibited. If you have received this e-mail in error, or are not named as a recipient, please immediately notify the sender and destroy all copies of it.

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Finding the Free Path: Making Zero-Textbook-Cost Courses Visible
by Lovsin, Darcye 08 Mar '23

08 Mar '23

Please join virtually on March 10th from 10am-11:30am for the BC Open Education Librarians' (BCOEL) Open Ed Week event: Finding the Free Path: Making Zero-Textbook-Cost Courses Visible. Our panel of speakers will describe how they made ZTC course information visible and discoverable at their institutions and how highlighting or marking ZTC courses allowed students to make informed decisions regarding the cost of their course materials. The event is aimed at all open education advocates looking for practical information to help them expand the visibility of open education at their institutions. More information and link to register through BCcampus<https://bccampus.ca/event/finding-the-free-path-making-zero-textbook-cost-c…>. [BCOEL Logo] Cheers, Darcye Darcye Lovsin (she/her), BA, MI Librarian, reference and instruction office: 604.5285592 [cid:4d25e6a1-681d-44ed-ba8e-67503032484a]<https://www.jibc.ca/> LEARNING THAT TAKES YOU BEYOND ___________________________________ [cid:2f663d24-505a-4244-a0c7-647dc181483d]<https://www.facebook.com/justiceinstitute/> [cid:aa13b7d2-5211-4bd2-8635-17c339a2b4aa] <https://twitter.com/JIBCnews> [cid:3fb9ab50-87f3-4911-858e-5327f3cb8499] <https://www.instagram.com/justiceinstitutebc/> [cid:96f08a81-e626-4eba-8e4f-bf63c08f1601] <https://www.linkedin.com/school/justice-institute-of-british-columbia/mycom…> New Westminster Campus | qiqéyt (Qayqayt), xʷməθkʷəy̓əm (Musqueam) and Coast Salish Traditional Territories This email may contain information related to copyright. This is for educational purposes only and is not intended as legal advice.

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New OER! La hora del cuento en español
by Amanda Grey 07 Mar '23

07 Mar '23

La hora del cuento en español By Constanza Rojas-Primus and Sofía Rodríguez   [cid:image001.png(a)01D95111.D7212DB0]   Link to Resource: https://kpu.pressbooks.pub/la-hora-del-cuento-en-espanol/   La hora del cuento en español is a collection of children’s stories in Spanish authored by Kwantlen Polytechnic University (KPU) students and edited by KPU Faculty Constanza Rojas-Primus and KPU alumna Sofía Rodríguez. The first part of this collection is a selection of stories written by KPU Spanish 1100 students between Fall 2017 and Spring 2019. The second part of this collection is a selection of stories written by KPU Spanish 1101 students between Fall 2020 and Spring 2022. All stories are narrated by Constanza Rojas-Primus and have been translated into English by Sofía Rodríguez. The illustrations in the cover and first part of this collection are artwork of KPU student Cheyenne Pokeda.   This OER is the result of an assignment created as part of the UN SDG Open Pedagogy Fellowship project. Applications open now<https://www.kpu.ca/open/un-sdg-fellowship>.   Check out the KPU Pressbooks Catalogue<https://kpu.pressbooks.pub/catalog/openkpu> of works published by the Open Publishing Suite (OPUS)<https://www.kpu.ca/library/OPUS> at Kwantlen Polytechnic University.  Learn more about KPU Open Education<http://www.kpu.ca/open>. Follow us on Twitter at @KPUopen<https://twitter.com/KPUopen>. [cid:bee1da83-6995-452d-a640-df5b4d6c0d72] Amanda Grey, MLIS (she/her) Open Education Strategist, Teaching & Learning Commons Kwantlen Polytechnic University e amanda.grey(a)kpu.ca<mailto:amanda.grey(a)kpu.ca> w www.kpu.ca/open<http://www.kpu.ca/open> 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 universityKwantlen Polytechnic University ► Where thought meets action

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Nouveau rapport du Groupe de travail sur l'éducation ouverte de l'ABRC : Politiques institutionnelles en REL / New CARL Open Education Working Group Report: Institutional OER Policies
by Karen Nicholson 06 Mar '23

06 Mar '23

De la part de Nicole Askin, Lindsey MacCallum, Ann Smith et Tatiana Zaraiskaya, membres du Groupe de travail sur l'éducation ouverte de l'Association des bibliothèques de recherche du Canada, j'ai le plaisir de vous faire part d'un nouveau rapport : Politiques institutionnelles en matière de REL : Analyse documentaire et évaluation environnementale<https://www.carl-abrc.ca/wp-content/uploads/2023/03/Institutional-OER-Polic…> On behalf of Nicole Askin, Lindsey MacCallum, Ann Smith, and Tatiana Zaraiskaya, members of the Canadian Association of Research Libraries Open Education Working Group, I'm pleased to share a new report: Institutional OER Policies: Literature Review and Environmental Assessment<https://www.carl-abrc.ca/wp-content/uploads/2023/03/Institutional-OER-Polic…> Karen P. Nicholson, MA MLIS PhD (she/her) Senior Program Officer Agente principale de programme [cked_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 T 613.482.9344 E karen.nicholson(a)carl-abrc.ca<mailto:karen.nicholson(a)carl-abrc.ca> W www.carl-abrc.ca<http://www.carl-abrc.ca/> [tter-email] @carlabrc

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