Find Out About Open Textbook Funding

Oregon State University’s Open Educational Resources (OER) Unit provides Affordable Learning Grants for OSU faculty to adapt, adopt or author an open textbook. Such textbooks are licensed under an open copyright license and made available online to be freely used by students, faculty and members of the public.

If you are thinking about applying for an Affordable Learning Grants and have questions, please come to one of these workshops to learn about the application process, the MOU, and answer questions about open educational resources:

  • Wednesday, January 15, from 10:00am-11:00am in the Valley Library Drinkward Conference room
  • Friday, February 14, from 12:00pm-1:00pm in the Valley Library Drinkward Conference room
  • Thursday, March 12, from 3:00pm-4:00pm in the Valley Library Drinkward Conference room

Questions? Contact Stefanie Buck, OSU Director of Open Educational Resources.

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A Hybrid Approach to a Graphic Design Professional Practice Course

Graphic Design Professional Practices is a senior level course that covers professional ethics & standards, business practices & tactics, and production techniques for graphic designers. With graduation hot on their heels — seniors review, discuss and participate in what it means to be a professional graphic designer.

In contrast to the typical graphic design studio course, with project centric content — this course contains more ‘out-of-class’ content (reading, short videos, tutorials), reflection and discourse. Students are asked to build their own set of  ‘best practices’ and approaches when it comes to being a happy, healthy and challenged professional.

I’m using the hybrid model to as a way to diversify and expand the delivery, output and engagement beyond the classroom. I’ve recently found that there is an ‘issue’ or lack of productivity and motivation in the classroom setting alone. Our students need the flexibility to construct their own spaces and environments to work best in — to be able to share and discuss their work across a variety platforms — from online discussion to classroom presentation.

I’m shooting for a 50/50 split between classroom to online time. Class time will primarily be used to share, present, discuss and debate ideas face-to-face — while online time will be reserved more for content delivery, peer review, reflection and discussion.

I think of the hybrid model as a ‘node’ — one pathway is the classroom and other is online — when the two paths come together, they create a connecting point, that connecting point is an ‘learned point’ for the student.

What follows is a breakdown of how the learning module (or node) “Career Research + Positioning” would be linked through online and face-to-face activity:
Reading: Read the AIGA article Building Blocks Of Design Studio Culture.
Assignment:
Build a frame or narrative — of the type of studio and work you want to belong to. Choose three ‘hard’ and two ‘soft’ building blocks from (or based on) the article and write a statement that explains the importance of those ‘building blocks’. Post to the online discussion board.
Online Discussion: Read through your classmates ‘building blocks’ and find where you have overlapping interests. Respond by letting them know why that shared consideration is important to you as well.
Fieldwork Assignment: Research Studios/Agencies/Organizations that you might like to work for based on your Design Culture Building Blocks. Make arrangements to visit or interview two of these studios.
In Class Presentations: Design a visual presentation that explains the ways in which the studios you interviewed support your studio culture building blocks.

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Working to hybridize infectious disease training in the veterinary school

I have taught bacteriology to vet students for the past ~12 years. I am not a veterinarian and thus my training is more basic than they would probably expect. Over the years I have tried to tweak my course every year to add relevance to most of the DVM students.

This year my tweak is going to be a bit larger. I plan to hybridize my course by integrating all my material into four different terms of their training. I hope to link all of my lecture material to specific lectures that the clinical faculty present, such that my discussions of basic bacteria will be applied to the specific disease that other faculty are talking about in their course. For example, if a clinician is going to talk about canine skin diseases, there might be an online lecture attached that addresses what Staphylococci are and how they work to cause disease in a host. This will be continued throughout the early training of these students (years 1 and 2) such that their understanding of basic microbiology will dovetail with the nature of a specific disease.

The in-class aspects of my course will include the laboratory portion which will be required to stay where it is. I will also coordinate case study presentations in a variety of settings that will be presented in full-class settings, again across the first two years of the curriculum.

The challenges that I expect mainly deal with my ability to get faculty to buy into the approach. I think I can make the lectures work online, though this will reduce my direct contact with the students, which I enjoy. I will have to get other faculty to transfer some of their material to a different term, as we will be adding information to each of their courses.  this is primarily because of the course-and-a-half concept. This might be a deal-breaker, as it is tough to expect a lot of people to make these kinds of adjustments. I hope to begin the process just after the holidays, with a goal of implementing in Spring of next year.

We will see how it goes. I am committed to making this work, but I expect there will be both anticipated and unanticipated challenges as I work to integrate my course material across the veterinary curriculum.

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Hybridizing Sociology of Religion (in a nutshell)

In the new hybrid version of Sociology of Religion, we will be shifting much of the lecture material to online and much of the discussion to the classroom.  This concept has rocked my pedagogical world!

The first week students will begin with a reflection piece submitted online and discussed in class on the social factors that have shaped their current perspective on religion.  Whether that is a deeply held commitment to one of a the historic traditions that have dominated western culture, or spiritual but not religious, or nothing at all, this exercise helps students begin the process of thinking sociologically about religion.

The course will push students to read ahead, so they are prepared for classroom discussion each week, followed by interacting with additional learning materials (lecture, discussion, research) online during the week.   Students are also going to be actively engaged in research – doing 4 fieldwork observations at religious gatherings/ services during the quarter and working collaboratively to present those to the class.

Given the diversity of experience students bring to this course, my hope is that they leave with a better grounding in an understanding of the history and substance of the religious traditions that have shaped and are shaping the cultural and social experience of the US, as well as the importance of religious institutions and social movements in US politics and communities.

We’ll see!  the course is very much …under construction sign

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Special Animal Medicine as a newly “hybridized” course

by Jennifer Sargent

Special Animal Medicine (frequently abbreviated as SPAM) is a required class on the husbandry, behavior, medicine, and surgery of nontraditional pets. These include common relatively common pets like rabbits and hamsters as well as more classic exotics such as parrots and reptiles. The course is taken in the 3rd year of the professional veterinary curriculum by all 72 students in a given class. It occurs in the spring quarter before veterinary students begin the clinical rotations that make up their final year of training. This is a 4 credit course that meets once per week.

Previously this was a lecture heavy course (4 hours of lecture on a Friday afternoon!) with a weekly online quiz. The hybridized version will include smaller “bite size” lecture videos on specific topics as well as online assignments and discussion to explore the topics in a more interactive manner.  During class time we will focus on Q&A related to the online materials and explore clinical case studies. Clinical case studies, hypothetical scenarios that describe a nontraditional pet with a common concern or disease, will be worked through in groups during class time. This will allow students to apply the new material in a way that mimics the “real world” cases they will face once they graduate. Following class there will be a weekly online quiz to solidify key concepts from the week’s material. As a hybrid course the goal is for the online activities to be well blended with what we do in the classroom. To achieve this the online activities (lectures, low-stakes mini-quizzes, and discussion) will introduce material and the class time will focus on synthesizing and applying that knowledge in a clinically relevant way. So welcome to SPAM Hospital, students! Your first (hypothetical) patient is ready to be examined.

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A classroom day in SPAN 113, hybrid style

“How will you use class meeting time? What types of content, activities, assignments and/or assessments will you have online? How will your students’ online learning and classroom experience be linked?”

I’ll skip right to the good stuff since Chris and Raven have already laid out the general contours of our course (a 4-credit novice-high language course taught 100% in Spanish to a mixed bag of undergrads, grad students, and non-degree-seeking students).  And since they both broke down the questions posed above, I’ll answer a related one: what might one of our two weekly 50min face-to-face (F2F) meetings look like in the new hybrid version SPAN 113?

First, we might begin with a five-minute conversation warm-up related to this week’s online discussion-board topic as we always want to start with something active and engaging. Next, we might ask students to complete a task based on materials they’ve been interacting with in the online environment– maybe each group of 5 students read an article about a different famous Chilean and they worked together in the online environment to summarize it; now we’ll have them split into new groups and tell about their famous Chilean before playing a trivia game (“Which famous Chilean went by a nickname?”). Then we might split them into two groups, arrange them in concentric circles, and give them 2min to explain their in-progress online project to the student standing across from them before changing partners and repeating the process.  Finally, we might give them time to work together on the project– bearing in mind, of course, that all of their communication must take place in Spanish.

As Raven mentioned in her post, hybrid delivery seems absolutely ideal for this class and the other lower-division language courses; deciding what to do online and what to do in the F2F environment– and how these things will interconnect– has come to us pretty naturally as we already have a really good idea of what works better in-person and what works better online.  I think we’re all feeling really excited about delivering this course hybrid-style!

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NMC 380 Pre-Production in a Nut Shell

Course Description:

Focuses on pre-production or the planning phase of various audio/visual storytelling media. Explores creative application of visualizing a text narrative into an audio/visual media production. Topics include story structure, concept development, visual research, cinematic language, shot composition, storyboarding, animatics and editing.

In the face-to-face version of this course I usually spend the first half of the term lecturing every day. For the hybrid version of this class I am going to divide those lectures into 50/50 online in video form and face-to-face. I am going to choose to put lectures online that are structured around technical concepts and terminology. These lectures are pretty straightforward and will also be easier to build in video quizzes. For the lectures with less tangible/quizzable content I will continue to cover these topics face-to-face.

On the technical side of things students need to use digital drawing software, animation and video editing software. In the face-to-face version of the course I produced tutorials that were given over a four week period to teach the student how to create and assemble their large scale project and final animatic. I am going to re-record these tutorials but have them broken up into more manageable chunks. I think I will have them broken up over seven weeks instead of four, this will allow me to cover more material online during the tutorials. My hope is that more incremental learning with the tech part of the class will alleviate the stress of the steep learning curve early on in the course.

It terms of feedback I often meet with them regularly in class to talk about their projects. With the hybrid version I plan on using audio/video feedback when grading and more peer reviews/discussions as well.

As far as the final I always do a final screening of their all video projects with buttery popcorn. I think I will continue this tradition for this course. I may think about eventually moving the final screening online, but I don’t know how to get the feeling of a dark room with warm popcorn and the sweet smell of accomplishment into Canvas.

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A Hybrid Vision for SPAN 113

Welcome to SPAN 113, hybrid style!  SPAN 113 is the third course in the first year Spanish series.  The course typically draws CLA students part way through filling a 2-year language requirement or other students with a language requirement.  There are also generally a handful of students pursuing a Spanish minor and a few students interested in learning for personal or professional reasons and taking it as an elective. Enrollment is typically between 25 and 30 students.  The course focuses on improving Spanish skills in speaking, listening, writing and reading, as well as topics related to the cultures of the Spanish speaking world (including Spanish speakers in the U.S.).  In it’s hybrid format, the course will meet twice a week for 50 minutes (instead of four times a week in the non-hybrid format).

Because OSU already offers SPAN 113 both fully online and fully face-to-face, we have a good sense of what types of assignments work well in each format and which result in challenges particular to a given format.  For example, our online students have fewer opportunities to engage in speaking practice.  They also hear less modeling of spoken Spanish from their instructor.  Finally, they face ongoing challenges when completing group and partner assignments due to time zone differences and other communication barriers in the online environment.   For this reason, the majority of the time spent in class will be dedicated to speaking practice, group work, and other listening and speaking assignments with the instructor and classmates.

On the other hand, the online format has proved to be an excellent setting for assuring participation from all students.  Discussion boards online are a great space for discussing cultural topics, asking questions that can benefit the entire class, presenting projects and providing peer reviews.  Students that would typically not participate in an in-class discussion are incited to do so on a graded discussion board.  Also, online video lectures with built in quizzes will prepare students for in-class activities where they can apply the concepts presented in the E-lessons.  In class time at the beginning of each face-to-face session will be dedicated to checking comprehension of the materials presented in these lessons, going over common errors from the video quizzes and allowing students to ask questions.

The creation of this course in its hybrid format is a collaborative project between three colleagues.  I did not read their blog posts on the same topic as I was curious to see how our visions would match!

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Hybridizing “society and natural resources”

what is the course about?

I have taught SOC 481/581 for 4 years now. I have modified it slightly every time I teach it; and finally feel that it is ready for a hybrid version. It is ideally suited to this, actually, because there are SO MANY possible topics to cover related to the environmental crises of our time. Ultimately I want to give students the opportunity to form their own criteria, based on “theory” and some guidelines for critical thinking. Broadly, the course explores the complexities of relationships between people and their environment; highlighting how most (if not all) processes (e.g. decisions, politics, movements, etc.) related to the environment are tightly coupled to human conditions and processes. Overall, I hope to introduce students to the “human dimensions of the environment”, using theoretical approaches, social science methods, and applied examples and skills for natural resource management.

 

Proposed structure of the course:

I will provide the reading materials (mainly from a book, with some additional related readings) and ask students to meet in pairs prior to our weekly meeting to discuss the reading materials. They will have to complete an outline of these materials. This outline will then be the first thing we discuss in class during our face-to-face meeting. Assuming content is understood, we will then move into an activity or in-class case study to link the reading with a “real world” scenario. After linking the material with the activity (and using some guided points on how to critically reflect on these issues), students will be asked to either complete a writing assignment or an online discussion. Both of these (due at the end of the week), will have a prompt developed by the instructor, related to the readings and possibly even the class activity.

 

Final assignment!

Finally, instead of a course final, I do a 2-week case study that wraps up all the content from the prior 8 weeks, and asks students to complete a set of assignments (concept mapping following a classic applied policy analysis tool – DPSIR, stakeholder analysis, policy brief writing, and prompted questions) in a group.

 

It is an experiment to do it in hybrid format! and I sure do hope it works!!

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Spanish 113 in a nutshell

In Spanish 113, as with all of our first and second-year courses, we focus on speaking, listening, writing, and reading skills. We introduce our students to the richness of Hispanic cultures, and we focus on the 5 C’s of language learning: communication, connections, comparisons, cultures, and communities.  On average, our classes have about 25 students in them, and the communicative abilities of the students in any given section always vary, which makes it a challenge for us. Our classes are student-centered, and so they’re very interactive and based on communicative tasks (that is, using the language to communicate authentic meaning within a given context). All of our first and second-year courses are 4 credit hours, and each week, students will spend two hours online (in addition to the normal studying and homework that they would complete outside of class), and they will have two one-hour sessions of face-to-face time.

So, what will our hybrid courses look like? The obvious answer is that we’ll use the face-to-face time to do things that students can’t do online. That likely means that most of our spontaneous speaking activities will take place in the face-to-face setting, and we’ll also likely use the weekly meetings to do things like presentations and proctored evaluations. Beyond that, we are still very much trying to figure this out. As I have said in our weekly meetings, we have a lot of good online content from our e-campus courses, and a lot of those assignments will end up forming the backbone of our hybrid courses. The advantage of the hybrid delivery model is that, rather than being limited in their spontaneous interactions, students will have the opportunity to come to class twice a week and practice face-to-face communication, which we have struggled to implement in our e-campus courses. So, we feel like it has the potential to be the best of both worlds.

We’re excited about the potential of these classes, but we still have a lot of work to do with respect to content creation and coming up with our weekly schedules. I’m thankful to be working with Emily and Raven, because this takes a lot of time and thought, and I can’t imagine trying to do it without them.

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