This event has ended
Wednesday 2:00 PM – 3:00 PM Pacific Time
Online via Zoom
While it has been demonstrated that the use of Open Educational Resources (OER) can improve educational outcomes for students, it can often be difficult to implement due to a
While it has been demonstrated that the use of Open Educational Resources (OER) can improve educational outcomes for students, it can often be difficult to implement due to a variety of technical barriers (including the accessibility of editing original files and sharing curated materials).
This session will introduce participants to Pressbooks, an innovative and easy to use online tool for creating OER textbooks, and the process of using it to create a play anthology for an online theater history course using materials from the public domain. Through a discussion of a grant funded project that leveraged staff and faculty collaboration, presenters will share the process they used to collaborate on creating this OER textbook. Participants will consider how they could use this technology in their own contexts and identify methods and processes for implementing public domain content in the development of OER and ensuring its accessibility.
Interim Administrative Director, Center for Teaching and Learning, Boise State University
Teresa has taught at the college level for 16 years, the past ten for Boise State, and the previous six for the University of Connecticut. Her scholarly work has focused on best practices for supporting adjunct faculty. At the CTL, she supports a variety of CTL and University-wide efforts, including Program Assessment Reporting, adjunct faculty programs, and the Course Design Institute.
Assistant Program Manager, Rebus Community
Monica Brown (she/her/hers) is a former composition faculty and writing center consultant who is passionate about helping folks share their knowledge and experiences through all genres of writing. She graduated from Boise State University with a Masters of Arts in English. Her work in Open Education explores the intersections of social justice and critical digital pedagogies.