Hey guys how you doing? It's Andy Elliott. I'm here with my man Tony today. Hey what's up everyone? Hey check this out guys. So we're having a conversation this morning. We're doing a little role play and crushing it out and we actually had a conversation about something and I want to share this with you. This will be the first cell that is probably the most important cell that you will ever make in your life okay? And Tony has some good inside information about this. Obviously he talks like a doctor sometimes so I'm like Tony, breathe down. What are you trying to say? And my point is is that this is a very good topic. If you want to become one of the best cells people in the country if you do you have to understand this. Making the decision to become the best is a lot of mind in my right. It's not having your mind made up that you can become the best. And what we're talking about today and I'm gonna have Tony talk about this for a second and why that this video would be important to you is because if you're wanting to elevate your game let me give you an example. A low self-limiting belief could destroy you. If you think for some reason right that you watch me and I and I help you do training and you're like man that guy you know I can see how he can make it but I you know I don't think I can make it. That would be a low self-limiting belief. If I say hey I made 700,000 a year selling cars and I tell you that you're capable of the same thing you're like man if I if I had 100 I would be doing great. Those are that's a mind deal okay and that is blocking you from finding the best you okay. You have it in you and I'm talking about money today this isn't about that. This is about just understanding how this can control and change from meeting somebody to negotiating to goal setting. The first cell that you will ever make in your life you're going to learn in this video right now and this cell will help you make and sell everyone else and sell yourself. So with that being said do me a favor give us a thumbs up on the video shoot a comment below if you have any questions you guys know our cell phone it's<PHONE_NUMBER> you can reach out to us anytime we're here to help you get ready for a video I think that's going to help you crush through. Hey guys it's Andy I'm going to be giving away a couple beach vacations lots of free content make sure you're following me on Facebook Instagram Twitter and LinkedIn. Guys have a great day and don't miss some of this great stuff coming out. So go ahead. Yeah so first of all what we're talking about is bias and bias is essentially any type of belief that you have about something or yourself or someone else it can be like Andy said a self-limiting belief that's holding you back and if you can understand this concept that we're getting ready to talk about you will close 9 out of 10 people that you meet yeah well and easily and let me tell you why so you can understand why it's it's not even about the skill okay because the skill could be there but the skill could get trashed because of the bias right correct and what that means is it so we title this the most important sale you will ever make so let me explain this to you so here's the definition we call it we call this confirmation bias it says it's looking for information that confirms your bias which is concerned confirms how you feel about something am I right correct your mind your mind is constantly looking for information to back up how you feel so if you think that you're not worthy understand this your mind is looking for reasons to back up why you should not be worthy exactly if you feel like you are worthy then your mind is constantly looking for information to support why you are worthy okay and that's what Tony's talking about and I want you to understand this because this this goes really far your mind is looking this is your brain okay your brain is looking for information to back up how you feel about something and it's also ignoring information that contradicts it correct so explain yeah so essentially you see someone pull up on the line if you believe that person cannot buy you're going to look for information that proves they can't buy yep and you're going to ignore the information that shows that they can or even that they or those are what want to or a way to help them buy yeah that's what he's talking about on a practical level whether you're meeting someone uh negotiating your goal setting you're going to look for the information that confirms what you believe so so if I set a goal for a time particularly so let me ask you I saw 14 cars last month and this month I set a goal for 20 today's the fourth it's March 4th it's March 4th I have zero cars on what does my bias feel like does it feel like I'm on track to hit my 20 no right so what happens Tony well essentially what you're going to do is you're going to hold back and you're going to drop your goal of 20 down to confirm what your bias is yeah which is you believe that you really aren't going to hit 20 and then guess what the fact is if you would change the way that you think and believe that you could hit 20 understand this okay your mind controls you or you control your mind it's that simple your brain is going to tell you your brain is is this a brain that's funny all right your brain is going to tell you right that was comical we're not editing that either we're keeping it on it's going to tell you that you can or you can't am I right correct okay so what's your goal this month what is it if you came out the gate strong right now and it's the fourth of the month and you got four cars out what is your brain telling yourself we're going to hit that exactly we're going to hit that 20 and it's looking for information to back you on yes yes yes we're going to hit that 20 and now you're fired up now you have momentum now your your your brain is feeding the machine positive stuff right and honestly and I'll give you a practical example there was one of the months I had by the middle of the month I think I had four cars out and I don't sell less than 20 I mean that's there's no way I'm selling less than 20 but four cars out middle of the month circumstances you cannot control what you can control is your mind yeah so I said no I'm not doing this I'm going to buckle down by the end of the month I sold 25 remember what he just said okay you can't control some circumstances sometimes okay maybe you've been working your ass off all week long and it's just not breaking okay you can still control your mind you can't control those circumstances but you still have the choice to control your mind correct because what your mind wants to do after a bad week or after a bad two weeks is what he wants to run and do you think it wants to run with I can or do you think it wants to run with I can't right once you're running with I can't say okay this is the most important sell you'll ever make in your life before you can go outside and sell the next customer you talk to you're going to have to make the sell that you're going to sell the next person that you buy exactly you have to sell yourself first they came to buy and they will buy and they're going to buy as long as I do my job the fact is that I'm going to do my job means I'm going to sell the next customer I talked to you the fact that I believe that and I'm unwilling to swerve or sway or to be convinced by the thinking of anyone else around me and that's the way that I believe guess what happens my mind is looking for information that confirms that I'm going to sell the next one and since I've decided that that's going to happen it starts to find information to support you're a good salesman you're a good salesman you've pulled through tough times before this isn't the first time you've had a grinder guess what you sold that guy the other day remember that we didn't think he was gonna buy you're pretty good at what you do yeah and you know what all of a sudden I'm like I'm pretty good man I'm gonna go sell the next person I talked to my mind is right I'm in control and guess what happens I will sell the next person more than likely which is how Tony said you want to sell nine out of ten make your mind up you're gonna sell nine out of ten guess what happens nothing's impossible until you say it is impossible correct and you start ignoring the information that contradicts the other so the beautiful thing is is that the positive thing is when you're saying you can't your brain is looking to say we don't say we can't anymore we don't say that we don't say that we're not negative we're not like everyone else so you know what you're not but in most cases we don't think about this and what happens is when we're by ourselves or when we're in the middle of a negotiation and it starts to get rocky guess what we do we start thinking of ways how am I just gonna hold this still together instead of saying I'm strong I'm strong I closed everybody I've talked to this may get out of hand for just a second but matter of fact is it hasn't gotten out of hand I have them right where I want them I've got them in the funnel exactly right exactly and then your mind starts looking for ways to support that yes they're in the funnel they're in the right place they will be closed and they're about to be closed and guess what because that belief is there not only does the customer see the believability your mind understands the believability in your closing right exactly but it goes the other way most times yes which is why we're having this video we want to talk about sales training videos isn't always teaching you a close or a strategy or a technique sometimes it's just telling you that look your brain is so freaking strong it really is it's dying to take over and sometimes you have to tell your brain to shut up am I right shut up I'm in control here got it we're doing things my way today so just sit down that's right that's right so your mind controls you or you control your mind Tony what else you got here man if you understand this and like I said if you understand this you can close nine out of ten of your customers if not all because they want people that understand what their beliefs are what their abilities are and they want people that can close them in a positive way that they can actually back and get involved with that's it and listen I want to tell you this there's no secret magic trick to killing it in life and making it you know what it is it's about just understanding what's going to happen next and you guys are going to go out and we're going to sell cars today and I want to tell you this when you're going to go do it I want you to understand this that today tomorrow the next day there's 60 minutes in an hour every 60 minutes in that hour you're going to choose whether you can or you can't whether you're going to be in control of your mind or you're going to let your mind be in control of you and understand this just like bias goes with like races you know something like oh that guy's bias like you believe strongly in something yeah this is being biased about the way you feel you have right to choose that things are going to go great or that things aren't and when things aren't tony says I can't always control the circumstance but I can't control my mind that no one else can take away from it right and tony said hey I was at four cars halfway through the month and I finished 25 why because there were two roads to choose that I can and the I can right and I just want you to understand that that as we're going through this today this is a very simple video there may be some people that says ah man I need to learn some clothes today listen you're going to be stuck in two weeks and guess what when the grind hits you're going to remember that you forgot about this video and you turned it off earlier and you know watching guess what happens you're going to be struggling but for all of you out there that want to be one one percenters want to be successful be a high chiever you want to get what's yours in life you either be the game or you I mean I always say play the game or be the game I want to be the game okay let's not play the game okay so guys it's a great meeting you I'm here with tony we're grateful to have you oh as always have a very blessed day give us a thumbs up on the video we hope this helps you and we'll talk to you soon


If you want to go ahead. All right, I'd like to welcome everyone happy open ed week and we are very happy to have all of you here to join us for our first webinar for open ed week and today we're going to talk about OER basics and I think you'll really enjoy hearing from our speaker today who is a librarian at Fox Valley Community College. And if you could all go ahead and introduce yourselves in the chat that would be great to see who's here today with us. All right. So the agenda today will have some introductions and we're going to talk about like I said the basics the what why and how of OER and also some upcoming events that we think you'll be interested in. There are so many events this week that hardly enough time to attend them all luckily they're being recorded for the most part. But before I introduce Val. Well, I'll do the introductions first and I'll turn it over to Uno so she can talk a little bit about open ed week. My name is Sue Tajin, and I am the coordinator for instructional technology at Northern Essex Community College in Haverhill, Massachusetts, we're about 20 miles north of Boston on the East Coast so it's snowy and cold here still. And I'm also the serve on the executive council of CCC OER as the co-president with Lisa Young from Scottsdale Community College. And Valerie, would you like to introduce yourself. My name is Valerie Magno, and I am a librarian at the Fox Valley Technical College, which is in Wisconsin. Thank you Val. And would you like to talk a little bit about open ed week, would this be a good spot. Great. Yeah, thank you, Sue. And thank you Sue and Val for members of our community and our executive council and Sue's case for presenting this today and I, this is the eighth year of open ed week. Our first one was back in 2013 and so I don't know how many of you are repeat open ed week attenders and promoters, or if this is your first year but it continues to grow each year and get more diverse and countries and languages. So that is really exciting and I just wanted to give you a little highlight as of this weekend. There were total contributions of 235 spanning 27 countries and 11 languages and I won't do the 27 countries but I'll tell you the 11 languages just for fun. Croatian, Dutch, English, French, German, Polish, Portuguese, Romanian, Slovenian and Spanish. And I shouldn't say this but we are still accepting informally open ed week contributions. So that number is likely to grow by the end of the week. So I hope that you are attending additional events besides this great one today. I went to one earlier just a few hours ago out of Oregon that was just outstanding. So do go to the open education week.org website and check all of that out if you haven't had a chance to and I do want to just mention one thing and I know Liz will probably drop a few links for us. But one thing that's different this year is there's an opportunity to dialogue directly with peers in open education and contributors using our OEG connect platform. And you can sign up for that if you haven't previously, and you can join the conversation. So thank you very much for giving me that opportunity. And if you are not familiar with CCCOER, the Community College Consortium for Open Educational Resources, CCCOER is an organization that is I think in its 13th year now, but correct me if I'm wrong in the chat, Una and Liz, that seeks to expand awareness and access to high quality open educational resources, support faculty, and their choice in development, foster collaboration between community colleges and institutions across the country. And the bottom line is really to improve student equity and success. And Northern Essex has been a member of CCCOER since 2015, and they really helped us in Massachusetts get started with our individual initiatives at our colleges as well as our statewide initiative for OER in Massachusetts. So it's been like an amazing organization to be involved in. All right, and here's a quick view of our membership. We have 90 members in 34 states, as you can see dispersed across the country, and we have 16 system wide memberships. And now I'm going to turn it over to Val and she is going to get started with her OER basics introduction to OER. Thank you, Val. Unmute myself. Let's see. Today, I want to talk to you about open educational resources or OER, and how OER can be used to lower the cost barrier for students. Here's my library guide that I use for faculty when I'm giving presentations. And when I do anything about copyright, I always have a disclaimer that I'm not a lawyer and this guide is not a substitute for legal advice. So that said, I'm going to talk to you today about what I understand about open educational resources. Copyright is basically when you put anything into tangible form, original content into tangible form, it is automatically covered by copyright. And that gives you the right to make copies and change it and modify it. And sometimes this becomes a problem when teachers want to use materials because they have to get permission, or they have to pay for access, and same way for the students for textbooks. So there's a big push that has been for a couple of decades now to try to get free textbooks for students. And what's the Creative Commons license does is it adds an addendum to the copyright. It allows the author of the work that I mean the copyright owner of the work, which isn't always the author to give away some of the rights that they get automatically. So how open an item is depends on the author or the copyright owner, they can decide how open they want the material to be. But ideally, the open educational resource gives the person, teacher, student, faculty the ability to make their own copies, keep them on their own database, share them in many ways online. And of course content program, and in particular, adapt modify and improve. Some people get very brave and they risk remix things together. And there's also the important component of being able to share what you do with others. And this makes it so that if you find a perhaps a textbook that you like but there's a couple of examples in there that are outdated. So let's go ahead and update the textbook yourself, publish it is a new version. And then you can use it for you, that textbook for your classroom. One of the ways that the open educational resources are really exciting is because of these five Rs. flexibility that you get from being able to edit and change immediately instead of waiting for a publisher to get around to it, or arguing with them about what needs to be changed. Once you have a free open textbook, you can just change it to match your, your teaching objectives or your out objectives to that you're trying to match to a core requirements. And you can use relevant examples in your course that will bring the information to your students in a more personal way. So you can use, you can choose a textbook, you can add in your own relevant examples, and you can make sure that the textbook you have for your student is up to date. Accessibility is another issue. So how many times we've had students call in the first couple of weeks and ask if the library has a textbook, and we have to say, we have very few textbooks just the ones that the teachers have loaned us to give out it to our intervals. For the most part, students just have to wait, or if their teacher has an open educational textbook, a free textbook, they can have their textbook the first day of class. Even before the first day of class, and even better, they're not just renting the textbook for a semester, that textbook will be available to them even after they're through with the class. And that brings me to affordability. A lot of students are just barely making it they're just barely scraping up enough money to take classes, and they're tired of going in debt. And then you put the pandemic on top of that and a lot of students have just given up, which is really sad because this is when we really need to be taking the time and energy to educate our students. It's an open educational textbook that's free. You lower the cost barrier for those students that are struggling so they can have a free textbook. And the reason this is so important is because research has shown that students that try to get through a class without a textbook, just don't do as well as the students that have a textbook available. Now I know some faculty have said well, you know, even if the students have the textbook they don't always use it and that's true, but they should have the option and the choice to go to the textbook. If they want to, and we can provide that option, a free textbook for classes many, many schools many universities and colleges already are providing these free textbooks. And so you can tell when a college uses the same textbook year to year that the students are learning what they need to learn. And these are authoritative textbooks they're peer reviewed in some cases, and they come from resources like British Campus textbooks are well known open stacks. There's a lot of great textbooks out there. And there are some topics that don't have a whole textbook. And in that case teachers can do modules where they take a chapter here and a chapter there, and either go to a textbook or just teach a class without a textbook and have modules for each concept. And I really try to emphasize that it's important to teach the concept, not the content, because then if the content gets old. You're not teaching something that's 10 years old, you can go out there find the most current content to match your concepts. Increased affordability is a huge important way we can help students. And I like this image I got from Hawaii library that talks through what you might consider if you're going to go into getting an OER. And now let me just mention about how to use the OER. The OER is very flexible, but they are pretty strict about one thing and that's giving an attribution to the creator. And that is just a matter of courtesy. You can see, I have a library guide on attribution best practices I'll just click there. The main thing you need to do to use any kind of open educational resource is to use the tassel and very minimum is to put in the title author source that you got it from and the license. That's bare minimum. But what I would like to ask people to do is to add version information. Although it's really great that there's a lot of flexibility with OER. That means you can find a textbook, update it, but now you have a new version. And it's really important to put that version information in there so that the next person knows which copy edited copy they have of that textbook. I'm just asking you to consider putting in extra version information that you can find and make it easy so that if students want to cite a chapter or a paragraph from that open educational resource that they don't have to dig, you know, spend all their time digging up the information just put it in the attribution and save them some time. The only thing I have on my library guide is a template that you could use for the tassel compared to the citation information that's needed. Again, the only thing that's really different is there's extra information about the version of the textbook or chapter, and I have gone through and showed examples in APA and MLA. If you go back to this main guide, those links are up here. The attribution best practices example attribution. And while we're on that I also want to mention accessibility. A lot of the benefit of these textbooks is they come in many forms. You often have HTML, EPUB, PDF, and the option to print it out. Another thing that we need to consider though is whether it's in a PDF or PowerPoint Word document or webpage, it needs to be accessible. And that means that your images should have alt text, so that if somebody's using a screen reader, they know what that image is about. That's where I'm going to try to encourage you to add a wave extension to your Chrome or Firefox. And I will do a live demo here of what wave does. Wave goes in and it checks for obvious problems with your, your accessibility. And I can see right here that my image has the alt text missing. It's an easy fix. I can go in and fix that and bring my errors down to zero. And I have asked all my vendors and all my web pages that I edit, I make sure that they can pass a wave audit so that I have zero edits and zero contrast. If you have errors, that doesn't mean that it's perfect. Accessibility, usability, that's always an ongoing process. It keeps changing. But at least with the wave tool, you can have a baseline. And if you can get zero errors at the top, at least you know you've, you can go on to the next page and get it up to spec. Once you have all your pages up to spec, then you can go to the next level and keep adding features. I highly recommend the wave tool to get information. You can click on this link and I talked more about it and how to find it. So back to my guide here. So attribution best practices, an example attribution is available and promoting wave for web design. So you have your content. Well, first of all, you need to figure out what your concept is that you're trying to teach. And so you define your concept, and then you try to find it. Once, and I'll go through some finding aids. Once you find it, then you're going to be able to adapt it to your learning objectives, align it with your core requirements and then use it and have flexibility. You might be asking, how can I find it? Well, finding OERs is a lot like looking in any other database, whether you're looking for articles in an EBSCO database, or if you're looking for textbooks in the OER Commons. You're going to start with a broad search and then narrow it down. I have actually a guide with a bunch of links per topic that I've been collecting. And on the first page, I have some of my favorite OER finders and open textbook sites. LibreTechs is an excellent group of textbooks. OER Commons is one of the most common places that I start when I'm doing a search. So if I put in something like business, and I do a search. I can use the opportunity to choose the education level. And then I can go into media format or material type. In material type, scroll down and you can click textbook. This pulls up a number of textbooks that could be used in a lower division or community college. You can then click on one of these. It gives you information about the resource, who endorses it, who's using it, and tells you about the licensing information. And then you can click on the view source to get to the source to see it further. So an example like this, what I would end up doing is I go into the read book and contents and that will let me look closely at whether this book is going to meet my need. Now at this point it's in OER Commons. To get out of OER Commons, you can just open and so you just right click. Let's see, no, I guess you can just, yeah, right click, open in a new tab. And when you open it in the new tab, you're going to be in the actual work itself. So OER Commons is a great way to find things, but when I'm actually linking to them, I go into the resource itself. And that OER Commons, I have an example screenshot of doing a search just to get you to see where here's the subject area that you choose. And then it puts up the different tags that you can then add or subtract. Merlot is another excellent resource for searching. What these are is collections of bookmarks. So a faculty member that has a user account in Merlot, they put their bookmarks to their favorite resources and looking at other people's resources can give you an idea of what they have found. It's kind of like peer review because they liked it enough to put it into their bookmarks. You just have to check to make sure if it is OER because not everything in Merlot is OER. But that doesn't mean you can't use it. You just have to use it as a copyrighted material instead of an open education resource. Another thing that I really like to use is Skills Commons. And Skills Commons is really good for those things that aren't as easy to find in other ways. For example, if you went into welding, you might not find anything on open stacks about welding, but Skills Commons has a lot of materials for people that are trying to teach welding. I use that when I'm running into kind of a dead end with just a plain textbook for a class, I can go there to get alternative resources. I like I went a bit fast on that, but does anybody have any questions? There are no questions in the chat as of now, Val. You can get back to me later. I'll put my email address in the chat, and I'll be sharing handouts and slides and that will have links that you can go back and look through my library guide feel free to to borrow and the idea with being librarian is to collect the best information and share it as widely as you can. So thank you for listening. And please feel free to contact me. If you have any questions or suggestions. Thank you. Thank you Val. So, we have a handout for you that was dropped in the chat and these slides will be available through the CCC OER website. So if you can contact Val, you know right here is her email address, and there is our her library resources, which are great I already booked marked them while you were talking. So there are more opportunities to get involved in the spring. CCC OER has a host of webinars that have been put together by the professional development committee, the next webinar. So of course this week is open ed week and you can go to our website or click on the link. So you can see all of the events that are happening this week and then on April 14. There's a webinar on the K through 12 and Community College collaboration, May 12 finding professional development resources for OER adoption and creation which should be pretty interesting and then on June 9. We haven't determined the topic yet, but we'll pull the members and see what people are most interested in for that webinar. So we have webinars in both the fall and spring that are free for anyone to attend. We have a webinar also. Oh, go ahead. Just before you move to your next slide I saw somebody getting ready to click to the next slide. I did want to say tomorrow we have a webinar at the same time as this one. And it's on our regional leaders of open education initiative. And so, oh, sorry. We're entering phase two on that one so we had a lot of I hope that participants today but a lot of our members and a lot of our community join us for that. That initiative over the last year and a half almost. We're really looking at statewide leadership and system wide leadership and having folks collaborate across boundaries for leading their open education projects and sustaining them over time and so we're moving into a more of a network phase where there'll be more formal training for those leaders and helping them to develop and implement strategic plans at their institutions or organizations. Thank you. Thank you, Christina. And on Wednesday. I'd like to give a plug for this webinar and it will be at noon Eastern time so usually they're at three o'clock Eastern time 12 o'clock Pacific but this one will be at noon and it's a web, it's a pink going to be a student panel discussion with the Massachusetts Student Advisory Council and the assistant commissioner of the Massachusetts Department of Higher Ed. And we're going to talk about how the students really spurred the OER statewide effort in Massachusetts so it should be interesting the students are really excited about it. And then on Thursday, there'll be an event around open pedagogy and equity and Friday. Global and CCC OER leadership opportunities and I don't know if those are live webinars or events that are through OE global connect. Sue, yeah, thank you for asking those are actually going to be asynchronous events, OEG connects so they're going to be discussions online. And they've, they've already been started in the OEG connect discussions base so you can start those early if you want but Thursday will be the focal Thursday and Friday will be the focal time for those two topics. Thank you. So definitely stay in the loop with us keep in touch bookmark the website. Join our community email list that it's probably one of the most vibrant email lists that I've ever been involved in if you have a question you're looking for resources. You posted out on the email, and you'll, you'll get five responses right away. You know, it's a great way to network and connect and learn and all different levels of OER, you know, experience out there. And the best thing about it is there are so many people on the list that, you know, you get different perspectives from across the country. And we also have a blog, EDI blog and student OER impact stories on the website so those are always interesting to read. All right. Thank you everyone. Any questions we can open it up to Val for questions right now or post them in the chat. Whatever you'd like. Thank you so much for joining us today and thank you Val for sharing that awesome lib guide. There was a question in the chat a while back Sophia Cook asked what link do you share with the students and how not sure exactly what link she was talking about. We have the library guide links as students ask questions. A lot of times in chat or email, they'll ask a question and I already have a guide that refers to it. And so I'll answer a little bit and then I'll say for more information, go to this guide and let me know if you have any questions after that. If you have any people in this case for faculty, I would just send them. Usually what happens is they sign up for class, half of them show up, and even the ones that don't show up I get the roster. So I email everybody after the presentation saying thank you for being interested. And I give them a rundown of what I covered and the link to the library guide that they can use for reference. And Val is, is that for faculty. So into classrooms and talk to students about a lot of topics but for we are we've been just focusing on faculty at this point. Gotcha. And people can, they can unmute, they can unmute right Liz and go ahead and speak up and ask questions if they'd like to do it that way. Yes, they can unmute themselves. More discussion recently about the difference between open access, as in, you know, journals. And, you know, I'm thinking about subscriptions which aren't actually open access necessarily are free to students at an institution that holds a subscription. It's confusing because of the term open open means different things in different contexts. So open access you've got things that you can get to for free. And you've got things that are under copyright and you can't like print them out and sell them, but you can link to them. So that would be open access that you can access them for free. And you don't have to worry about it. If it's under copyright though you have to be very careful not to upload it into your blackboard or your web page and say hey look at this material and you might be preventing the owner of that copyrighted material from making money off of it by publishing it and distributing it without their permission so if it's just easy to get to for free that doesn't mean that you can do whatever you want with it. So with open educational resources, there has been specifically put a creative commons license or GNU that's also but that's older, but they've put an addendum to the copyright that the copyright owner has preemptively given permission for someone to do certain things with their content so that they don't have to come back and ask for permission each time. So the ideal would be CC zero. That's as close as you can get to public domain for as long as your content is under copyright law. So the next level of open that we really like is the creative commons 4.0, which means that you have to do an attribution, but other than that you can make copies you can store it wherever you want you can mix it match it, you can do whatever you want with it, as long as you attribute where you started from you know who who the original author was. And there's a there's a variety of ways that a person can open up the rights to copyright they have on the creative commons license website they have a little form you can fill in or you know just electronic figure out what kind of a license you want to use. If you want to make it open everybody can do everything but you don't want to make money off of it. You can put in an NC on the license so that it's non commercial. It's an ND a non derivative though you've taken it right out of the OER realm it's no longer considered open educational resource because the whole point of the OER is that you can make derivatives and edit and change it and update it. So did I answer your question. Yes, I think so. You know, open access doesn't necessarily mean that you're, you have to have that creative commons license or a new license on top of the copyright that the copyright owner has granted in order for it to be considered open educational resource. Everything else is probably just open access you can use it for free but you have to be careful because just because you can access it doesn't mean you can, you know, you can access a song on YouTube that doesn't mean you can go up on stage and start singing it and charging ticket price. So it's copyrights having a hard time keeping up with the internet, but they're doing the best they can with a bunch of little extra laws and so yeah I just treat I treat everything as if it's copyrighted, unless I see a specific creative commons license attached to it. Okay, okay that that's helpful. I know that when you find something on the internet that you can have a link to assuming that it's not posted there illegally. Then you can share that with your students but that link could go away. Right. There are a set of journals that are open access journals, and I, I was under the impression that you could actually share copies of that with your students, not that you could edit it. But, and I'm, maybe that's, I'm not a librarian. So, I, you know, the idea of the open access was that it could, in particular this comes into play with medical journals where, right, life's information there. Yeah, other recent medical researchers really need to know, and medical practitioners, so that they can treat people so I was under the impression that those could be copied but. The, the open access in that case means that it's free to read. One of the biggest problems with our health and medical and research is that you run into a paywall if it's under some place like vendors like ebsco or pro quest or Peterson or you know there's all these vendors, they make their money off of licensing access to journal articles. And if you take them out of the loop and you say okay well we're just going to you know taxpayer money paid for this research. We think the taxpayers should have free access to it. You're basically saying anybody can access this for free. Now, once you access it. I would have to look into exactly the specifics of whether I think it's still considered under copyright so it's still treated under fair use that anybody could have one copy for their own personal educational non commercial use. But I don't think I would be comfortable with making 30 copies of that article. You might, you know that's pushing the fair law you might or fair use you might be able to do that and hand it out in class to not be in trouble but the thing with copyright law. So I'm thinking of like public library of science, you know, right, and I'm thinking about nature. I think they were open access and so. Yeah, it's a great question and I mean it's a great. I, you've given me a different perspective on it. Well, though I think well, I think that if it's open access in a journal she probably can copy it and give it to my interpretation, Val and I work together. Yeah, this is. I knew about this, I think it was an open access journal. You could print it off and give it three 30 copies because basically the grant has already paid for distribution. And they're not losing the market value and that's, that's kind of the crux of the copyright issue is that you don't want to step on people's toes and keep them from making money off of it. Well, if they've already not, if they already are in a situation where they're not making money off of providing access, then that's not something they can lose by having multiple copies. But in that case, they would be very upset though if you edited it or revised it in any way. Right. Yeah, and some of these open access, you are allowed to rewrite, you know, but if it's an open access journal in that case they're wanting it exactly as it is the day you downloaded it. So in a sense it's ND. Yeah, it's it's a non it's a non. Oh, whatever the word is. Yeah, it's, it's basically you can have extra copies as is, but you can't change edit ads. No, we would get foggy as if the journal had a brilliant illustration. And a fantastic picture of COVID-19. Could you then use that in other purposes and in that case you would probably want to write the copyright owner to see if you would get permission, unless it was from a government source. And some government sources don't go under that though because if the government outsourced it to a private vendor. If you said copyright from the National Library of Medicine or copyright from CDC then you're probably okay. Yeah, yeah, that's why that's why you'll find a lot of images from the, the PubMed in various websites because they can take that. But yeah, I think I think it is a big problem with the idea what's the difference between open educational resources and open access and I think the main thing is the open educational resources have that overlying Creative Commons license that allows you to modify it and do derivatives the end the ND the non derivative is open access but you can't do anything with it. Does that make sense. Yeah, yeah, thank you. Yeah, yeah, for sure. Does that does that you're understanding to Catherine. I would think so I will say though that on occasion. I was at the last last month was low vision month. And so the National Library, the National I Institute had all this publicity about preventing glaucoma and other eye diseases. And they said, use it makes it however you want we're just trying to help save the public site. And, and they had all this stuff that you could put on your website you could put in social media wherever you want it, just because they wanted to get the word out. Wonderful. And one thing I wanted to mention I Val and Catherine I know you're aware of this but the US Department of Education but for folks who might be new because since this was a beginner webinar. The Department of Education passed in 2018, the requirement that almost all of their competitive grants require that the materials produced are openly licensed. So, and I think it says CC by so it's, that's, so, there'll be less of, you know, government resources that are developed by private industry under a grant that are not openly licensed. Which is a good thing. It is a good thing. It's a great, it's great. Yeah. Once again, I want to thank Val and Sue today for joining us for this really informative kind of getting started webinar on OER and attributions and I want to say there's, there's a lot of great stuff going on in around OER and I don't know Catherine or Val if you wanted to give a shout out to some of the great stuff that's going there going on there before we close off the webinar. Well, we do have a lot of things going on I have in my handouts information about the Wisconsin consortium which we call cows. But the main thing is that we have an affordability conference up in the nominee. We didn't have it because of the pandemic. This, well, we'd had it but not everybody showed up. But I'm looking forward to next year and going to another affordability conference will probably be in March up in the nominee. And that's where we get together with vendors and people that provide content and other practitioners and talk about OER and how we can move it forward, get more colleges more faculty on board and help faculty to move over to OER. And that's about the free textbook it is, it is a really wonderful thing but a lot of faculty are nervous because they're used to having a lot of test banks and supplementary material from the publisher. In addition to the textbook and they depend on that to supplement their teaching and really it's not as much of a problem as they might think because in many cases, a textbook that is adopted by more than one university or a work group on OER Commons they have groups that get together and they discuss the textbook and they provide test banks and so forth. They kind of put it all together. So a lot of times those test banks are available out there. And also as a plug for open pedagogy, you can have your students create questions and create the test and I think that really makes the students dig in and understand the material. They have to come up with three questions and each question, you know, has maybe multiple choice they have to come up with the right answer, an almost right answer a wrong answer and, you know, basically all of the above and the students then because I had a class that forced us to do that, the OER Commons licensing class did that where you had to really know not only what was in the chapter, but you had to come up with a question that couldn't be answered accurately and clearly, and yet know enough about it to make a question that wasn't quite right to trip someone up so it's, I really believe in having students become active parts of the content creation when it comes to supplementary materials, and there's the idea of not having homework that's disposable but having homework that is then usable in another context. That's a wonderful thing. But even if you don't have time or energy to have your students make these supplementary resources. There are a lot of supplementary resources out there.  Then you can you can start searching for it and find a lot of different resources to explain that concept or illustrate that concept. Thank you Val. Thursday, our theme is open pedagogy and equity. And so it's going to be an asynchronous event, but I heard that Friday, open Oregon is having Robin DeRosa speak on open pedagogy and that's another free event. If you're on our email list, Liz is sending out all this information, or you can of course go directly to the Open Education Week site, as well, and see all of those things because don't forget there's some really wonderful global events that you have an opportunity to attend live. I'm just putting this in for Val because she was answering, but Wisconsin does have a very exciting initiative called Open RN. It's a $2.5 million grant. I put it in the chat. Because if you're a nursing instructor, they are already writing textbooks or have written textbooks that you can use and others will be coming out soon. Yes, and Kim Ernstmeyer who had set up at Chippewa Valley, she's presented at multiple events with us, which is wonderful. They were one of the Department of Ed, the US Department of Ed grantees in 2019 so thank you so much Catherine for sharing that and it's a wonderful example they're doing five textbooks. They finished their first one already, and they're in review on the second and third one. And so just, they're moving ahead. And it's really exciting to see that. It's great. This is your last chance to catch these experts Val and Catherine and Sue. You can always email us. The recordings will be posted so. I have a question in the chat that says do you know of any initiative similar to open RN specific to anatomy and physiology. I know there's a lot of virtual dissection websites out there. I'm not too sure I haven't looked into anatomy and physiology and in particular. I looked up anatomy and physiology for someone recently there are some OERs that have already been written in that area. I can look for them I don't remember whether they were listed on Merlot or somewhere else. Yeah, it came up at a meeting I was at which of course, in the last month or two. There is definitely some work being done in that area and I think it might actually be around anti racism and equity because that's been kind of our focus recently is finding anatomy and physiology. OER textbooks of course open stacks has one, but that actually represent our students and our world and are not strictly all white people. So, I know that there is a project going on around that. Yeah. So Marie you can definitely email us and it sounds like any of us could share some of that information with you. I have a question this is Sophia if I may please. I have you share a textbook find the final product product once you have the final product. What do you share with the students for them to have access to that textbook that OER text or materials why is it is the link that we find it under or really you would have a copy in your own institution. The reason I recommend that is because whenever you link out to something that link can disappear a, you know, right now open education like OER Commons is this wonderful website. But it's on point, you know, a few years from now it might merge with another one, or it might close and so you want to make sure that if your students are depending on that textbook for the semester. You should have a copy of that textbook on a server in your own campus, and then you would link to that. And does that I mean you could also offer to print some out and sell them in the bookstore or some of them, you can click and they'll send you a print out and the cost of printed textbooks is based on just the cost of printing not. It's not a profit driven situation and you can send it to FedEx or someplace to get copies printed out because that's that's part of making it accessible. And a lot of times you would just send them a you'd have. Well, what I'd like to do is I like to have the teacher. Let me know what they're using and I'll provide links to the textbook and links to supplementary material, so that the student has everything in one class in one place, but for you so for yourself personally you could just, you know, have the link in your say blackboard or Moodle. And because it's open educational resource you could actually upload a PDF if you wanted to or put sections of it in in as content in your different pages. You're you're pretty, pretty open to how you want to distribute it but it's a good idea to have it available so that they can either print it out, read it online, or hear it. I mean that's that's one thing that doesn't get addressed enough is that to be accessible it has to be something that can be read by a screen reader, and you know preferably something that will read it out loud to the student if, if they need that. Thank you so much. I have a question about writing textbook writing initiatives and in various disciplines so I Karen I'm assuming Karen Coughlin I'm assuming that you're, you're looking for some opportunities to get involved with possibly contributing to a textbook Sootastion shared the rebus community there, which specifically does work on those kind of initiatives of getting groups together to develop OER textbooks and has produced some really wonderful ones so do check that out. And I wanted to just give you a little tip. It's in the handout but I might as well just say it that if you're looking for materials on any topic, and you want to know what subject librarians have on their library guides about that topic, you can put in your in Google and then the word site SIT E colon dot edu and the word lib guides, L I B G U I DS, and that's going to pull up a bunch of library guides written by subject specialists in libraries, and then if you look at a few of those, you can see that there are some items that you'll find in every guide, and I consider that to be peer review if I if I go through 20 guides on anatomy, and every single one of them refers to a particular resource then I figure well I want my students have access to that too. So that's that's one way of finding resources based on what other libraries are recommending to their people. Can you repeat again please what was the extension or link that you mentioned please. The link for what the the one you said if we add certain things at the end. Yeah, here let me just I'll just, I'll put it in the, I'll put it in the chat box. Thank you. Make sure I spell everything right and make it easier. Sorry for the time I just stripping out the nonsense out of the URL. So here's the track of where we're searching from. So they, I think they put like the latitude into it or something. Okay, so here's an example search. And what that would do is it would look for the words anatomy and we are in educational websites that are that use lib guides as a way to make research guides. I guess that's something I do a lot of times when I'm just looking for quick answers about a topic. I'll put in the word lib guides, so that I get into the library research guides that other librarians have created for their for classrooms and faculty. Are there any other questions. All right, well, I hope everyone has a happy open ed week and thank you so much for joining us today and hopefully we'll see you later in the week or at another time online virtually or when we can all be in person again. Thank you. Thank you.


Hey everybody, it's Hari Swaminathan from optiontiger.com looking at the ES for Friday, July 19th and doing a sort of a post-mortem on looking at the ticks as well as the custom RSI. Friday's market action was very strange in the sense that the futures were up about 6 to 8 points when the markets opened but you can see right from the get go it was a downward march all the way into the close. So this was very very strange from up of about 8 points on the ES it just kept on making lower lows and lower highs and it did not stop all the way till the close. So if we looked at our ticks now obviously first the rule number one is you wait for at least one hour. So you can see even here in one hour the ticks are just completely flat the RSI is just reflecting some price action but there's no real story here. It's only when you come here that it starts to develop and then the ticks are developing red and going down and you have the RSI also. So a small potential trade over here wouldn't have been a huge trade but that could be one. Then it starts going up on the ticks however you can see that the RSI is still here so the RSI is not confirming that. So this is not a trade you would take because this would be a call trade when the markets are going down. And so by this point I think the markets would have become negative and so this would not be a trade that you would take. If you looked at this this is too choppy even though the RSI shows very bearish but you don't get any persistent reading here. Once again you start getting a persistent reading to the upside however you have to understand it's coming from a negative side. And so this wouldn't be a trade. Potentially what might have been a trade here is this one right here when we see this and the RSI is also in the very bullish zone. But this would not have worked out well because immediately it changed and somewhere here you would have gotten out. So you would have gotten out at a two point loss over there. So the only real trading opportunity for Friday really came towards the close and you can see from this bar to this bar an absolute massacre in the ticks. And that's when you're getting ready for the trade and if you took the trade here you would be in all the way until here. So that would be about a four or five point trade on the SPX. Perhaps if you got back in here you would have been chopped up but this was the only real good trading opportunity on the SPX on Friday. Thanks.