Well, back with the breakfast and at this point we will be looking at the inclusion of persons with disability in a political process. However, the Independent National Electoral Commission, INEC, has said that many of the 19 million Nigerians living with disability were registered voters and they would do everything to dismantle barriers that exclude them from a electoral process. Well, according to ExPATH, marginalisation of people with disability extends beyond the elections to all the facets of life in Niger. Many have complained of inadequate healthcare and lack of public access to public facilities, however. Now, part of 2023, INEC policy framework was launched for the inclusion of persons living with disabilities in all aspects of the electoral process and to reduce the barriers that they face. The electoral body now allows people to include their particular disability on their voter registration so it can make plans for their needs. Also, the 2022 signed Electoral Act mandates that the Independent National Electoral Commission, INEC, takes a reasonable step to ensure that persons living with disabilities are provided with suitable means of communication during the elections and, you know, prior to the elections as well. Now, joining us to understand how far this framework has been implemented is Omotoke Olubode. I hope I got your name very well. She's the founder of the Autism Awareness Foundation. Motoke, thank you for joining us. Happy new year. But I'd like to get your overview of the inclusion.  Have they been discriminated? Have we made progress? What has been the journey and the story? Yeah, I think we can tag the story of persons living with disability with the issue of stigmatization and marginalization. A lot of people living with disability are not being catered for and, you know, it starts from the foundation. Let's look at education, for example. How many persons, you know, living with disability are being educated? Not just being in school. The real question is, are they being provided, you know, the necessary tools that they need while in school? For example, a child with hearing impairment, does she have a rearing age, you know, to facilitate the learning process? Then you move from there to skills, you know, acquisition. If you cannot go to school, at least you should be able to, you know, learn a particular skill, you know. How much of that have the government done? Then you move to the workplace, you know. How much of persons with disability do we have in our workplace? And if all of this is not being catered for, if laws or policies are being made, but they are not being implemented, it's also going to, you know, disrupt the whole process of ensuring that persons living with disability are being included in the society.  So, but in all of this, what would you say is the challenge in that, you know, holistic analysis that you've given? We can start with accessibility issues. You know, most of our buildings in Nigeria are not accessible, even our roads. We, you know, we neurotypicals, we also have our issues, you know, going from one location to another. Imagine someone on a wheelchair. How does such a person access roads here and everything? Then we can also move on to healthcare. If you do not have, you know, if you're not in good health, how then do you go about saying you want to vie for a position or you want to work in a place? So the challenges are like different disabilities with their own peculiar challenges that face them. For example, a person with hearing impairment, visual impairment, there's so many groups of disability. So if we do not look at it one after the other, what works for A, might not actually work for B. And then we have, you know, the saying that there is nothing for us without us. So I've seen a lot of people, a lot of organizations or even governments, you know, trying to provide solutions to persons with disability without including the set of persons with disabilities. And how are you sure that whatever solution that is being getting from that is actually going to solve, you know, that challenges. So, so do you think that that's the case with Niger, that those who live with disability are not carried along in terms of policy formulation? I think most times, yes, they're not being carried along. You know, you have meetings, you have electoral organizing trainings to train their adult staff. The real question is, do you have persons with disability in that training? So actually state out what their challenges are. But I remember that in 2018, if I'm not mistaken, I mean 2018 part of the 2019 elections, INEC made a lot of persons, you know, those who were living with disability were part of the, you know, observing community. They were observers for the elections. And so I'm beginning to wonder when you say that, you know, government is not including these persons in the policy formulation process. Let's take it on the percentage. How many persons were involved in that process? Just like you said, we have over 19 million persons with disability in Nigeria. So if INEC has gone off to train their staff, okay, when you get to the polling unit, these are the things you need to watch out for, these are the things you need to do. The real question is, on the day of the election, are these things being really implemented? Are they being implemented? Are they being done in the proper way? Or are they doing this just to tick, you know, in their list of things they've done? Oh, we've implemented persons with disability, they were at our polling unit and all of that. The real question is, are they really, really being involved? Just like we would say, if you want to do something for the youth, let the youth to be the set of people that will be there to really state that these are the things that we need. So if that is not being done, I think our governments, you know, and even organizations, CSOs, that are trying to, you know, create awareness for persons with disabilities, we should involve persons really living with disability in that process so that they are able to say exactly what they need, what the government can do, what individuals can do, what CSOs can do to actually make, you know, it's like a combined effort. We can't do it alone. And when this effort comes together, it's actually have like a huge effect. Okay, so, but let's get back to, you know, the 2023 elections. What are the legal frameworks or policies that have been put in place to ensure that there's inclusion of persons with disability? Are there any? Of course, there will always be, you know, policies, there will always be hats that have been put in place. For example, one of this is that when anybody with disabilities is on the queue, you should give them priority first. So if you have someone with a working stake or someone with visual impairments or someone with hearing impairments or someone on the wheelchair or any other disability, you should give them, you know, the first power that they should cast their vote first. But the sort of the matter is do people, now not with the ad hoc staff of the annual coffeesupport. Now, do people already have this understanding that when you see a person with disability, you have to give them that opportunity for them to cast their vote first? Because if that orientation and that awareness is not there for people, then you have to push out him. Oh, I was on the queue first. I was on the line first. No, no, no. So I think that before, you know, we get to that point of, you know, acceptance of the people, I mean, general acceptance by the public or every other person. I want to begin to look at, we know that there's been a budget that's been made for the inclusion. Just like it was stated, the INEC chairman had mentioned that there's a provision for when you're feeling your, you know, feeling the forms, you would indicate the kind of disability that you're faced with. And this will make for provision. So I'd like to ask pre the election. I mean, we're still pre-election now. You know, so do you think that INEC, all of this has been encapsulated, the means of communication, all of the equipments that are necessary because we're talking about persons living with disability, their provision of these things, they're not just regular, for instance, those who cannot see have this necessary, you know, equipment being provided by INEC and, you know, the relevant bodies saddled with the responsibility of conducting the elections. That's where I'm driving at. Okay. So like I said the other time, it's very easy, you know, to say this will be provided for, but we cannot really ascertain how much of this equipment will be provided for on the day of election.  For example, people with hearing impairment, they should be a sign language interpreter right there to interpret what has been written or if someone is trying to communicate with them. But like I said, we cannot really, you know, ascertain how much of this is being prepared for until the day of election. Until the day of election, there's registration. Of course.  So I'm talking about that entire process. Of course. People are getting their PVC. So that has already been, you know, in the form. People have already indicated, oh, I'm someone living with this disability, I'm someone living with this disability. So in the process of this registration, what these things provided for, do you think they were provided for? You know, you need the magnifying glasses and what have you. Of course, you know, in some centers, they do have access to all these things. Of course, what in some centers, it might not be the case. For example, in Lagos, in Abuja, there are people, you know, who have been able to say that or when they went to register for their PVC, they were able to see a sign language interpreter that they were able to provide with the necessary help. But let's take it back to the north. Is it the same thing over there? So I explained the other time that it is easier for the INEC, you know, to say they will provide this, but how much of it will be provided for is another thing that we also need to look into. So for example, in a particular street, we have like, let's say five police units. So is INEC able to give each police unit their own sign language interpreter? Are they being able to give them their own magnifying glasses? Because I can tell you, almost every home, almost every house has persons living with disability units. So but understanding what it is and looking at our climb, like you have rightly mentioned, where a country is still grappling with a lot of issues, if you say, of course, persons who also live with disability should be considered in terms of road infrastructure, special facilities for them because of this impairment. But you know that we're still also grappling to have the basic things. Those who are not, you know, disabled, right? So it's not necessarily, might necessarily not be an issue of marginalization, just an issue of leadership that has not been able to cater for the entire populace without saying, okay, you're tilting towards the side or you're tilting towards the other side. But you know, still looking at this particular issue now, what do you think are the challenges? Why do we have all of this obstruction? I think the foundational cause of it is lack of awareness. Let me put it that way. You know, take for example, while we're growing up, how many persons with disability do we know, you know, that we are friends? We probably don't have any. And you know, it just grows on like that. Back like 20, 30 years ago, people living with disability, are they being educated? So if they are not being educated, it's just like a vicious circle of poverty. You just go with round and round and round. Before you know it, they are being excluded.  How much more for persons living with disability? But the truth of the matter is we cannot continue to feel like, because other people are still trying to, you know, get their own basic needs and then we continue to segregate some set of people. It's just, it will continue that way. And it's, we're not going to be having all the resources at once. It's not possible. We're not going to jump out of recession, out of whatever it is that we have in the country at once. So as we grow, we need to also consider persons living with disability along the journey. Because if not, at the end of the day, we're going to still have the cases of where the typical beings like me and you have gone far ahead and then people with disability are just trying to come up to us in the workplace. I see this all the time. How many persons with disability do we have? So if persons living with disability do not even have, they're not even independent, you know, how much more will they be able to say they want to go to the polling unit to vote? And people can also recognize the fact that they have the right to actually vote. You see people with disability at the polling unit and people will be looking at them like, what have you come here to do? Do we need people like you here? So let's also still continue in this light. Now, apart from the fact that, you know, we talk about political apartheid and that's, you know, a conditional situation where people just feel like, hey, I don't want to be part of the electoral process. So do you also think that political apartheid is also a major issue? Why those living with disability are excluded from the political process? Not necessarily that they have been marginalized? Yeah, I think it's also part of it. For example, when they say, let's say there's a meeting in the particular building and then it's not even accessible for them. How do they go going about for them to be in a particular party? I mean, that is not there. Then they decide to just stay alone and even probably persons living with disability may just form their own party and then feel like, okay, since we have been excluded, we don't want to be part of what does not work. These are things that we need and if these things are not being made, probably we have our own party and then we're able to do things in our own way. But I think the major issue here is, in as much as the government is still trying to, you know, provide, in as much as INEC is still trying to put in place different things that will enable persons living with disabilities to have a smooth voting process. We as individuals also can also make it possible for them. When we get to the polling units, when we see them, you know, vying for a position, we should support them. Like I said, the government cannot do it alone. The support of we individuals within the community is so important. And by giving them this support, they also have the strength to continue to carry on.  Or they go to a party, they want to join and they tell them, oh, sorry, we don't have provisions to cater for the kind of person that you have. So if all these bottlenecks are not being removed for persons living with disability, then the process will just continue that way. So while we're waiting for INEC to provide us with everything that we need, while we're waiting for government to step up to their responsibility, we as citizens, we as individuals also have a major role to play. I say this all the time. We also have a major role to play to ensure that persons living with disability are not being excluded in our community. So what would you say is the level of inclusion now and for the 2023 elections?    Okay, I would say for the percentage and the numbers in figure, I'm not sure we have that. But let me just give an overview of what I know now currently that is obtainable. Let's say 25% out of 100% because, you know, we'll be involved in this election. No, I've collected that PVC that just what you asked about people who have collected their PVC and all of that. I would say maybe 25% out of 100% of people who have registered for it. Then, you know, it's a different thing to collect your PVC. And it's another different thing to go out to vote on the day of the election. So in terms of persons living with disability, how they are kind of ready to go out to vote, I'm not sure I'll be able to give 35% for that. Like I said, even getting your PVC is enough work on its own. How do a person leave their own home or wherever they stay to go to the collection points to get their PVC? I mean, if they find it difficult to do that, then they would rather not just go, you know, all together. I mean, if this PVC is not being gotten out then do they come out to vote on the day of the election? So I think what we can do is, I don't know, maybe government should try and, you know, they have a lot of staff that can do all this work, maybe kind of get the number of persons living with disability, maybe the particular community in a particular area. And then I look at a day to them whereby you have to put in place everything that is necessary, remove all barriers to ensure that they come in. Because what happens with disability gets into a place to collect their PVC? And then there are like 500 of, you know, neurotypical beings like us waiting to collect their PVC. There's no seats available for them. There's nobody ready to stand up to give it to our seats to the person that are just coming. Depending on the challenge. Depending on the challenge. Well, I'll be lean pain using a walking stick, visually impaired. But then the person waits for 30 minutes, 45 minutes. The body is already not the same. Basically probably need to live.  So I'll say to them, if we really want people with disability to be involved in this election then I can declare a day.  So we know that that day is for persons living with disability. Priorities will be given to them. They will get their PVC as early as possible and they can leave the place. On the day of election, the same thing also applies. They get in there as early as possible because their votes immediately they get there. People will be, you know, when they experience this during this election.  They'll be much more happy to go out to vote. So like I said, governments have their own path. We individuals will also have our own path to play. Is it collective efforts to ensure that persons living with disability does not continue to be stigmatized? So the issue of political apartheid is not just, you know, what we experience entirely, but there's also, we can say that a lot of persons in the society, especially those living with disability have been excluded from the political process because of lack of provision and being sensitive to their needs. So categorically, now that you have mentioned some of these issues, but you know, in all the light, general inclusion in society, what steps can the government take? What steps can individuals take? What steps can different stakeholders, you know, take to ensure that persons living with disability on every other day are not discriminated, they are included? I think the first step is we should move away from words into action.  Let's move away from that point into action. A lot have been said already. Can we start, you know, involving practical, say for example, government, we have policies, we have rules, we have laws guiding persons with disability, but are they being implemented? Can the person with disability, whose rights has been violated, take it to court and can it be acted upon? And the case has not been dismissed. Oh, it's just a little case, let us dismiss it. In terms of CSU, can we also provide, you know, other supports for them? For example, you get CSU also outside doing an election process, you get to a polling unit, you see that you do not have enough facility, can it be provided immediately?  So I think we should move away from words into action and implementation. I tell you, I say this all the time, most of the things we are trying to fight for, most of the things we are trying to talk about, if government should make a policy, a rule, and it's been implemented, we will not be going through all this tracing game because if people do not act on it, then we can take it up from there. But if, you know, all these things are not being done, we just continue to have this discussion all the time. And then awareness, the more people are aware, I think the less stigmatization we'll have, people should learn to understand that people living with disability do not pray for it, they do not ask God for it, it just happened. And you know, when it happens like that, we should accept them and make provisions for them. Well, Omotoke, we have to go at this point in time. Thank you so much for making our time to talk about this very important category of peasants in our society. And as we inch closer to the elections in February 2023, it's important that we make provision for the inclusion of these peasants who are Nigerians. And I'm sure that that would, you know, do the magic for, you know, the numbers and the figures that each political gladiator is anticipating to win the elections. And that's the size of it. We take a break. When we return, we'll have some more conversation. Please stay with us.


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OTAN Outreach and Technical Assistance Network. Good afternoon, everyone. Thank you for being here on this lovely afternoon. My session is called Building an OER Project in Team. My name is Diana Vera Alba. I'm an OTAN subject matter expert. I'm also the ESL and OER coordinator at my district, San Diego College of Continuing Education. So a little bit about myself. I've been an online instructor and teacher trainer since 2012. I have taught in the modalities of distance education, hybrid, high flex and fully online courses. I'm also an OER and CAPE coordinator at my district. I train on Canvas course design. I'm also an online faculty mentor, OER and ZTC trainer and an OTAN SME.  So you'll see some pictures here of some of my pets. So before we get started, I'd like to find out how familiar or how comfortable you are with building project teams at your district. So just any type of project team. So if you are not familiar, please type one in chat. If you are somewhat familiar building project teams at your district type two. And if you are very familiar with project teams at your district type number three. So if you could please vote in chat. Thank you. Okay, great. All right, so we have a mix. So thank you for voting. That kind of helps me either stay a little bit longer on some of the topics or move on. But I will certainly ask you as we get to some of those places. Thank you, Jeff. All right, so let's go ahead and get started with our agenda. So today I'm going to go over three main points. The first one is building an OER project team. That's our overall topic. And specifically we're going to look at having an OER coordinator or resource teacher lead some of those projects. Getting at least one, if not more of these project team members creative commons licensed. So I'm going to go over that what that means and where you can get that done. We're going to look at committees, work groups and meetups. Those are three distinct type of groups that could be working on these projects. We're also going to look at funding your OER projects through strategic planning and grants. And then finally we're going to look at organizing your OER projects. Okay. So let's get started with building the team and the resource teacher. So you want to have at least one subject matter expert, if not more. And as your project is developing, you might start off with only one subject matter expert in OERs, but as your project is developing, and the participants are learning, you're instinctively going to create several OER subject matter experts. That's really important because if you're just starting with OERs, like at our district, we were just starting with OERs, it was just me. And now, as the year, the two years that I've had this role. Now we have several OER subject matter experts, which is great, really helpful for me really helpful for our institution. So, regarding those subject matter experts, part of their expertise is going to be becoming very familiar with Creative Commons licensing. It's going to be really important part of the project. So there is a Creative Commons certificate program, and it offers in depth course on CC licensing, open practices, and sharing in our global, because this is a global community of OER experts. And you'll see many of the benefits of that there are lots of benefits of sharing out. And you're literally sharing out with the world. Okay, through digital commons. The courses are led by expert instructors and are highly interactive, including readings, quizzes, discussions and practical exercises to develop open skills. Okay, so when we say open, we're talking about open educational resources. So the Creative Commons certificate offers three different tracks. So there's a certificate for educators, which would be a teacher coordinator, or resource expert at your district. And there's also a certificate for academic librarians. So if you are fortunate enough to have a designated librarian at your district that works in your adult education or continuing education organization, you can also get them certified. The last is in open culture glam certificate, and this would be for galleries, libraries, archives and museums. So most of us would fall under the first certificate, which is certificate for educators. And the courses do vary on a 10 week self to pace course, or a one week boot camp. I attended the one week boot camp, which is 10 weeks condensed into one week, and it is very, very intense, but I do highly recommend it. I preferred doing the face to face, which is the one week boot camp versus the online 10 week self paced. We do have a colleague at our district who's a librarian and she followed the 10 week self paced. And she said she would have really, really liked to be in person for some of those topics because they are pretty intense. The most intense is the copyright section, because it is taught by a copyright attorney. And so I had the benefit of having the copyright attorney in person and we were able to ask the attorney questions that we had and and it was very, very informative. All right, so now that you have your licensed OER coordinator resource teacher. This person can would be an ideal candidate to lead the project and team. They can also create monthly reports or newsletters to keep your entire faculty up to date. So that's another important aspect of this is when you are creating this team, or your OER project, or your team or combination of both. You want to make sure that you're all of your constituents are, are being updated on what's happening, because that's going to drive the incentive of people going. Ooh, what is that I want to do that, you know, because eventually you're going to have to recruit others. Right. So keeping everyone up to date on the latest on OERs, and perhaps having office hours. Or PD peppered throughout your, your semester. That is a great incentive to get people motivated to, to see what OERs are and get interested in them. I'm going to show you. So you'll see throughout the slides, which I will share at the end. There are links. So I'm going to show you an example of one of my monthly reports. So at my site, we, I belong to academic Senate, we have a academic Senate. And I always have to report out every month in academic Senate. I always report out to different committees. So we have, for example, we have a distance education committee. We have distance education work group. So whenever I can attend those meetings, I do report out. So this is an example of what I report out. So I give them information about PD. So this is actually my main report. I give them information about the PD that I've been doing for OTAN. I also give them links to other. This is a link to a survey that our district is sends out every semester. And then I give them information about other open educational resources. So this is through state academic Senate. It's, it's an organization that I also belong to. And even if your organization does not have an academic Senate state, you can still belong and participate in state academic Senate professional development. They have a whole entire division devoted to open educational resources. It's called the OERI, the Open Educational Resources Initiative. And so I let our faculty know about the latest that is happening. Can you increase the size of that? I have it on full screen. It's tiny, tiny. Thank you. Thank you for letting me know. Yes. So this organization, again, it's called OERI. They also send out a monthly newsletter and that newsletter is full of the latest in OER and zero textbook cost initiatives throughout the state. The OERI resource, which you can sign up for to receive at your institution is also includes grant opportunities. And this is where I've found and searched for grant opportunities for my district. And this is just an example of some of the events. They promote conferences. So there's a conference coming up in August. They'll have different professional development. And then within this professional development, you learn about free resources. So for example, I learned about H5P. My district, H5P is a great, if you use Canvas or a learning management system, it's a great tool to add on to your learning management system. And within H5P through a State Academic Senate, they have created lots of open educational resources so you can download them into your LMS. And so anyways, you learn about not only the training on the software or the initiative, but you also get a lot of tips on other free resources that you can bring into your district. Okay, so that's just an example. I give my, there are lots more of these within the newsletter that's linked here. But I give my faculty a taste of what is in there. So kind of incentivize them to open up that link. And then I give a report on other committees within our district that are providing open educational resources. So it's just a plethora of links. Sometimes this newsletter or my report can get a little bit long, but there are lots and lots of resources in there for our faculty. So I just wanted to share that as an example of what OER coordinator or resource teacher can provide for their district. And they can also provide professional development. So this is another thing that I do besides professional development for OTAN. I also do professional development for our faculty. I have open education office hours, usually once a month. Initially at the beginning of the semester I have them every week because it's at the beginning of the semester and teachers may find it that they are looking for additional resources for their courses. So at the beginning of the semester, I do that on a weekly basis. And then the other thing I wanted to provide if you do not have a coordinator at your district or resource teacher at your district that specifically works on OERs. I have a sample OER coordinator job description here. And we'll give that a second to open up. And so this is the sample for my district and it includes the responsibilities, the qualifications that they are looking for for this type of position. So that is there, but you can always Google OER coordinator job descriptions. There are quite a few out there, but I just wanted to share out ours at my district. So another description or activity that the OER coordinator or resource teacher can provide is coordination of the actual project. Oops, sorry. I didn't click coordinator of the project and responsible. They can be responsible for an OER library at your institution. That's going to become really important. Many, many districts either have this type of resource in on their website. So at my district, we do have an OER website or section in our website for OERs, but I wanted to provide our faculty with more than just what was on our website. And so what I did is I created an Canvas account with OER resources. So you can look at most colleges and universities offer something like this in a simplified manner. Some are a little bit more extensive than others. There's usually a lot of links to other resources, maybe videos, maybe some recorded professional development. And again, what I do is I provide these resources in a Canvas account because that's the LMS that is being used at my district. And at my district, it serves both as a repository, which is where there are actual lessons and books. So a repository is like a library. It houses lessons, books, resources, and it can also be a referratory where I refer out to other repositories that faculty can search for OERs. So mine is a combination of both. It can house an OER course for teachers where they can actually learn about OERs. It can be maintained by your campus OER coordinator, which is what one of the things that I, one of my responsibilities, or resource teacher, or the actual team, right, that can be one of the projects for the team. Because once you do create something like this, whether it's on your website or in your LMS, it will have to be maintained and updated. Okay, so that's also something to consider regarding the responsibilities for the coordinator or for the project team. Sorry about that. Okay, there we go. And so again, you can look at the college university websites for more ideas. So most college and university websites. If you do a search within their website, you'll find a section for OERs. And then on my Canvas account, I organize the materials by discipline. So we have materials for ESL, high school subjects, our health department, our emeritus department. I organize it by our different departments and then I included OERs for our faculty. So this has been a lot of work and this is also something that a whole team on the project can work on. And then also I have sections for OER topics such as getting their Creative Commons licenses, how to attribute work, the types of materials that are included on the site are also books, images, artwork, other repositories. So I'll show you my example in just a few slides. And then, so on the site, this is, this is what I have so I created it on a Canvas account, but I have also seen them created on Google sites and they work really nice in Google sites. I have designed software like Canva, H5P. At my district, I have a little asterisk here. We use City Labs Design Plus, which is a paid software. It's not a free software. But you'll get to see what that looks like. In the repositories, as a repository, you can add relevant OER sources to your site like lessons, books, resources, training modules, OER videos. And then as a referratory, you can refer out to other great OER sites like OER Commons, Merlot, BC Campus, Common Lit. There are lots of great ones out there that you can refer out to. Okay, so again, ideas for your OER project team. And I'm going to share my OER site with you. It's, if you have access to Canvas, it's already on the Canvas Commons. All you have to do is go to Canvas Commons and search for my name. You'll see this card. And this is what the card looks like. So you'll know it's my OER site. It's called OER for SDCCD, which is my district, but it's open to all. I did license this OER site CC by NCSA. So that means that you can use this for non-commercial purposes. So you can't make a profit off of it. And if you do use it, I ask that you use the same license, which is CC by NCSA. That's what that share alike is. And that share alike means that you can use it with attribution. You can adapt it. You can change it. You can only keep part of it if you don't want to use the whole thing, but you do have to license it with the same license that I'm using. Okay. All right. And then part of the creating this project or team is deciding what type of team you want. Whether you want a committee, a work group, or simply a meetup. Okay. And they are pretty distinct. So a committee is usually more formal. Usually there are bylaws, agendas, and minutes. So it's very organized in that sense. Typically a committee is a closed membership and members are appointed either by the committee lead or a director or a principal at your institution. And this type of group is a fact, a fact finding group. So projects are proposed and maybe new. Okay. And there's typically one or more subject matter expert in this type of committee or group. The second type of group would be a work group. And typically a work group is open to all who want to contribute or be part of the work group. It's more acts action and solution based. And they deliver outcomes proposed by the team or another committee or a director. And again, they usually have one or more subject matter experts. Okay. And the last type of group that you may want to consider is a meetup. And a meetup is the least formal of the three. Typically a space where people can share ideas. The participants in this type of group are already doing the work so that maybe they're already using OERs. And they're usually there are many subject matter experts within the group. Okay. So I see this as a potential of a combination of all three, right, especially if you're starting off new, you might have might consider a combination of all three. Or if you start with one, it might evolve into one of the other or all three, right. So, like I mentioned, it's a progression. And if you're just starting at your district with this type of committee or this type of group. You will eventually end up with lots of these right lots of subject matter experts because the people working in the group end up becoming subject matter experts, whether it's for their department or their discipline. Okay. So this is just some ideas. At my district, we're kind of a combination of a committee and a work group. And again, because of the progression, we have lots of subject matter experts within the work group. All right. So here we go funding for your project. This is probably something that usually attracts most, but you really want to consider your group. That's why I started off with the group or with the OER coordinator. Because that does need to be thought about. Funding for your projects. So you definitely want to start with strategic planning because before you can apply for grants or monies. You already want to have a plan in place, right, just like all other types of grants and and asking for money within your district. Strategic planning is really important. It can be part of your accreditation plan. And it should be part of your accreditation plan because if especially if you're going this direction, because we, we all know that they are looking for innovation, right? When those teams come and to your district and look at your plan and OER and ZTC are an important part of that. It can be part of your tech plan as well, or your triple E framework, right? So OERs can fall under several different types of strategic planning. And once you have these goals in your plan, then you can start looking at grants. So you can use WIOA dollars that can be written as part of your goals and strategies to increase student enrollment, student completion, student persistence, right? There's a great organization called Mitchell, Mitchelson 20 mm. So we're going to look at their website, and they have a grant called a spark grant. It's a great organization. They do a lot of funding, a lot of philanthropy work. So let's take a look at spark. So the Mitchelson spark grant. There was unfortunately just an informational webinar, but all the information that you need is on their website. So I did attend the webinar. We just got a little bit more insight. But again, they added a recording, I believe, to their site and also the information that they went over with us last week is on their website as well. So this is a grant that opens next week. And it's open from May 30 through June 13. So very timely. So let's take a look at the informational webinar info. Oops, sorry. The informational webinar for you is here. So if you missed that date, you can definitely watch the video so we're not going to watch it here. So you can look at some of the resources here. So there are two steps to this grant. The first step is writing your letter of interest and that's what's going to be due within these dates May 30 through June 13. They have copies of past letters of interest because we did request that those of us that attended we asked if they would add that so they did. And then if your letter of interest is accepted, then they will invite you to fill out the full application. So if you watch the webinar information, they'll explain that process to you so you don't want to go to the full application yet. You want to start off with the letter of interest. Okay. And what they're looking for is innovation within a district. They're not looking at this moment to fund grants that are we are producing, but we are related. So if you watch the video, they go into detail of what that means. And this grant is an ask up to $25,000. Okay. Here, you'll see some information here on what they're looking for. So for this grant, they're not looking to fund primarily grants that are seeking to develop OER. But they are that should be we are related. Okay. There's some information here about the funding cycle and what they're looking for. Okay, so if you are interested in applying for this, I highly recommend that you watch that webinar it's only 50 minutes it wasn't super long, but it was full of information and great questions from everyone that was there. So if you scroll down, they go through the process of how to apply for this grant, which I've explained a little bit of that, but you definitely want to make sure that you that you go through this. Here's the grant committee. When you watch the video, Kaylin was there. She's a great, great resource, and she has opened herself for questions. So make sure you take advantage of that. And then you can look at their past recipients from the last cycle from 2019. Okay. So this is something that's very timely right now. If you're interested, make sure you check out the Mitchelson spark grant. Okay. Any questions so far. Okay. All right. The other type of funding and this is some of the funding that we received at my district is local funding and local funding can include reaching out to your local state representatives or congressmen or congresswoman. I'm going to show you some information. I have the link here. We won't go through all of it, but you can definitely look at the link. This is the website at my district, and it's linking to one of the grants that we received. This past year in 2022, we were awarded $975,000 to provide to expand our OER and ZTC resources for our students. This is a really good article and it will give you ideas on what your local constituents are looking for or your local representatives are looking for as far as OERs and requests for monies for OERs. Okay, so that is there. And what we did with those funds, I'm currently part of a project right now where we're revising OERs. And so my district has distributed those monies, not in a one time thing, but they're going to distribute it over a couple years. So there's going to be grant opportunities that faculty can apply for every semester. So I applied for the first semester. And I'm currently working on revising with a team currently working on revising an existing OER book. And so we did apply for the second for the second year, and we didn't receive it, but I completely understand why it's a lot of work. So if you're interested in finding out how to distribute monies I highly recommend that you don't do it in one shot because it really really is a lot of work for faculty. So it's, I really liked the way that our district divided the grant and it also gives others opportunities. It's not the same people constantly receiving those grant dollars. Okay. Any questions so far. Okay. All right. All right. So organizing your OER projects. So one of the many ways that you can get buy in is by providing incentives right so many of your faculty may already be doing this work, or at least exploring the possibility of writing and producing OERs. So providing faculty with financial incentives through grants or existing funding earmarked for student resources for creating new OERs or revising existing OERs to meet the needs of your student population. So to avoid duplication of effort, you can also assign projects by discipline or subject matter, or types of deliverables like books, modules, lessons, videos. It's not a plethora of different types of materials but as you're thinking about this project, I think it's really important that you decide on the type of assignment of projects to avoid this duplication of efforts. Okay. And then you want to think about timelines. So you'll need to establish timelines for completion of these projects otherwise they will have a very long tail. So most projects are completed within one to two semesters. And I can tell you we for my project, it's a revision of a book, and we are taking the full two semesters last summer, because it is a lot of work. I have a sample here attached of my OER team. We have a continuous planning Google doc that my team can refer back to on some of the items. And you'll notice that in the sample, there's a lot of repetition because we do have to. You know, just like any project you have an idea, and then you try to move forward with that idea and you realize oops I missed a step here we need to go into further detail on this other topic so you'll see some of that in our sample there. So let's take a look at that. So, so that we're not duplicating efforts what I did, because I am the project lead on this I created a continuous document so that and, and I created a Google Drive that we are all sharing. So I created this continuous document at the very top I have the resources with links of what we are using so that we're not scrambling where did we, you know, save this and where's this at so we have this continuous document of what we're working on. And, and then I have our meetings, so we meet on zoom and I do record the meeting so you won't see the meeting link here, but it's just to give you an idea of how to organize this. And then there's details about, I usually have an agenda. So this is for actually that that was that was supposed to be for our next meeting. But anyways I start off with an agenda and I start adding items and everybody else can add items to the agenda as well. So just, I'm usually the note taker so I'll type my notes we decided that the new stuff is going to be in purple, you know, just for our organizational purposes, but you can decide, you know, on a color or the way you organize it. We've gone through this several times this is our table of contents for the book, and we're changing even the table of contents and adding things on there. We've assigned who is taking lead on those units. Again, we're revising a book. And so you'll see that there's been a lot of organization, a lot of links that we're adding for our purposes of going back and working on this project. Okay, so we started this project at the beginning of spring. We did some review and our notes for the review are in here. So that was really helpful to all of us to see each other's notes, excuse me. But you'll see that there's, there's probably about six of us right now working on this. So that's a good size team, you don't want to have something too big or too small. Not enough participants in the team. Then it's, it's a lot of burden on those that are working on it. So you can decide how many but yeah, and our team for revision of the book, we have about six people working on it. And they all had different roles. There are four writers. And then we have two, two people in our group that are helping with the, maybe bringing in OER pictures or open pictures and then creating the attributions for them. So the writers are not doing everything. The writers are writing and then someone else is in charge of the attributions at the, as we finish each unit, someone is in charge of accessibility and making sure that everything is accessible. So, that's how we decided to break up our, our team so that the writers are just writing. So that is the ideas for a timeline and then our timelines are also listed in there so you can take a look at those. Excuse me. And then the deliverables. So you have to decide how or what is going to be part of this project deliverable. Actually, we had these big ideas and we said we were going to create a book, we were going to create lessons and a workbook to go with it, a teacher's guide. And we were going to create canvas modules, all in two semesters. And as we started, we realized that was impossible that was a lot of work for that short timeline. Excuse me just a moment. Sorry about that. So we decided as a team to only create the book, create the book with the teacher's guide. Someone else can take our book and create lessons right that can be another project. And then another project could be taking our book and creating canvas modules from it. Okay, so all of these that we thought we're going to be one project. We can end up being three separate projects because it's that much work. So once you decide what the deliverables are going to be, where will your resources be housed, right. So, these are intended to be open educational resources and open means easily available to not only faculty but students, right, as well. The, perhaps, the open community worldwide open community, right. So you want to think about where will these deliverables be housed. So, some of the places that they can be housed are in your LMS, right, you can house these resources in your canvas account, you can share them in canvas Commons, and if you share them out in canvas Commons, you can share them either with just with only your district, or anyone who has access to canvas. You can share them on your website. And if you share them on your website, then they're open to all that that know your website. But you can also share them with the OER community, which would be even a larger community right it's a worldwide community so some of these great organizations like OER Commons and Merlot. And there are others I'm just listing a couple here but these types of repositories are open to anyone in the world, right. You don't have to have a membership to access OER Commons or Merlot. However, if you house them in your canvas account and only share them with your district, then they will not be available to everyone at large. You might want to consider sharing them out with everyone because that might be one of the requirements of the grant, right. So if you're asking for grant dollars. If you're using federal funds. The idea is that we're not all reinventing the wheel. And you are sharing them out with others. Okay. Any questions about that so far, we're good. All right. When you do share them out with others or when you create your own. It could one of the projects could be for your team not only to create OER's but also to curate them and house them so that your faculty has access to them. So I mentioned earlier here State Academic Senate, which is ASCCC. And ASCCC OERI has their own version of grants that many community colleges received the many community colleges received millions of dollars within the last year to develop new OER's. So I have a list here a link out to OER's by discipline. So let me show that to you. So if your group is thinking of a project and they, they might want to revise an OER, an existing OER book. This might be a place where you can look at what is available out there. So these resources were created by community college and university districts. And so this is a great place for us in adult education or continuing education to look at the resources that are there, and perhaps rewrite them to meet the needs of our students because again, these are these were created by credit colleges. So I teach in ESL so I can go to the link here for ESL and I can look to see what was recently created through the grants received by the community colleges and universities. So if there's something that I like here, maybe I'm looking for ESL writing. And I take a look at it and I think, wow, this is great, but it's very high level for my students. I can take this book or parts of this book and rewrite it and that can be a project for your project team. Okay, so there's lots of ways of doing this you don't have to reinvent the wheel. And then a lot of the recent, you'll notice if you're searching for OER is a lot of the recent OERs that have been written, have been written for a higher level that I know that I teach in continuing ed. And I know that some of these might be a little bit higher level than my students can handle, but I can always modify them because they are OERs. Okay, and you'll see the license here, like this one is CC by so it's one of the most open licenses that can definitely revise this. All of these are going to, I don't believe any of these are going to have the ND. The ND means non derivatives means you cannot change it so due to the funding that these colleges and universities received. One of the stipulations is was that it was a revised that you can review or revise the materials. So most of these are all of these should not have the ND on there so you can definitely revise them. This is, this is one that I use and this one as well so I've personally revised this one for my students I haven't officially written the book but I've revised some canvas modules based on this book for my students. So there are lots of materials on here. If you see BC British Columbia, they do a lot of adult ed level. OERs. So, I highly recommend them as well and Tim Krause is a great great author he's, he has some great great resources I'm going to share actually share some of his resources with you at the end of the presentation. All right. Let's see. Okay, so oops. Let me go back. Think I went a little too far. Okay, here we are. All right, so those are the OERs by discipline. I have some samples here as well. And these all appear in the OER by discipline. As you saw it's listed in alphabetical order so lots and lots of topics for adult education CTE. So you'll, you'll definitely see a lot of that. And again, those materials that are here on this list were written less than a year ago so they're brand new materials. So where else can your group or project group find OERs so Canvas Commons has lots and lots of resources. Some of the newer materials are being added to Canvas Commons that we saw on the previous slide. But in Canvas Commons you can find full courses modules single lessons lectures slides assessments quizzes. And more. So if you see something in there with the CC license, especially CC by, you know, you can definitely revise or you can adopt those materials. Okay, but those are, that's another area where your project team can look at. So some of the benefits of Canvas Commons is that you, if you're using Canvas as an alimus you can directly download those materials into your Canvas course. Okay. You can search by discipline, you can search by name. I've added several resources in Canvas Commons. I've got Monica Quiva, who's one of our, who is our technology coordinator at my district she's a great great resources well, and I have a link here for you. If you don't know how to import or view these resources in Canvas Commons, there's a link here for on how to do that. Okay. So, oh, your Commons is a great resources well for your project team. It's a basically a giant digital library, which is called a repository of open educational resources. It can be another area where your project team can look for resources to either adopt or add to your digital, your own digital library, or use as a project to revise. Okay. So, you know, Canvas Commons is open. You don't have to have an account.  And then also if you do create resources, OER resources, you can add them to OER Commons. Okay, they have this video on how to use their open author, that's the name of their template. So if you do create resources, you can add your resource by using their open author template. Okay. So, I have some resources here for you earlier I talked about Creative Commons certification. So Creative Commons has this certificate program, and the link is here. The certificate program offers an in-depth course on the Creative Commons licenses, open practices, and how to train your faculty on using these types of licenses. Courses are comprised of readings, quizzes, discussions, practical exercises to develop your open skills. They provide personal engagement with expert facilitators. Again, I had the access to that copyright lawyer. And because I am certified now with Creative Commons, the copyright lawyer is available to us. I believe it's like the third Friday of every month. So lots and lots of resources through Creative Commons certification. Typically, if you do go to one of the boot camps, it is a one to 25 ratio. We had two facilitators in my program. I just went through this past January. And there were about 20 of us that participated. So it was a great, great ratio for us. And Creative Commons also has an open education platform. And this is a space for open education advocates and practitioners to identify, plan and coordinate multinational open education content practices policy activities to foster a better sharing of knowledge. Once you, if you haven't already started with open educational resources or gone to professional development, once you do attend professional development, it's really exciting because everyone is there to share. Everyone wants to share their information. They provide a lot of resources for you. So it's a great place for sharing sharing your own resources and receiving content from others. So I highly recommend also belonging to their platform. And then Creative Commons has trainings. So besides their certificate program, they all also offer other learning and training opportunities to support the global community and developing open educational resource expertise. So I love attending their presentations. They are very professionally done. And I always get a lot out of them. Okay, so these are, these are linked out to the different parts of Creative Commons and their certification programs. I also have some other tools here for you. So if you're just new at getting into open educational resources, or you want to provide resources and links to your faculty. I have some information here again the Creative Commons licensing. And then once your faculty is wanting to create OERs, you definitely want to add the licensing to those OERs and there's a great chooser that Creative Commons has created. Easy to use chooser here. There's also an open Washington Attribution Builder for those that are already more advanced in understanding the licenses. They can use this Attribution Builder as a great resource. It's also open. And then many of those repositories have their own remixers and these remixers are really helpful if you're new to revising OERs. So let's say you found two books, your project team decided they found two or three books that they really liked and they want to take bits and pieces of those books to create a new OER book. LibreText, Merlot, and OER Commons all have these remixing tools to make that process a lot smoother, a lot easier for you. Again, there's lots and lots of OER PD opportunities. Creative Commons has some great resources here for, there's also a great training on open for anti-racism, which is also included in lots of trainings now. We want to be inclusive of everyone. And so there's lots of training and support for anti-racism as well. I've included a resource toolkit that was shared with me at one of these trainings that I attended, one of the professional developments that I attended. When you click on this link, it'll prompt you to create your own copy. This is a great toolkit. I've shared it several times, but I can't emphasize how wonderful this toolkit is. So please check that out as well. There are lots and lots of new open educational sites that promote DEI, so lots of these sites have images, for example, if you want to use for your presentations of people of color, disabled individuals. So again, what I like about this is it's representative of who our students are. So whenever I'm looking at images, live images to add, I want to be inclusive and help my students feel included. So there are some sites here that follow that inclusion. There are also other sites that I added here for icons, Pixabay and Unsplash. Many of us use these already, but many of these sites are also being very inclusive in their projects. I've also included some videos here that will help you get started on attributions, Creative Commons licensing, and what those are. Okay, and here's a video that I created that's on there as well. And any questions? I know I went over a lot of resources, but any questions? Yes, Iskami is great. Thank you. Who shared that? Thank you. Yes, Iskami is a great, great resource. They have a great conference. I think it's like every two years, but it's a great, great conference as well. So thank you for sharing that. I'm going to go ahead and add that. Any other questions, comments? I know I went through some of these rather quickly. Any questions? I have a question. Yes. So you mentioned a Canvas site. Is there a link to the site? Oh, yes. Yes. So let me go back. So if you go to Canvas Commons and you search for my name, let me let's just do that search together. So this is it, but I want to show you how to get to it. So if you're in, if you log into your Canvas account, so Jacqueline, do you already use Canvas? I don't use Canvas for this. I have Canvas for something else. Right. Okay. But you have access to Canvas Commons, right? Yeah. I think so. Yeah. So when you log into Canvas, look at your global navigation bar here in the far left. So you should see Commons. So you're going to click on Commons. And you're going to, in the search, you're going to type my name, Diana Vera Alba. Okay. Okay. So there's my name. And the resource page that I created is this one here. OER for SDCCD. Okay. So when you click on it, it's going to look a little bit different than when you download it. So I want to show you what it looks like when you download it. So this is everything that's in there. So I have modules, lots of pages within the modules, but it's at least organized. You'll see the organization here. Okay. The way it's being organized. Let me show you what it looks like once you download it or it'll be similar to this. Let me just give it a second because this is what Canvas Commons I get through OTAN, right? Well, if you already have access to Canvas or you don't? I don't have access, not to this Canvas. I have access to an entirely different one. Oh, that's fine. Yeah, you don't need to go through OTAN. If you already have access to Canvas and you see Canvas Commons, then you will be able to download what I'm going to show you. Okay. Yes, if you already, as long as you already have access to Canvas, when you don't have access to Canvas, then your district can inquire about Canvas through OTAN. But it has to be your entire district. The entire district. Okay. Yes. Yes. Or your program, your adult education program. Okay. So once you download it, this is what you'll see. You'll have the home page. I believe the video transfers over. If it didn't transfer over, I can give you access to the video. But you'll have some resources. These are buttons to access the different parts of the Canvas account. But you can also access them here in modules on the left here. So I have some coordinator resources here. I have, so I do have them subcategorized, right? And then I have creative commons licensing information here. I have attribution information, finding and using OERs. And then I have some repository information. So these also have a subcategories. So these are images and artwork. The ones that are starter, the ones that are frequently used because I was asked which ones do I, which ones do I frequently use? So I have starred them here. Then I have large repositories. And then a section for open access books. Okay. So all of the materials in here are open resources. And then under the repositories, I have OER by discipline. So again, I created this for my faculty at my district. So you may or may not use some of these or have some of these disciplines, but I do have them in alphabetical order. So I have child development, emeritus, ESL. And within each of these subcategories, I have the different types of courses that we teach. So let's say you're looking, you're interested in looking at ESL resources that are reading resources. So then you would click here. And within that page, I have lots of resources. So I'll have the title of the book. For example, this is a book and the link to the digital book. I have licensed this book has some information about that resource. And then this resource happens to have a student book and a teacher's edition book. And this is actually the book that my team is revising because this is a book that I use for my reading ESL reading class. So there will soon be another copy of this book. There are more resources here. So each section has the resource, the license, the links out to the digital version of those resources. Okay, so again, this is something that I created for our faculty at my district. I shared it out to the commons. So if you want to revise a version of this for your own purposes. There's a shell already out there for you to take a look at how to organize something like this. When I created this, I didn't have a template. So took I didn't have a canvas template. But what I did is I went out to the different repositories. I searched through different community college and university sites to see how they're they organized their materials. And so if you're interested in how I want the nitty gritty of how I went through this, please feel free to contact me and I'd be happy to help you out with that as well. Any other questions. Let's see. Jeff, thank you, Jeff. It was a huge project. And believe it or not, I did it all in one semester, but my shell was all done in one semester. But of course, I have been adding and revising and adding. And I'm so excited that next year, I've already recruited some people to help me out with it because it's a lot of work. Because something like that, whether it's on a website or Google sites or, you know, this can also be created on Google sites. Once you create something like this, you have to maintain it, right? You have to make sure those links are working. Thank goodness canvas has some resources. So I'm glad I did it on canvas. Because there are resources where I can check links, but it is a lot, a lot of work. And so I'm glad that I already have a team that's going to help me. Yeah. Yeah. So any other week, I don't know. Jackie, we can hear you. I think it's Jackie, Jacqueline. Oh, sorry. That's okay. Any other questions? I can answer for you. All right. Well, thank you. Again, thank you very much for being here. I hope that this was helpful, at least to get you going on your own projects and teams. And again, if you have any questions beyond this, please feel free to contact OTAN. You can also contact me and I will be happy to help out.