Sharing is Caring!

I reviewed the YouTube video 'OER Discoverability and Sharing', presented by Erin Fields (CARL).  Erin began this discussion by stating that there is no 'one size fits all' solution as discoverability can be problematic.  There are many systems and many tools, with several aggregators and various repositories.

In order to make an item open to the largest possible audience, you must consider accessibility, inclusivity, file format, as well as the licence assigned to the item.  You can help to make items truly open by: describing visuals, transcribing videos, describing hyperlinks, making text readable, and finally structuring the page using headings and other style conventions.

Other design considerations include making sure that the individual can edit the file, and that they will not require special software (i.e.: Adobe) to work with the item.  Open file formats include: HTML, ODF, RTF, SVG, PNG and CSV.  PDF can be open, if you use that text format that allows for OCR. 

When sharing items, it is important to have a standardized metadata which will allow for discovery on repositories and aggregators, and in turn allows for the creator to collect impact metrics.  Include: source type, author, title, date, URL, subjects, abstract, duration/length, audience, and copyright or licence information.  If you wish to archive your item, WikiMedia is a good choice, for archiving and aggregating, OER Commons, Open Textbook Library is an aggregator of resources and MASON OER Finder is an aggregator of repositories.  So many choices and so many decisions that need to be made before you even begin creating your OER project.

Collecting metrics are useful for grant applications, promotion and merit (universities), and for your personal records.  You can review views/downloads/saves as well as ratings of your project - dependent on what tool you use.

As for marketing and promotion: share news through your institution and professional associations, along with your personal social media channels.  Consider looking for relevant hashtags, and promote on academic social media channels as well.

Further resources:
https://open.ubc.ca/access/toolkits-access/oer-accessibility-toolkit/ - OER accessibility toolkit
http://guides.library.ubc.ca/open-education/sharing - Sharing your repository

The importance of having a wingman (or woman)

Yesterday I was pleased to be a part of the perfect example of two individuals working in harmony with one another. 

We had a student request the shear strength of gray cast iron, information that he was easily able to discover online through a Google search.  My colleague had started looking for the information with the student.  When I walked in from a coffee break, the student sought my assistance as well.  Never one to give up, my colleague continued to search for the information unbeknownest to me (the student caught me taking off my coat, so I was unaware of the back story).  I soon discovered that my colleague was also searching for the answer and we begun to seamlessly explore all possible options in print and online.  We worked together in perfect harmony, building upon each of our discoveries. 

I was delighted when she stumbled upon the answer in the ASM Specialty Handbook: Cast Irons in our reference collection.  I think the student was surprised by our perseverance.  We both literally refused to give up!

We have worked together for going on three years.  We have mutual respect and admiration for one another and because of this we are able to benefit from the other's knowledge and expertise.  My colleague is a superstar!  I am super lucky to work with her!

What is a database? What is a scholarly publication?

This week I will have the opportunity to teach all sections of the RCM 300 class.  They have asked me to discuss what a database is as well as define scholarly publications.  So here is what I am thinking....

Databases and Scholarly Publications Activity:
Materials required:

• Scholarly journals, trade publications and popular magazines (one per student, alternating source type throughout the class)
• Coloured cards taped on the front of each source type for easier identification in the later activity.

To demonstrate what a database is:

1. Ask for the student(s) with a specific title to hold up their journal.  This is an example of a single title that could be found through the library catalogue
2. Ask all students to hold up their titles.  This is an example of what a database is.  This is an opportunity to discuss how databases are organized by indexed fields to simplify discovery of resources.  This is also an excellent opportunity to discuss the differences between Google and a database.  This activity is the perfect segue into the next activity.

To define source types:

1. Ask students to partner with the two individuals sitting directly beside them.  Each person should have a different type of publication.
2. Take 5 minutes to identify the differences between the source types.
3. Share feedback with the larger group.
4. Summarize the two activities by discussing different types of databases (general reference, bibliographic, specialized content)

Note: this second activity is based on an activity that I participated in at the Fall Orientation for New Faculty.  In the original activity participants were asked to compare two different syllabi's in groups.