This document summarizes a presentation about becoming an open education leader and librarian. It defines open education and discusses how open education and course design are interrelated. It describes the role of an open education advocate as a planner, designer, content supporter, champion, project manager, developer, and expert who supports open education at multiple levels. It discusses skills needed for open education librarianship, including licensing, instructional design, and strategic planning. The presentation aims to help librarians recognize their role in advocating for and designing open education.

1. BECOMING OPEN
EDUCATION LEADERS
Open Education Advocacy and Design for Librarians
Quill West, MLS, MAIS
Open Education Project Manger
Pierce College
@quill_west

2. Presentation Goals
• Define Open Education
• Recognize how OE and course design are
interrelated
• Describe the role of an open education advocate
• Construct a definition of open education
librarianship

3. OPEN EDUCATION: DEFINED
"Joel speaks on open software" by opensource.com is licensed under CC BY-SA 2.0

4. “Hand” by Golan Levin is CC-BY 2.0 Modified by Quill West, CC-BY 4.0

5. OER made possible by…
PD

6. OER Not OER
©

7. Learn Licensing
• Faculty concerns over licensing and
copyright documented in multiple studies
• Theoretical understanding of licenses
makes advocacy easier
• Students use open licensing too

8. Brief Review
Two of the 5Rs are revision
and remixing. Which of the
Creative Commons licenses
don’t allow for remix?
A.
B.
C.
D.
Use the polling feature
in Blackboard
Collaborate to select the
most appropriate
answer.
&
&
&

9. OE AND ID: TRAVELING COMPANIONS
"luggage on a rolls royce" by jiva is licensed under CC BY-NC 2.0

10. "Who are your Learners?" by Giulia Forsythe is licensed under CC BY-NC-SA 2.0

11. “Copyright Course Materials and You” by Giulia Forsythe is licensed under CC BY-NC-SA 2.0, Modified from the original by Quill West.

12. Brief Review
If A is all the time and D is never,
select the most appropriate
description of how often you’ve
helped a faculty member select
a textbook.
A. I do that all the time.
B. I’ve done it 3-5 times this
year.
C. It happened once or twice in
the past ten years.
D. Textbook selection? Only for
my own courses.
Use the polling feature
in Blackboard
Collaborate to select the
most appropriate
answer.

13. Learn to Make Course Maps
• Often textbooks have too much information
• Organized course maps help you to see what is
missing
• Define all of the skills students need to complete
assignments and achieve outcomes
• Helping to design – bigger chance to be involved
• Make the process explicit to yourself and the
faculty member

14. OE ADVOCACY

15. Advocacy
• Plan for success
• Develop message
• Identify challenges and
opportunities
• Collect allies

16. The term advocate is a little misleading. Most library advocates are
planners, designers, content supporters, champions, project managers,
developers, and experts who support open education at multiple levels
and in many guises.

17. Brief Review
If A is all the time and D is never,
select the most appropriate
description of the last time you had
a strategic conversation about how
your library messages open
education.
A. OE is part of our strategic plan.
B. 3-5 times this year, it’s a
developing plan.
C. We really want to, but we’re way
too busy for that.
D. I’m on a fact-finding mission.
Use the polling feature
in Blackboard
Collaborate to select the
most appropriate
answer.

18. OE LIBRARIANSHIP
"Why incentives don't work" by opensource.com is licensed under CC BY-SA 2.5

19. "Education Reform" by opensource.com is licensed under CC BY-SA 2.0

20. Skills Identified
• Licensing/Copyright
• Planning and Project Management
• Strategic Planning
• Professional Development Outreach
• Instructional Design, Iterative Design
• Searching for Open Materials
• Institutional Research, Evidence Based Change
• Student Motivation Outreach
• Information Literacy
• Teaching
• A lot of moxy and grit

21. Article References
• Chae, B. and Jenkins, M. (2015). A qualitative investigation of faculty open educational resource
usage in the Washington Community and Technical College System: Models for support and
implementation. SBTCT. Retrieved 27, May 2015 from
https://drive.google.com/file/d/0B4eZdZMtpULyZC1NRHMzOEhRRzg/view.
• Allen, I.E. and Seaman, J. (2014). Opening the curriculum: Open educational resources in US
higher education, 2014. Babson Survey Research Group. Retrieved 27, May 2015 from
http://www.onlinelearningsurvey.com/oer.html.
People and Projects to Follow
• Opencontent.org
• BC Open Textbook Project
• Open Education Group
• Organizations that Help
• Creative Commons
• CCCOER
• SPARC
The proceeding presentation by Quill West for Pierce College is licensed under a Creative Commons
Attribution 4.0 international license. Some materials used have more restrictive licenses. Please note those
licenses when you use my presentation.
Work License