CCCS Team Meisner - IHE Accessibility in OER Implementation Guide
Overview
This is our group final submission for our ISKME/CAST Cohort
Section One: Landscape Analysis for Accessibility in OER in Local Context
Group Members: CCCS - Rachel Meisner, Ally Jones, Lynne Collins, Justin Brown, Leslie Hurr
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. We encourage to explore some of the questions from each category. You may or may not answer all of these questions, but this is an offering. We ask that you complete Parts One, Two and Six of this Section.
Part One: Initial Thoughts
What is your team's initial goal for this series?
- To learn more about accessibility in OER and how to make all OER works accessible for all.
- To educate others in the CCCS system about accessbility best practices.
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility?
We have accessbility teams at some individual colleges, but do not have accessiblity protocols/best practices at the system level.
We are unsure how we currently measure accessibility.
What does OER look like in our organization? How do we measure access to OER?
Inidividual colleges develop OER (grants, college-paid, etc.), and some OER is developed at the system level.
At the system level, we do not measure access to OER. We are currently developing an OER website that will house our full OER collection developed at all colleges.
Part Three: Clarifying questions for accessibility:
What are the organizational structures that supports accessibility?
Who generates most of the accessibility structures/conversation in our organization?
Where do most educators get support with accessibility?
What content areas might have the largest gaps in access to accessibility?
Part Four: Clarifying questions for OER:
What is our organizational structure that supports curricular resources?
What is our organizational structure that supports OER?
Who generates most of the curricular resources in our organization?
Where do most educators get support with curricular resources?
What content areas might have the largest gaps in access to curricular resources/OER?
Part Five: Clarifying questions for Faculty learning and engagement:
What Professional Learning (PL) structures have the best participation rates for our educators?
What PL structures have the best "production" rates for our educators?
What incentive do we have to offer people for participating in learning and engagement?
Who are the educators that would be most creative with accessibility and OER?
Who are the educators that would benefit the most from accessibility and OER?
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER and why is that our goal?
Our current goal is to create a best practices in OER and Accessibility document to disperse to all college OER reps/librarians.
It is our goal, not only because it is the law, but because we want to promote equity for all students and instructors throughout the Colorado Community College System.
Who have we not yet included while thinking about this work?
Adjuncts/instructors - workload
What barriers remain when considering this work?
Cost
Time
Personnel
Buy-in
What would genuine change look like for our organization for this work?
People need to be open-minded and committed to making changes in current course materials so they are all accessible.
We would have what we need to generate investment in accessibilty and OER projects.
Section Two: Team Focus
Identifying and Describing a Problem of Practice
The following questions should help your team ensure that you are focusing your collaboration.
What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work.
Our current goal is to create a best practices in OER and Accessibility document to disperse to all college OER reps/librarians ("playbook").
What other partners might support this work?
Libraries, instructors, system office (IT, course materials, etc.).
What is your desired timeframe for this work?
~3 weeks
How will you include diverse voices and experiences in this work?
Voices from various colleges (MCC, FRCC, PCC), system office representation, multiple job types (Librarian, Instructor, Faculty, Learning Resources Coordinator, Instructional Designer).
Please create a Focus Question that explains your goal and provides specific topics that you would like feedback on. This is what you will share in your breakout groups for feedback.
Did we cover everything needed regarding accessibliity and OER?
Is this understandable to someone outside of the accessilbity/OER community?
What feedback did you receive from another team during the Implementation Session?
We were told it is awesome!
What is the purpose? - is this for newbies or for everyone?
Should the title be more like "Getting Started" since it is an intro?
Section Three: Team Work Time and Next Steps (Complete by the end of the series)
Sharing and Next Steps
What was your redefined goal for this series?
Instead of creating a playbook, we decided to create a "Getting Started with OER and Accessibility at CCCS" guide for those unfamiliar with OER and accessibility definitions and best practices.
What does your team want to celebrate?
We all have a greater understand of what OER is and what accessibility is.
We have information we can bring back to individual colleges and the system office to promote both OER and accessibility best practices.
What did your team accomplish? Please link to or attach at least one resource you have created/adapted.
We created a document called the "Getting Started with OER and Accessibility at CCCS," which is attached as a PDF.
What are your team’s next steps?
Make final edits to the document and post on our OER website.
Add this information to any PD opportunities we offer surrounding OER.