Adapting OER to Incorporate UDL Madera Community College
Overview
This template supports faculty and staff as they interrogate their OER and iterate the resource. This template is part of a Canvas course titled Adapting OER to Incorporate UDL.
The initial course is offered by ISKME to California Community College faculty and staff and was created with support from the Michelson Foundatin's Spark Grant Program.
Background on the Resource and Collaborators
Prompts are provided below. Please replace the prompts with your own information. Please note: one template will be created per team unless a team has decided that each person is interrogating a separate OER. In that instance, this section could be copied and pasted into each person's template.
Madera Community College Team
Michelle Abou-Naoum (Biology Faculty)
Antoniette Aizon (Psychology and Human Services Faculty)
Hillary Biehler (Math Faculty)
George Cartwright (Criminology Faculty)
Jerry Rude (Physics and Astronomy Faculty)
William Warm (Criminology Faculty)
Resource to Interrogate
PSY-42 Statistics in Social Sciences: Guide to Statistics for Social Sciences - Chapter 3. Central Tendency
Goals with Interrogating and Adapting this Resource
- Ensuring that the appropriate licensing is affix to the material.
- Review images for proper attribution.
- Ensure that the document is accessible (it meets the Accessibility checker).
- Work on adding UDL Principles to this book.
Considerations
Statistics OER book using Microsoft Word as embedding the Office 365 version allows for the immersive reader.
Word does not allow you to embed interactive type activities like Panopto Video or H5P activities.
Plan
Keep the Immersive Office 365 Word version AND create a copy of the text in LibreTexts to allow me to natively place these interactive videos.
Using Chapter 2: Central Tendency, I will propose the following:
- With the definitions of Mean, Median, Mode – do a concept check by providing a definition and using matching, they will match which term belongs to what definition.
- For practice computation, I will record using Panopto walking through a sample problem for concept demonstration. In a secondary video, the students will follow along with the video but will have built-in quiz questions. With each step of the process, the Panopto video will pause and ask a multiple-choice question of solution. If the student got the answer correctly, the video would move into the next step. If the student did not get the answer correctly, they will have additional attempts until they got the right answer before the video continues to play.
- Students will then have practice problems to demonstrate what they have learned.
- They will be asked to complete a problem where they must calculate the results of the data.
- For interpretation, the student not only has to get the correct answer, but the requirement of the problem is to interpret the results – what does the data mean.
LibreText Central Tendency Section - in progress
Impact to Students
By allowing more guided practice and knowledge-based checks using different concepts from UDL, this should help the student with learning the content.
Impact on Other Faculty and Staff at your Institution
By providing an example of a project that followed the various Rubrics, this could help faculty review and consider how they can adopt UDL into their own OER / ZTC work product. This will help the institution to apply for additional funding as it will justify updating current OER / ZTC that is in used. Additionally, this will also help provide some guidance on faculty who would be applying for OER / ZTC grants on how they should approach updating their content.
Adaptations to support Open Educational Practices
Prompts are provided below. Please replace the prompts with your own information.
Please refer to the Characteristics of OER tool. Based on your interrogation of your resource, please share:
- What are you planning to adapt to increase the features of the open licensing on this resource?
- How long will this take and who will be the main point person working on this?
- How will your team keep track of the changes and future impact on students and faculty?
Adaptations to support Accessibility
Prompts are provided below. Please replace the prompts with your own information.
Please refer to the Characteristics of Accessibility tool. Based on your interrogation of your resource, please share:
- What are you planning to adapt to increase the features of Accessibility on this resource?
- How long will this take and who will be the main point person working on this?
- How will your team keep track of the changes and future impact on students and faculty?
Adaptations to support UDL
Prompts are provided below. Please replace the prompts with your own information.
Please refer to the Characteristics of UDL tool. Based on your interrogation of your resource, please share:
- What are you planning to adapt to increase the features of UDL on this resource?
- DId your team identify any opportunities to co-create with students and what might that look like?
- How long will this take and who will be the main point person working on this?
- How will your team keep track of the changes and future impact on students and faculty?
Sharing your iteration
Prompts are provided below. Please replace the prompts with your own information.
Please attach or link your iterated resource in this section. To help make your experience visible to others who pursue similar work, please share the following:
- What aspect of this process stretched your thinking about your resource?
- What next steps is your team considering?