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Create a website to let your campus community (and the world) know about your OER initiative and the impact you’re making with OER.

There is a truism in marketing: If there’s a website, it must be real.

While this isn’t always the case, websites are a phenomenal tool for sharing information within and beyond your campus community. Having a website gives your OER initiative a greater sense of presence and significance. Your website might begin as a single page announcing what you’re trying to accomplish using OER to impact affordability, access and student success. Eventually it can grow into whatever you want or need it to become.

Examples from the OER Community

Check out these examples shared by others in the OER community:

• Houston Community College: HCC Z-Degree website
• Ivy Tech Community College: OER Home
• Lansing Community College: OER at LCC website; OER LibGuide
• Portland State University: OER LibGuide
• Salt Lake Community College: Open SLCC
• University of Mississippi: OER at OleMiss website

Use these steps to plan and launch your website:

1. Define your objectives for the website.

Once you’ve defined what you want your website to achieve, it will be much simpler task to create the content you’ll need. Common objectives include:

• Explain what you’re doing and why
• Broaden awareness about your initiative
• Direct people about where and how to learn more
• Publicize events and resources available to your campus community
• Highlight success stories and experiences of faculty and students using OER
• Report out on your impact and achievements

2. Figure out how you’ll build the website.

Explore tapping into your campus resources for for website-building and support. Communication, public affairs, IT, or other departments may be able to help with know-how and assistance, as well as guidance on domain names and policies regarding institution-affiliated websites.

If that path isn’t an easy one, consider setting up your own website using Google Sites (Google email address required) or another simple-to-use website-building tool.  

3. Map how visitors will navigate your website.

Outline a site map – a list of website pages and the content you’ll include on each one. Unless you’re building totally from scratch, you’ll probably work within a website template that has a pre-built navigation structure. Think through what to call the different pages and navigation links, so that your website is intuitive and information is easy to find.

4. Create and add content.

Using your objectives to help prioritize your efforts, make a list of the different pieces of content and information you want to include. Decide how you’d like to lay out the content, page by page. Then start creating it.

Remember, the best websites tend to be clean and concise. They’re also very visual. Consider these tips:  

• Make good use of headlines and headings to guide the visitor’s eye.
• Look for ways to incorporate graphics, photos, videos, and other media, along with (or instead of) text.
• Use forms to capture information about who’s visiting your site and interested in learning more.

5. Launch your website.

Once you’ve built your site, be sure to tell people about it. Use email, a campus newsletter, events, or even a newspaper article to help get the word out about your site.

Attributions:

Glowing lightbulb photo by photo by Kari Shea on Unsplash

Develop and practice your elevator pitch for OER: a succinct, persuasive sales pitch that lasts roughly the length of an elevator rode.

Note: Asterisk denotes this is a proven, high-impact play.

An important tool for any champion or evangelist is having a good elevator pitch: a succinct, persuasive pitch aimed at piquing their interest and enticing them to want to learn more. The elevator pitch gets its name from the idea that you may only have the length of an elevator ride to capture someone’s attention.

For an OER champion, a compelling elevator pitch might offer your best opportunity to convince someone to try OER. And there’s one thing constant with any elevator pitch: the more you practice, the better it gets.

What makes a good elevator pitch?

A strong elevator pitch will:

• Identify the problem you’re solving
• Explain your solution and why it works
• Make it personal and passionate by sharing facts, actual benefits, and concrete examples of how your solution impacts real people
• Invite your audience to take a specific action

Craft Your Pitch

To get started, write out some talking points, or even a complete script explaining how OER can help solve important problems for students and faculty on your campus. Tie in themes that are important to the people you’ll talk to.

For example, is textbook affordability an important issue for students or campus leaders? If so, estimate the cost savings your OER initiative has achieved so far and mention it in your pitch. Is student success or retention a particular focus? If so, be sure to explain how OER can impact these important outcomes. Is academic freedom an important issue for faculty? If so, talk about how OER offers faculty increased control and academic ownership over their course materials.

Use this Elevator Pitch Worksheet tool, developed by Houston Community College’s OER initiative team for an AACC presentation, to help you think through what’s happening with your OER initiative and how you might craft an effective elevator pitch.  

Once you’ve drafted a pitch, it’s time to practice, practice, practice. Share it, see what resonates, and make adjustments.

Tailor Your Pitch to the Audience

When developing your elevator pitch, focus your key points and benefits on the audience. You might have a standard elevator pitch you use for faculty members, and variations of it you use when you’re talking to administrators, librarians, or instructional designers.

Similarly the “ask” at the end of your pitch should be tailored to the audience. You might ask faculty to review an OER course or textbook, and share their feedback with you. You might invite administrators to attend an OER Summit or another meeting where a faculty+student panel is presenting about their experiences using OER. Think about the role each person might play in building your OER initiative, and then invite them to take some action that could move them towards becoming your ally.

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Organize a local, regional, or statewide event as a “summit” for OER veterans and newcomers to learn from each other, share experiences, and find opportunities for networking and collaboration around open education

Note: Asterisk denotes this is a proven, high-impact play.

Organizing an OER Summit can require a big investment of time, effort and money but can reap many benefits ranging from establishing communities of OER adopters to gaining future support from senior institutional or system leaders and state representatives.  Events can range from half to full-days with workshops or meetings happening before or after the event to maximize the opportunity to meet face-to-face.

How to Make It Happen

Here are guidelines for hosting a successful event:

1. Start planning well in advance. It is easy to underestimate the logistics involved in organizing these events so it is best to start far in advance. Planning for a local event on your campus should begin several months ahead. For statewide or regional events, planning should begin 9-12 months in advance. Some of the key logistical issues to be worked out include:
   1. Venue – Whether you plan to use a conference center, hotel or be hosted on a local campus, these facilities often book up quickly.  Also keep in mind that the venue will likely dictate the maximum number of attendees so selecting the right size space is also important.
   2. Hotel and Travel – If you expect attendees to travel and stay overnight you may need to arrange for hotel blocks.  Consider your primary audience when selecting hotels and make sure the cost is within their expected travel budgets.  It can often be helpful to find a location to which the majority of participants can drive to without having to stay overnight.
   3. A/V and Technical Support – While issues such as wireless Internet access and projectors may seem like details that can be addressed closer to the event they often require many months to work out.  Even a minor issue with Internet access can have a major negative impact on the event so best to plan for technology from the start.
2. Plan for a diverse audience. OER events of this nature often attract a diverse audience, ranging from faculty with limited experience to experts who have been creating their own OER for many years.  There is also often a mix of background including faculty, librarians, instructional designers, deans, etc. Planning to address the needs of the majority of attendees is important to factor in early on in the planning.  Some tips include:
   1. Select an appropriate keynote and help them prepare – Consider keynote speakers who will be of interest to the diversity of the audience.  Make sure they know who the audience will be and make sure they avoid using jargon or assuming everyone in the audience has basic knowledge of OER.
   2. Create different tracks based on audience interest – Organize sessions based on tracks such as beginner, intermediate and advanced or librarian, instructional designers, faculty, etc.
   3. Be careful not to scare off the beginners – Early adopters of OER often have a deep passion for their work and because of this are happy to dedicate large amounts of time and effort to their OER courses.  While it is great to have early adopters share their work and passion for OER, they can leave beginners with the impression that adopting OER requires a lot of effort when that is not always the case.
3. Timing is key. A campus-focused OER Summit can be a great way to generate awareness and excitement as you’re getting started – or to boost enthusiasm and showcase the impact of an ongoing OER initiative. It’s usually best to launch regional or statewide events for the first time once there is some initial momentum at more than one institution.  Organizing a “summit” before there is enough awareness or interest can result in a poorly attended event which can then make it hard to get support for future events.  It is also helpful to time the event with the launch of major initiatives such as a faculty mini-grant program.
4. Use the planning process to engage new partners. Given the scope of effort associated with such events it can be helpful to engage other organizations in the planning process to help spread out the workload.  This can also help build new relationships that will continue on after the event is over. Even if you’re planning an event focused only on your institution, consider inviting faculty and staff from neighboring institutions. This can help networks and open up new collaboration opportunities.
5. Consider special sessions for senior leaders. Provosts, Presidents and local and state legislative leaders often have full schedules and expecting them to attend a full day event may not be realistic.  Considering offering an invitation-only executive briefing breakfast, which could include the keynote speakers, during which you can highlight key benefits of OER.  You can encourage them to stay for the keynote and also see if they can have one of their senior staff stay for the full day.
6. Make it memorable and fun. Look for ways to create a lasting impression about the power of OER. Student+faculty panel presentations often create memorable moments as people hear how OER impacts individual lives, teaching, and learning. Take a page from Lansing Community College’s Regina Gong and serve OER cookies. Creativity (and cookies) may bring people back for the next year’s summit.

Expert Tips on Planning Effective Meetings

In addition to the recommendations above, you can learn a lot from attending great meetings and learning from seasoned event planners. Did you have a memorable, life-changing experience at a conference at some point? Consider how to emulate that experience in your own meeting.

Expert planners from the Rockefeller Foundation have published a guidebook that may be a useful resource: “Gather, the Art and Science of Effective Convening.”

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Identify areas where your institution wants to make an impact with OER, including impact points that motivate key stakeholders to engage (such as student success, textbook cost savings, or academic ownership). Set near, medium, and long term goals for OER adoption and impact, and identify how you will measure progress towards these goals.

Note: Asterisk denotes this is a proven, high-impact play.

The best time to reach new faculty is at the start of the school year. See if you can present to part-time faculty about your work to lower the cost of textbooks for students. It’s also important to remind the faculty who do the hiring of faculty to talk to adjuncts your institution’s commitment to OER. A simple message that you value the work of open education will go a long way.

Part-time faculty have the potential to reach a lot of students. Let’s say you hold a workshop on OER and you “only” have three part-time faculty show up. That might seem like a failure, right? Consider how many students those part-time faculty members reach with their teaching and you’re actually making significant impact. The Utah Valley University’s Psychology department, for example, sets up course shells that they share with all of their adjunct faculty when they are hired. Cerritos College’s business department supports their adjunct faculty with “master classes” that adjuncts can customize or adopt as is. Making the adoptions of courses easy and approachable for your adjuncts is time well-spent on behalf of your students.

Pro-tip:

Ask your department chairs for a list of new part-time faculty so that you can reach out personally to them. It’s a nice way to welcome new part-time faculty to your campus. Invite them for a coffee-conversation. Ask them about their experience with OER at other institutions–you might get new ideas from them and gain a new champion as a result.

Attributions: Photo by MD Duran on Unsplash

Create an award program to recognize and express appreciation for individual contributions moving towards broader use of OER.

Note: Asterisk denotes this is a proven, high-impact play.

Does your institution award “Faculty of Year” recognition? Do you have some other way of recognizing faculty achievement at the end of the school year? If so, what about giving monthly, semi-annual, or annual awards to faculty who are doing exceptional work with OER?

Award programs don’t have to be expensive or complicated. The primary purpose is to recognize great work. As you do that, you’re elevating colleagues, saying thank-you, and generating greater awareness about the impact your institution is making with OER.

Here are the basic steps:

1. Invite a few fellow faculty members and OER advocates to be part of the award committee.
2. Defining what you want to recognize: Is it the number of students impacted? Teaching and learning innovation? Cost savings? Curating and developing course materials? Collaboration and teamwork?
3. Identify the criteria you’ll use to select award-winners.
4. Create a simple award proposal or nomination form to capture the information you’ll evaluate as you’re making the awards.
5. Design the award itself: Decide what award-winners will receive.

Awards can be simple or involved. Try some combination of these ideas:

• A simple digital award (similar to a badge) sent via email
• A certificate of recognition
• Announcement of the award on a webpage, with a brief profile describing the work you’re recognizing
• An article or profile on a campus website or included in a newsletter sent to faculty
• A small monetary stipend or gift card
• A “swag” bag of campus paraphernalia with a hand-written note of congratulations
• A video interview featuring the faculty member and some of their students
• Participation in a panel of fellow-award winners talking about what they’ve done with OER and its impact on teaching, learning, and students
• A note of recognition to the department head, dean, and provost

When teachers go out of their way to try OER, it’s important to show some love for their commitment and dedication. Awards provide important recognition within the campus community, and they are also an easy way to help faculty substantiate their professional development using OER on their CVs!

Pro-Tip:

Collaborate with a senior administrator to send out a digital award. Deans are a good match for this announcement because they get to report out on something positive in their departments. You write the award announcement, create the digital award, and support the administrator sending out the faculty award.

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Identify, develop and deliver hands-on, workshop-style training to build effective OER teaching and learning techniques.

Note: Asterisk denotes this is a proven, high-impact play.

Consider the needs — what would help your faculty at this point in time? Training can encompass any of the following areas and everything in between. Select topics and activities that introduce information and also invite people to go hands-on interacting with OER content and learn by doing. Topics may include:

• OER 101: The Basics of Open Educational Resources: Introduce faculty to the foundations of OER. What it is, what efforts have been undertaken in neighboring departments.
• OER-Enabled Pedagogy: Teaching with OER. This session lends itself well to a faculty panel or roundtable discussion. Start with some guiding questions that will help faculty understand how others have been incorporating and using OER in their classroom.
• OER Licensing Basics: Consider inviting a resident librarian to review and discuss the different levels of the CC license, as well as how to cite and attribute content faculty have and will create.
• Adopt, Adapt, Create: Transitioning Your Course to OER. This session would also lend itself well to the experience of faculty and instructional designers who have already gone down the road of converting a course to OER. Important to underscore is the ease of transitioning to OER — in most cases, resources have already been developed that faculty can simply adopt. Where comprehensive resources don’t exist, faculty can usually still locate a similar already existing resource and adapt it to suit their needs. As a last resort faculty can embark on creating something new, but chances are something already exists.
• Technology: Platform to access and share OER. This session could provide a broad overview of available platforms used to access and share OER.
• Developing Assessments: Content is important, but assessments are paramount! Invite your resident Instructional Designers to talk through the basics of developing well-aligned, high-quality assessments.

Tap into your community for assistance with training. As you identify what types of training and activities will help support and strengthen your faculty, identify friends and supporters to help develop and deliver training. Experienced faculty members often appreciate the opportunity to share what they’ve learned. Seek help from other supporters on your campus in the library, the teaching and learning center, your OER Committee, or others in a position to contribute. If you work with Lumen Learning, as your adoption team representatives for guidance and help. 

Pass the ball! Consider a “train the trainer” strategy where you build capabilities and empower other “OER Champions” who can go back and share with their teams. OER Champions consist of faculty members who display interest and enthusiasm to expand the use of OER. Librarians and Instructional Designers can also make great partners, especially those with experience in curriculum development who can really help faculty make the transition to OER.

Go out to the field! Instead of setting up events where faculty come to you, consider reaching out to department chairs and visiting regularly scheduled department meetings as a guest speaker. This would be an opportune time to promote your training schedule and provide “teasers” consisting of snippets from any of the topics mentioned above. Consider also teaming up with a student who has used OER in their class and give faculty the opportunity to ask them questions

Resources & Links

• Sample One-Day Workshop Agenda

• Sample 75-Minute Workshop Agenda

• Sample Slides: Basics of OER (University of Alabama Scholars Institute, 2018)

Attributions:

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Invite OER veteran faculty members from your campus or neighboring institutions to share what they’ve done and how it is impacting teaching and learning in their courses. Host these presentations in departmental meetings, lunch & learn sessions, virtual roundtable discussions, teaching & learning center seminars, or other professional gatherings.

Note: Asterisk denotes this is a proven, high-impact play.

The first step in organizing effective peer sharing is to identify faculty who have experience with OER and who are willing to participate. In some cases it may be worthwhile to offer some form of compensation for their time and efforts. While it is of course important to gather positive and successful examples, being able to share challenges, obstacles, and how those were overcome can lead to highly impactful conversations.

Also keep in mind opportunities where an OER Faculty Panel can be a part of larger OER or other teaching and learning events. In most cases, approximately 60-90 minutes allows for enough time to hear from faculty and facilitate a constructive question and answer session.

Example: SUNY OER Faculty “Roadshow”. The full day schedule

Time	Description	Participants
8:30am	Arrival and light refreshments
9:00am	Welcome	Campus Representative
9:15am	Keynote	SUNY OER Services
10:30am	Break
10:45am	Faculty Panel	Faculty Advocates from across SUNY
12:00pm	Lunch
1pm	Copyright Session	SUNY OER Services
1:45pm	Breakout Sessions by Discipline. Sessions may vary, but typically include: ~Arts & Humanities ~Science & Technology ~Math ~Social Science ~All Disciplines	SUNY OER Services & Faculty Advocates
3:45	Conclusion – wrap up in breakout groups	SUNY OER Services & Faculty Advocates

The following is a sketch of the agenda specifically for the Faculty Panels:

Facilitator: Brief overview and introduction of panelists

“Origin Stories”: each panelists gives a ~5 minute story of their experience using OER

Facilitated Questions: the facilitator opens general discussion with one or two questions of his/her choosing. These can be aimed at specific panelists or open to all.

General Questions: open the floor to questions from the audience. Generally there are more questions than time to answer them all. If the questions lag, the facilitator can again seed conversation with additional questions of his/her choosing.

Facilitator: Brief closing remarks

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Invite a panel of students who have used OER to speak publicly about how using open educational resources makes a difference for them financially and academically.

Note: Asterisk denotes this is a proven, high-impact play.

Nothing brings home the power and impact of OER quite like hearing the voices of students talk about how open content makes a significant difference for them financially and academically. Student panels can help you win hearts and minds across the campus community. Hearing about the very real positive impacts of OER on students can help move faculty from “not interested” towards “I’m willing to try this out.”  

Host the panel in a forum where your target audience(s) will see and hear the messages you want them to understand, such as a faculty senate meeting, professional development day, a teaching and learning conference, or even a virtual session via a webinar.  

Here are tips for hosting a successful student panel about OER:

• Identify strong student spokespeople. Having authentic student voices advocating for scaling OER adoption can be a powerful motivator for faculty and senior administrators.  While students do not need to extensive speaking experience or deep knowledge of OER, it does help to identify students who
  • a) feel strongly about the impact OER has made in their educational experience, and
  • b) feel comfortable speaking to groups and feel passionate about the values of OER.  

Ask faculty using OER to recommend students with whom they’ve had conversations about the experience of using open content. Attending student meetings, informally chatting with students in the library or bookstore or meeting with student government groups are good ways to identify student spokespeople.

• Select a great moderator. Choose a moderator for your panel who is skilled at asking questions, listening, and eliciting thoughtful responses from the panelists. Generally this role is performed best by a faculty member or other OER champion who is familiar with the students and how OER is being used on campus.
• Develop and circulate great questions … in advance. A great panel boils down to asking great questions to thoughtful speakers. Questions that allow people to tell their personal stories help engage the audience emotionally and begin to truly care about this issue. Take the opportunity to go through the questions with panelists. Coach them around identifying personal stories and examples they are comfortable sharing. Discuss key ideas and themes you’d like to bring out during the discussion, and identify how their perspectives can reinforce these key themes.
• Consider these sample questions:
  • Tell me about your experience in courses that use open educational resources and how it’s different from other courses.
  • What difference have OER courses made in your life and your ability to juggle the demands of school with the rest of your life?
  • What’s the biggest difference has OER made for you academically and how you learn?
  • (For faculty) How has using OER impacted your course design, pedagogy, and how you teach?
  • How are OER courses different from non-OER courses? Do you find these are positive or negative differences, and why?
  • What do you tell other students about using OER course materials?
  • What advice would you give a faculty member considering whether to shift to OER course materials?

• Provide student panelists with data points and reference materials. Panelists can be particularly convincing when they share a combination of personal experience and hard facts. While there is a significant amount of materials available for students to learn more about OER, the U.S. Student PIRGs (Public Interest Research Groups) provides a lot of background information as well as regular national reports that can be particularly useful.
• Mentor and coach student government representatives.  It’s wise to build bridges with student government leaders and get them involved in the causes of textbook affordability and OER. Consider including them in organizing the OER student panel discussion where appropriate.  Providing mentorship and coaching in these situations can be important. Student government representatives can often feel compelled to be strong advocates for their constituents, and they can benefit from a thoughtful approach to engaging with senior leaders, as well as what makes for solid institutional policy. For example, having a student representative demand that the institution mandate faculty use of OER could become counterproductive in efforts to gain faculty support.
• Record, record, record. If possible, record the panel discussion or arrange for a separate video recording session so you can use the panel opportunity to produce short (1-3 minute max) video testimonials that can be posted to web sites or shared on social media.

More Pro-tips:

Capture Student Video Testimonials whenever possible. The Panel Discussion is a great focusing event, but you can also look for opportunities to interview and capture students’ experiences on video at other events. OER Summits, conferences and institutional events are good places to plan to interview students about their experience with OER.

Invest in professional video production. While face-to-face events are often best, having a few video clips of students talking about the value of OER to them is also very useful.  While it can be OK to have students shoot videos on their phones or use other informal methods for producing videos, it can be worthwhile to invest in at least one professionally-produced video.  The resource links below have several examples.

Attributions:

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Seek out opportunities to share your and your faculty’s accomplishments at conferences and professional gatherings.

Note: Asterisk denotes this is a proven, high-impact play.

The conference play can be broken down into three steps: scan the field before selecting a topic and format, submit a winning proposal, and organize for success.

See tips on each step below:

Step 1. Scan the field before you select a topic and format.

• Consider the audience and conference purpose. Sessions have the best likelihood of being accepted when they align with the overall conference theme and are on-trend with timely topics and issues in higher education. Look at the conference theme and think about how you could angle your presentation to fit.
• Consider the session types and pick a topic. Think about what other institutions would be interested to hear about, whether it’s sharing research results or doing a “show-and-tell” of something you’ve created. What’s unique about your experience and the things you’ve learned, that you think others want to know about? Who would be the best presenter(s) to address this topic?
• Consider the right format. Common formats include the following:
  • Panels. Panels provide a nice opportunity to share multiple perspectives on a single topic or project. Consider adding a student to your panel!
  • Single presenter. Single (or even dual) presenters work well if there is just one primary project lead interested in presenting, or if there isn’t funding to send multiple people.
  • Sharing research. Consider incorporating multiple voices to show the effects of research. Faculty, administrators, and students provide a well-rounded perspective.
  • Workshop. Great for sharing tools you’ve developed and helping others dig deeper into an issue.

Step 2. Submit a winning proposal.

• Plan ahead! The deadline for submitting conference session proposals is always well ahead of the conference itself, and may be 4-8 months ahead of the actual conference (sometimes even more for large national conferences). Check well in advance to make sure you know the proposal deadline.
• Follow the rules. Your proposal should fit the Call-for-Proposals (CFP) guidelines for a specific conference.
• Pick a catchy title. The title is the first thing attendees see, and sessions with catchy titles are more likely to have attendees. It can be helpful to brainstorm a couple of different titles and then have others provide feedback before selecting one.
• Get feedback before submitting. Often it’s helpful to cut and paste the form into a Google Doc so it’s easy to collaborate with customers on the proposal.
• Keep it concise, and make it meaty. If there are particularly compelling data or learning results, definitely mention them in the abstract. Use action verbs.

Step 3. Organize for Success.

• Outline your session, and include timestamps! Nothing is worse than going over your presentation time and/or not allowing time for questions and discussion. Make sure to outline and allocate time for each section of your session. See the sample outline below for a basic 50-minute session:

7 Min. Intro – Elizabeth

Welcome & Introductions

Outline the Order of Events

Context – OER is hot with 70+ legislative bills last year, but VCCS has been far ahead of the game. (brief history Lumen/VCCS).

Waymaker 3-slide, 20,000 foot overview

20 Min. Show Waymaker Course & Discuss Results – Neil

Background (from business to the classroom, affordable tool that addresses engagement and improves learning outcomes)

Course Experience (setup, customization)

Show Contents within Blackboard (day one access, single-sign on)

Student feedback (email response, faculty evaluations)

10 Min. 3 Evidence-based Practices & More Info – Elizabeth

Use the messaging tools. Set-up the automated messages; monitor and send the recommended messages

Stress the importance of self-checks and interactives. Encourage students to use activities that provide immediate feedback

Remind students to study between quiz attempts. Suggest students plan time between quiz attempts to study and improve

12 Q&A – Neil & Elizabeth

• Practice makes perfect. Plan to walk through your presentation at least two times. A dry run on the day or week before the conference will help secure timing and make any final adjustments to the session flow.

Other tips for a successful conference play:

• Think Broadly. Don’t just submit to OER-centric events. Look for ways to share at teaching-and-learning centered events to give your work more exposure within the broader HE community.)
• Revise, Remix, and Recycle! Repurpose your proposals for multiple events by altering the title and abstract. While it’s fine to use past proposals for different conferences, it’s probably not a good idea to resubmit the same proposal for the same conference in successive years.
  

Attributions:

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