Team-Teaching Art Appreciation Online Withouta Traditional Textbook

Abstract

Appreciation is a highenrollment, general education course taught through Canvas, the learning management system. Instead of a traditional print textbook, the course is taught with a text developed by the Art faculty using open-access resources, self-generated images and media, and library resources. This article explores national trends in online course design, as impacted by evolving fairuse standards and increased availability of open-access resources, and provides a case study of the course. It also includes recommendations for librarians, professors, and course designers using open-access resources and subscription-based resources.

Opening up Educational Practices through Faculty, Librarian, and Student Collaboration in OER Creation: Moving from Labor-intensive to Supervisory Involvement

“…Seaman and Seaman (2020) note that many faculty lack familiarity with open licensing and that they may not see the value in OER because they are already using commercial materials in ways similar to the 5Rs (retain, revise, remix, reuse, and redistribute). Faculty who need to use portions of copyrighted media are often deterred from producing their own OER because of the restrictions surrounding those source materials (Cooke & Bouché, 2017). Seaman and Seaman (2020) point out that alternate models (e.g., inclusive access) that tout similar benefits to OER (e.g., cost savings) dilute the effectiveness of OER messaging by causing confusion for faculty.…”

“…Seaman and Seaman (2020) point out that alternate models (e.g., inclusive access) that tout similar benefits to OER (e.g., cost savings) dilute the effectiveness of OER messaging by causing confusion for faculty. Some studies have also acknowledged that despite the significant time and labour involved in creating OER, this activity tends to not be credited in tenure decisions, presenting another critical barrier (Cooke & Bouché, 2017;Coussement et al, 2016;Roberts, 2018). We will explore some of the ways that libraries have tried to address these obstacles as well as the labour implications for these various approaches.…”

“…While these initiatives may be wide in reach, they tend to focus on goals that require less longterm library support, such as encouraging faculty to review or adopt OER, rather than more high-touch efforts like creation of new OER and the implementation of OERenabled pedagogy. Cooke & Bouché (2017) describe these as being "mostly at the marketing and advertising end of the [open access] conversation" (p. 242). The OER review approach, in which faculty are paid to provide peer-review for existing OER, is seen in the Open Education Network (formerly Open Textbook Network) workshop model that has been adopted at many institutions (Lantrip et al, 2019).…”

“…Developing OER as part of a course (re)design can be a burdensome task for faculty. Cooke & Bouché (2017) note that this investment of effort is only worthwhile if the course will be offered for at least 5 to 10 years, in part because it requires ongoing development and maintenance beyond the initial launch.…”