Hello, @june21-cohort! Tomorrow we’ll be talking about a few different kinds of review and how feedback can take your OER projects to the next level.
Here are the slides and handout for tomorrow’s session:
See you tomorrow!
Regretfully I will not be able to attend today’s session. (family health needs)
Continuing to reach out to potential contributors/ stakeholders. Encouraging yet -Takes time!
with peace & love,
Pat S-C
3 Likes
Thanks for sharing this update, Pat! Wishing you and your family all the best.
See you next week,
Thanks for great session this week, @june21-cohort! Here’s the chat transcript.
This week we looked at the different kinds of review and feedback. Peer review, accessibility review, and classroom reviews each help in their own way to improve the quality of your resource by bringing in the perspectives of subject experts, accessibility experts, students learning from the materials, and instructors teaching with the materials. And signaling to potential adopters you’ve done these reviews lets them know that the work has passed through rigorous quality control and that its content is suitable for use in the classroom. This will increase the likelihood that they will actually adopt your resource.
We’ve identified different types of review processes that can be carried out on your book:
- Peer review: It is conducted by subject-matter experts and is a common marker that ensures quality of educational content. It can be a prerequisite for adoption or even submission to repositories. Peer review can be anonymous (most traditional, has prestige value to some groups) or not (allows for more open dialogue and transparency).
- Accessibility review: All creators should ideally find an accessibility practitioner to conduct a set of final checks on the books to see what accessibility standards are met, and to identify areas for improvement.
- Classroom review: Think of this as a trial run of your resource in the classroom setting, and an opportunity to include student voices in the publishing process. Feedback can be gathered both from the instructor using the book to teach as well as the students using the book to learn. Try to identify some academic and non-academic measures as you gather comments from the classroom.
With each type of review, you should adequately prepare for the process prior to recruiting reviewers. Collaborate with your existing team to confirm what you would like to get out of each type of review. Once you have your reviewers confirmed, managing the process is fairly straightforward. The review process doesn’t end once reviewers hand in their feedback — we suggest you thank reviewers and keep them engaged and enthusiastic about the resource (take a look at the slides for more details). At heart, review is about bringing more hands on deck to invest in your resource and help it grow with their feedback and input.
In addition to the many resources shared in this week’s slides and handout, I also want to pass along this recently released OER Review Standards and Approval Rubric. Some sections probably get a little further into the weeds than may be of interest, but there are a lot of helpful considerations addressed (especially around things like accessibility and cultural considerations) that are worth keeping in mind as you plan out your review processes. Take what you find useful, and leave the rest.
From our team updates and discussion this week, it’s clear that you’re already thinking about these different types of review and in some cases already putting it into practice! As you get further into the process of planning for and conducting review, I encourage you to ask each other questions and share your experiences (either in our discussion space or during our sessions). There’s a lot that we can learn from each other about what works (and doesn’t) when it comes to conducting different types of review.
