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Assessing Visual Materials for Diversity & Inclusivity

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This resource is a modification of the Washington Models for the Evaluation of Bias Content in Instructional Materials (2009) that is made available through OER Commons under a public domain license. This resource attempts to both update the content with more contemporary vocabulary and also to narrow the scope to evaluating still images as they are found online. It was developed as a secondary project while working on a BranchED OER grant during summer 2020. It includes an attached rubric adapted from the Washington Model (2009).

Material Type: Assessment, Reading, Teaching/Learning Strategy

Author: Kimberly Grotewold

OER Course

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This OER Course is designed to introduce faculty and staff on OER basics, copyright information, and other key topics relating to OER.Please complete the online OER course individually or with a partner.  Since this is an online course, you can work at your own pace.  You will be responsible for all material covered within the course.  The course will take around 1 hour to complete.

Material Type: Module

Author: Maria Larish

Creative Commons: Taking Ownership of Creativity

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The AASL Standards Framework for Learners includes the shared foundation of Engage. This standard guides students to the ethical use of information, including things created by others as well as by the students themselves. Students will explore background on copyright and fair use, understand creative commons and how to use it, as well as discover public domain resources. Lesson Outcomes for Students:    Define copyright and fair use; Identify and understand Creative Commons licenses; Apply a Creative Commons license to a product; Search for Creative Commons and public domain materials on the web; Properly attribute Creative Commons and public domain materials. Cover Image Attribution: Pixabay, CC0

Material Type: Lesson Plan

Authors: Tracy Cramer, MSDE Admin

A Primer on Creative Commons Licenses

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The following content is developed for satisify course requirements for the MDDE 622 course in Fall 2018.In the era of remixing and sharing, it is important to understand how copyright and licensing impact content creation. This learning module will introduce the topic of copyright and licensing to the reader. The module will also include an introduction to Creative Commons, the tools and resource provided by CC, the CC licenses, and finally how to properly provide attribution when using CC licensed content.The intended audience for this learning module includes faculty, instructional designers, and content developers who create and share educational content. This module can be embedded into instructional design courses that introduce topics such as sourcing, licensing, copyright, Creative Commons, and attribution.Note: All content provided here is licensed under CC BY unless specified otherwise.

Material Type: Module

Author: Yasin Dahi

Permissions Guide For Educators

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This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.

Material Type: Reading

Author: Admin

Washington Models for the Evaluation of Bias Content in Instructional Materials

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Developed in 2009, this framework was designed for Washington educators to evaluate instructional content for bias using five dimensions: Gender/Sex, Multicultural, Persons with Disabilities, Socio-Economic Status, and Family.Visit the updated 2020 version: Screening for Biased Content in Instructional Materials | OSPI

Material Type: Teaching/Learning Strategy

Authors: Melinda Newfarmer, Barbara Soots, Megan Simmons

OER Rubrics | Achieve.org

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Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.

Material Type: Assessment, Teaching/Learning Strategy

Author: Achieve

Equity-Oriented Resource Criteria

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The following set of criteria was developed by Branch Alliance for Educator Diversity (BranchED) to evaluate Open Educational Resources (OER) objects through an equity lens. These criteria were adapted from the Inclusive Instruction and Intersectional Content principles from the BranchED Quality Framework.

Material Type: Teaching/Learning Strategy

Author: Aubree Evans

Template: Open Textbook Review Rubric

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This rubric was developed by BCcampus. This work is licensed under a Creative Commons Attribution 3.0 Unported license.The rubric allows reviewers to evaluate OER textbooks using a consistent set of criteria. Reviewers are encouraged to remix this rubric and add their review content within this tool. If you remix this rubric for an evaluation, please add the title to the evaluated content and link to it from your review.Template image attribution: "layers" (CC BY-SA 2.0) by theilr

Material Type: Module

Author: Melinda Newfarmer

Peralta Equity Rubric Distance Education

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The Peralta CC District developed an Equity Rubric instrument designed to help online instructors make the learning experience more equitable for all students. The rubric’s criteria is roughly aligned with the CVC-OEI Course Design Rubric. It includes strategies to increase students’ access to technology and different types of support (both academic and non-academic); and make explicit the instructor’s commitment to inclusion by addressing some design principles through an equity lens.

Material Type: Assessment

Author: Peralta Community College Office of Distance Education

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