{"id":26,"date":"2017-05-10T14:18:53","date_gmt":"2017-05-10T18:18:53","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/?post_type=chapter&p=26"},"modified":"2017-06-14T01:37:31","modified_gmt":"2017-06-14T05:37:31","slug":"phase-3-moira-adopts-an-open-textbook-uses-an-lms-and-creates-a-more-accessible-experience-for-her-students","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/chapter\/phase-3-moira-adopts-an-open-textbook-uses-an-lms-and-creates-a-more-accessible-experience-for-her-students\/","title":{"raw":"Phase 3: Moira Implements Her Plan","rendered":"Phase 3: Moira Implements Her Plan"},"content":{"raw":"

How Moira Adopted an Open Textbook, Began to Use an LMS, and Created a More Accessible Experience for Her Students<\/h2>\r\n[caption id=\"attachment_46\" align=\"alignright\" width=\"145\"]\"Moira\" Moira[\/caption]\r\n\r\nGuided by the information she collected during the planning stage, Moira moved forward with her course revisions. With only 3 months before she had to deliver the course again, this is what Moira was able to do to address the key issues she noted in Phase 1 of this guide:\r\n
    \r\n \t
  1. Adopted an Open Textbook for her Trades course and the ancillary resources available alongside it (videos and question bank);<\/li>\r\n \t
  2. Revised her course to be delivered in a blended format \u2013 partially online in her institution\u2019s LMS and partially face-to-face in the classroom.<\/li>\r\n \t
  3. Located online videos of hands-on demonstrations of Trades practices; confirmed that these were licensed under Creative Commons open licenses.<\/li>\r\n \t
  4. Learned enough about her institution\u2019s LMS to set up weekly modules, make the OERs (textbook, videos, quiz questions) she adopted available to her students, and begin<\/em><\/strong> to create online quizzes.<\/li>\r\n<\/ol>\r\nNote<\/em>: in Moira\u2019s 3-month \u201cImplementation of Planned Revisions\u201d which is described on the following pages:\r\n
      \r\n \t
    • OT<\/em><\/strong> = <\/em>task associated with Open Textbook and\/or OER goal; <\/em><\/li>\r\n \t
    • LMS <\/strong>= <\/em>task associated with goal of moving into blended format with a Learning Management System<\/li>\r\n<\/ul>","rendered":"

      How Moira Adopted an Open Textbook, Began to Use an LMS, and Created a More Accessible Experience for Her Students<\/h2>\n
      \"Moira\"
      Moira<\/figcaption><\/figure>\n

      Guided by the information she collected during the planning stage, Moira moved forward with her course revisions. With only 3 months before she had to deliver the course again, this is what Moira was able to do to address the key issues she noted in Phase 1 of this guide:<\/p>\n

        \n
      1. Adopted an Open Textbook for her Trades course and the ancillary resources available alongside it (videos and question bank);<\/li>\n
      2. Revised her course to be delivered in a blended format \u2013 partially online in her institution\u2019s LMS and partially face-to-face in the classroom.<\/li>\n
      3. Located online videos of hands-on demonstrations of Trades practices; confirmed that these were licensed under Creative Commons open licenses.<\/li>\n
      4. Learned enough about her institution\u2019s LMS to set up weekly modules, make the OERs (textbook, videos, quiz questions) she adopted available to her students, and begin<\/em><\/strong> to create online quizzes.<\/li>\n<\/ol>\n

        Note<\/em>: in Moira\u2019s 3-month \u201cImplementation of Planned Revisions\u201d which is described on the following pages:<\/p>\n

          \n
        • OT<\/em><\/strong> = <\/em>task associated with Open Textbook and\/or OER goal; <\/em><\/li>\n
        • LMS <\/strong>= <\/em>task associated with goal of moving into blended format with a Learning Management System<\/li>\n<\/ul>\n","protected":false},"author":170,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-26","chapter","type-chapter","status-publish","hentry"],"part":18,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters\/26","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/users\/170"}],"version-history":[{"count":9,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters\/26\/revisions"}],"predecessor-version":[{"id":173,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters\/26\/revisions\/173"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/parts\/18"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters\/26\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/media?parent=26"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapter-type?post=26"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/contributor?post=26"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/license?post=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}