![\"MentionMapp](\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/2043\/2021\/10\/MentionMapp-of-Twitter-Data-on-Hashtag-OpenEd.png\")
<\/a> <\/a> MentionMapp<\/a> of the last 200 tweets on Twitter as of January 1, 2022 for #OpenEd (click to enlarge)[\/caption]\nAs you learned in the Ontario Extend Collaborator Module<\/a>, a common space for open educators to gather is Twitter.\u00a0 However there are many other ways to engage and learn about work being done openly. Explore some of the ways below!<\/p>\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\n Maybe you have already decided that you would like to engage in open work \u2014 and you are wondering where you can go to find partners. As explored in the \"Open Course Design and Assessment<\/a>\" module<\/span>, you can work with students on open projects to meet teaching and learning outcomes. You can also find other faculty who may be interested in working on a project with you.<\/p>\n\n Teams come in all shapes and sizes<\/strong>. Whether you\u2019re a team of four or 40, it\u2019s important to have people who are invested in the project and who believe in its mission and goals.<\/p>\n It\u2019s not just about sharing the workload.<\/strong> Having a diverse and representative mix of people on your project allows different perspectives and experiences to shape the book, so it\u2019s not just a product of one person and actually reflects the experiences of readers.<\/p>\n Communication is the key to a well-functioning team.<\/strong>\u00a0Set up clear expectations about what needs doing, and be sure to communicate clearly and frequently with your team to avoid delays and surprises.<\/p>\n Every team needs project champions or cheerleaders.<\/strong> Reminding your team about successes along the way, and having someone cheering them on at each step does wonders for team morale. Not only will this lift spirits, but may even encourage team members to do more for the project by adopting or marketing the book.<\/p>\n\n<\/div>\n If you\u2019re leading a team, here are some things you should keep in mind to nurture your team, so it grows into a thriving community of practice around your book:<\/p>\n\n Put out a call for partners. Use your personal learning network and social media platforms to share your project ideas. Reach out to the communities and networks shared above.<\/p>\n\n Another way to collaborate with a team on an open project is to get involved in a development sprint. The concept of a sprint comes from software design and is becoming increasingly used as a strategy or approach for developing OER. The sprint approach can be used in a variety of contexts where a group of people (often cross-disciplinary) comes together to focus on a specific project.<\/p>\n In higher education, sprints are emerging as a way to accomplish a shared goal while working across disciplines and on a short timeline. Hackathons can follow a similar process \u2014 but often have a competitive element.<\/p>\n The sprint methodology involves the following features:<\/p>\n\n Open sharing is not limited to sharing content \u2014 you may also contribute by completing a review of open resources. Many OER repositories enable some type of review process and some invite students, as well as faculty, to rate OER content on the basis of comprehensiveness, content accuracy, relevance\/longevity, clarity, consistency, modularity, organization\/structure\/flow, grammatical errors and cultural relevance.<\/p>\n Reviews are usually done pre- and post-publication. Post-publication reviews are shared openly to help educators make decisions on adoption. Repositories like eCampusOntario's Open Library<\/a> include faculty reviews alongside the open textbooks in the library.<\/p>\n\n Review the resources provided in this section. Find a community or newsletter that you want to participate in and register. Share what you chose and why in the Padlet below.<\/p>\n As well, explore some of the projects available through Rebus, or look for an already existing open resource that you could adapt. Discuss how you could connect with others to contribute to the project or improve on the existing resource.<\/p>\n To add your comment, double click anywhere on the Padlet below or select the plus (+) icon in the lower right-hand corner of the board. For a more accessible version of this activity, please visit the web version of this \"Engage in Open Communities\" Padlet [new tab]<\/a>.<\/p>\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\n \n\n<\/div>\n<\/div>\n As you learned in the Ontario Extend Collaborator Module<\/a>, a common space for open educators to gather is Twitter.\u00a0 However there are many other ways to engage and learn about work being done openly. Explore some of the ways below!<\/p>\n The original version of this chapter contained H5P content. You may want to remove or replace this element.<\/p>\n Maybe you have already decided that you would like to engage in open work \u2014 and you are wondering where you can go to find partners. As explored in the “Open Course Design and Assessment<\/a>” module<\/span>, you can work with students on open projects to meet teaching and learning outcomes. You can also find other faculty who may be interested in working on a project with you.<\/p>\n Teams come in all shapes and sizes<\/strong>. Whether you\u2019re a team of four or 40, it\u2019s important to have people who are invested in the project and who believe in its mission and goals.<\/p>\n It\u2019s not just about sharing the workload.<\/strong> Having a diverse and representative mix of people on your project allows different perspectives and experiences to shape the book, so it\u2019s not just a product of one person and actually reflects the experiences of readers.<\/p>\n Communication is the key to a well-functioning team.<\/strong>\u00a0Set up clear expectations about what needs doing, and be sure to communicate clearly and frequently with your team to avoid delays and surprises.<\/p>\n Every team needs project champions or cheerleaders.<\/strong> Reminding your team about successes along the way, and having someone cheering them on at each step does wonders for team morale. Not only will this lift spirits, but may even encourage team members to do more for the project by adopting or marketing the book.<\/p>\n<\/div>\n If you\u2019re leading a team, here are some things you should keep in mind to nurture your team, so it grows into a thriving community of practice around your book:<\/p>\n Put out a call for partners. Use your personal learning network and social media platforms to share your project ideas. Reach out to the communities and networks shared above.<\/p>\n Another way to collaborate with a team on an open project is to get involved in a development sprint. The concept of a sprint comes from software design and is becoming increasingly used as a strategy or approach for developing OER. The sprint approach can be used in a variety of contexts where a group of people (often cross-disciplinary) comes together to focus on a specific project.<\/p>\n In higher education, sprints are emerging as a way to accomplish a shared goal while working across disciplines and on a short timeline. Hackathons can follow a similar process \u2014 but often have a competitive element.<\/p>\n The sprint methodology involves the following features:<\/p>\n <\/p>\n A vertically flowing infographic with a flow chart outlining the five steps of the sprint process.<\/p>\n Step 1: Plan \u2013 The sprint team determines the goals of the sprint, the sprint team, the logistics and the venue<\/p>\n Step 2: Prepare \u2013 The team explores the sprint content, process, technology and collects open resources<\/p>\n Step 3: Set Up \u2013 The team sets up the venue, creates the necessary style guides and templates<\/p>\n Step 4: Deliver \u2013 The sprint facilitator leads the intensive sprint emphasizing intensive content creation and collaboration<\/p>\n Step 5: Debrief \u2013 The sprint team captures resources created and plans for the publication process<\/p>\n<\/div>\n<\/details>\n Explore more information and examples of sprints by clicking on the following links:<\/p>\n Open sharing is not limited to sharing content \u2014 you may also contribute by completing a review of open resources. Many OER repositories enable some type of review process and some invite students, as well as faculty, to rate OER content on the basis of comprehensiveness, content accuracy, relevance\/longevity, clarity, consistency, modularity, organization\/structure\/flow, grammatical errors and cultural relevance.<\/p>\n Reviews are usually done pre- and post-publication. Post-publication reviews are shared openly to help educators make decisions on adoption. Repositories like eCampusOntario’s Open Library<\/a> include faculty reviews alongside the open textbooks in the library.<\/p>\n Review the resources provided in this section. Find a community or newsletter that you want to participate in and register. Share what you chose and why in the Padlet below.<\/p>\n As well, explore some of the projects available through Rebus, or look for an already existing open resource that you could adapt. Discuss how you could connect with others to contribute to the project or improve on the existing resource.<\/p>\n To add your comment, double click anywhere on the Padlet below or select the plus (+) icon in the lower right-hand corner of the board. For a more accessible version of this activity, please visit the web version of this “Engage in Open Communities” Padlet [new tab]<\/a>.<\/p>\n The original version of this chapter contained H5P content. You may want to remove or replace this element.<\/p>\n <\/p>\n<\/div>\n<\/div>\n The Rebus Guide to Publishing Open Textbooks (So Far)<\/a>\u00a0by\u00a0Apurva Ashok and Zoe Wake Hyde\u00a0is licensed under a\u00a0Creative Commons Attribution 4.0 International License<\/a>, except where otherwise noted.<\/p>\n Working Group Guide Appendix 1: A Sprint Toolkit<\/a>\u00a0 by Lucas Wright and Krista Lambert licensed under\u00a0CC BY 4.0<\/a><\/p>\n <\/p>\n","protected":false},"author":1,"menu_order":6,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":100,"_links":{"self":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters\/119"}],"collection":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":1,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters\/119\/revisions"}],"predecessor-version":[{"id":120,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters\/119\/revisions\/120"}],"part":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/parts\/100"}],"metadata":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters\/119\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/media?parent=119"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapter-type?post=119"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/contributor?post=119"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/license?post=119"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n\nBuild a Team\u00a0<\/strong><\/h2>\n
\nTeam Building Resources<\/strong><\/h3>\n
\n \t
\nBuilding a Team \u2014 Underlying Principles<\/strong><\/h3>\n
\nBuilding a Team \u2014 Key Tactics<\/strong><\/h3>\n
\n \t
Find Partners<\/strong><\/h3>\n
The Rebus Community<\/a> works to create and share OER and provides tools to assist with publishing open textbooks. Rebus has been involved in connecting educators to collaboratively build several open textbooks. Check out their community to see what projects are currently in progress<\/a>.<\/div>\n\n
\n\nParticipate in a Sprint<\/strong><\/h3>\n[caption id=\"attachment_118\" align=\"alignright\" width=\"311\"]
![\"A](\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2022\/10\/Sprint_Process-200x300.png\")
<\/a> A Sprint Process<\/a> by Krista Lambert and Lucas Wright. BCcampus.<\/a> Licensed under CC-BY 4.0<\/a>. Click on the image to enlarge.[\/caption]\n\n \t
\"A sprint process\" image long description<\/summary>\n
\n\nA vertically flowing infographic with a flow chart outlining the five steps of the sprint process.\n\nStep 1: Plan \u2013 The sprint team determines the goals of the sprint, the sprint team, the logistics and the venue\n\nStep 2: Prepare \u2013 The team explores the sprint content, process, technology and collects open resources\n\nStep 3: Set Up \u2013 The team sets up the venue, creates the necessary style guides and templates\n\nStep 4: Deliver \u2013 The sprint facilitator leads the intensive sprint emphasizing intensive content creation and collaboration\n\nStep 5: Debrief \u2013 The sprint team captures resources created and plans for the publication process\n\n<\/div>\n<\/details>\n<\/div>\n\nSprint Resources<\/strong><\/h3>\nExplore more information and examples of sprints by clicking on the following links:\n
\n \t
\n\nContribute as a Peer Reviewer<\/strong><\/h2>\n[caption id=\"attachment_118\" align=\"aligncenter\" width=\"501\"]
![\"eCampus](\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2022\/10\/Peer-Review-Example-300x79.png\")
Screen Capture Image from eCampus Ontario Open Library<\/a>. CC BY-NC-SA<\/a>[\/caption]\n\nRepositories Review Processes<\/strong><\/h3>\n
\n \t
Extend Activity<\/strong><\/h2>\n<\/header>\n
\nAttributions<\/h2>\nThe Rebus Guide to Publishing Open Textbooks (So Far)<\/a>\u00a0by\u00a0Apurva Ashok and Zoe Wake Hyde\u00a0is licensed under a\u00a0Creative Commons Attribution 4.0 International License<\/a>, except where otherwise noted.\n\nWorking Group Guide Appendix 1: A Sprint Toolkit<\/a>\u00a0 by Lucas Wright and Krista Lambert licensed under\u00a0CC BY 4.0<\/a>\n\n ","rendered":"
![\"MentionMapp](\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2021\/10\/MentionMapp-of-Twitter-Data-on-Hashtag-OpenEd-300x241.png\")
<\/a>Get Information\u00a0<\/strong><\/h2>\n
\nBuild a Team\u00a0<\/strong><\/h2>\n
\nTeam Building Resources<\/strong><\/h3>\n
\n
\nBuilding a Team \u2014 Underlying Principles<\/strong><\/h3>\n
\nBuilding a Team \u2014 Key Tactics<\/strong><\/h3>\n
\n
Find Partners<\/strong><\/h3>\n
The Rebus Community<\/a> works to create and share OER and provides tools to assist with publishing open textbooks. Rebus has been involved in connecting educators to collaboratively build several open textbooks. Check out their community to see what projects are currently in progress<\/a>.<\/div>\n
\nParticipate in a Sprint<\/strong><\/h3>\n
<\/a>\n
\n“A sprint process” image long description<\/summary>\n
\n<\/div>\n\nSprint Resources<\/strong><\/h3>\n
\n
\nContribute as a Peer Reviewer<\/strong><\/h2>\n
\nRepositories Review Processes<\/strong><\/h3>\n
\n
\nExtend Activity<\/strong><\/h2>\n<\/header>\n
\nAttributions<\/h2>\n