Open Educational Practices, Davidson College (Day 2)
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Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/ Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
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Open Educational Practices, Davidson College (Day 2)
- 1. OPEN EDUCATIONAL PRACTICES Christina Hendricks, University of British Columbia, Vancouver Davidson College, May 29-30, 2018 Day 2 slides Except images licensed otherwise, this presentation is licensed CC BY-SA 4.0
- 2. Website for this track ▪ Has schedule, slides, ▪ and more ▪ chendricks.org/oep2018
- 4. Revisiting annotations on open pedagogy Look at the annotations we did yesterday on the Year of Open site Anything to add from there about open pedagogy to our shared doc? Anything to add from the Open Pedagogy Notebook site?
- 5. Quotes about open pedagogy “we shift the student emphasis to contribution to knowledge as opposed to simple consumption of knowledge” (Heather Ross) “the ability for learners to shape and take ownership of their own education” (Devon Ritter) “connect with a broader, global community” (Tannis Morgan) “teacher as ‘the’ authority vs. students being able to bring other sources of authority” (Jim Luke)
- 6. Non-disposable assignments “… assignments that are sustainable or not disposable, assignments that would have benefit to others beyond the limited course time and space” -- Maha Bali (2017) David Wiley on disposable assignments (2013) Images licensed CC0 on pixabay.com: ttrash can and symbol for no
- 7. OER-enabled pedagogy “What teaching and learning practices are possible (or practical) in the context of OER that aren’t possible when you don’t have permission to engage in the 5R activities?” -- Wiley, “OER-enabled pedagogy” (2017) Reuse Revise Remix Retain Redistribute
- 8. Access & Agency OER & OEP focus on: Access Agency Cost Revision, creation of OER Easily (?) available Contribution to knowledge Accessibility for disabilities co-create curriculum
- 10. Collaborate Contribute Connect Tchrs/learners share authority Co-create curriculum Flexibility, student choice Transparency, trust Students & tchrs contribute to public knowledge Adapt, create, share OER Contribute ideas to open-ended problems, questions Participation of people outside the course, e.g., ▫ Blogs ▫ Social media ▫ Annotations ▫ Public reports for community groups See Hendricks 2017a, 2017b
- 13. Wiki Education Foundation Brochure covers licensed CC BY-SA, available from WikiEdu
- 14. Students & Open Textbooks Cover licensed CC BY 4.0 see book here Student-created open textbook from Digital Technology & Culture course by David Squires, 2016. Read about the project in this interview.
- 15. Students contributing to other OER cases.open.ubc.ca digitaltattoo.ubc.ca/
- 16. Students contributing to curriculum Creating assignments, exam questions, tutorials: • DS106 assignment bank • Rajiv Jhangiani’s Social Psychology course • Student video tutorials in Digital Photography course Creating learning outcomes, assignments, grading policies & rubrics Robin DeRosa’s First Year Seminar
- 17. Small Steps ▪ Philosophy in the World posts in introduction to philosophy ▪ Student-created genetics worksheet
- 18. Stretch Time for a break About 10 minutes Duck photo by Ken Treloar; Cat photo by Gaelle Marcel, both on Unsplash
- 19. Open Pedagogy Benefits & Challenges
- 20. Our ideas on benefits & challenges Discuss in groups and write on our shared document: What benefits can you see from engaging students in one or more of the open pedagogy projects we’ve discussed? For the students themselves and for others? What challenges or drawbacks can you see? Do you have any worries?
- 21. Open pedagogy & social justice “open pedagogy is an ethos that has two … components: • A belief in the potential of openness and sharing to improve learning • A social justice orientation – caring about equity, with openness as one way to achieve this” -- Maha Bali, “What is Open Pedagogy?” (2017) Photo licensed CC0 on pixabay.com
- 22. Student Perceptions: Benefits “You’re able to be part of community conversations … happening right now.” -- What Students Have to Say about Open ED “I became a better writer .... I knew [the blog posts] could potentially be seen by people outside … so I wanted to make sure my information was accurate and written well.” -- student at Keene State College “I liked how the wiki made me feel like I was actually making a contribution with my work – it’s become meaningful.” -- student contributor to UBC Open Case Studies
- 23. Student Perceptions: Challenges Wiki projects are a good idea for learning, but making students fill a database for the sole purpose of UBC being viewed as a diverse source of knowledge seems shady. --student contributor to UBC Open Case Studies Some of the challenges I faced was uncertainty. As a student who has never used this kind of learning before I was scared honestly.” -- Keene State College student How can we be sure we’re not exploiting students to create resources for courses without pay? -- UBC student
- 24. Risks Privacy and student data Bullying & harassment Digital tattoo
- 25. Sava Singh on the fallacy of open Photo licensed CC0 on pixabay.com “… open is not good for everyone ... The hype around open, while well-intentioned, is also unintentionally putting many people in harm’s way and they in turn end up having to endure so much. The people calling for open are often in positions of privilege, or have reaped the benefits of being open early on …” -- Sava Singh, “The Fallacy of Open” (2015)
- 26. Day 2, afternoon OEP and open pedagogy in your practice What’s “open” about OEP and OP? Virtual discussion with Rajiv Jhangiani
- 27. OEP & OP in your practice Worksheet on own (use our shared doc for ideas if you want) (10-15 mins) Groups: how to address possible challenges (15 mins) Share back to large group (15 mins) Write next steps on worksheet; add to padlet (15 mins): https://v.gd/davidsonOEPpadlet
- 28. Stretch Time for a break About 10 minutes Duck photo by Ken Treloar; Cat photo by Gaelle Marcel, both on Unsplash
- 29. What’s “open” about OEP & OP? Why call these things “open”? Write on our shared document
- 30. What’s open about these? Students producing OER, public knowledge Student choice, agency, autonomy; co-creators of curricula Connecting to wider networks Open-ended problems; valuing creativity & change Transparency in teaching & learning, fostering trust From two blog posts: May 2017, Oct 2017
- 31. Open Edu 60s & 70s Flexibility in space & time, in curricula Student choice, autonomy; self- directed learning Individualized instruction; teacher as facilitator See Paquette (1979), Tunnell (1975)
- 32. Does it help to call these “open”? Similar ideas: Self-directed Learning Connected Learning Student as Producer Students as Partners
- 33. Too broad? ▪We suffer from “attempts to lump diverse trends together under the rubric of ‘open education’. Let us press for more specific and descriptive labels to identify the values, objectives or procedures that are being commended to us ….” (Hill, 1975)
- 34. Open is Yum An excellent candidate for sloganizing is the word ‘open’. Immediately one uses it, the options polarize. To be open … is to be not closed, restricted, prejudiced or clogged; but free, candid, generous, above board, mentally flexible, future-oriented, etc. The opposite does not bear thinking about, and there can be no third alternative. ‘Open’ is yum. -- Hill, 1975
- 35. Is open more than yum? In OEP and OP
- 36. Virtual discussion with Rajiv Jhangiani About open pedagogy and Open Pedagogy Notebook website
- 37. Works cited (day 2 slides), p. 1 Bali, M. (2017, April). Post on April Open Perspective: What is Open Pedagogy? Retrieved May 22, 2017, from https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/ Hendricks, C. (2017a, May 23). Navigating open pedagogy, part 2. Retrieved May 20, 2018, from http://blogs.ubc.ca/chendricks/2017/05/23/navigating-open-pedagogy-pt2/ Hendricks, C. (2017b, October 25). Open Pedagogy, shared aspects. Retrieved May 20, 2018, from http://blogs.ubc.ca/chendricks/2017/10/25/open-pedagogy-shared-aspects/ Hill, B. V. (1975). What’s open about open education? In D. Nyberg (Ed.), The Philosophy of Open Education (Vol. 15). London: Routledge & K. Paul. Luke, J. (2017, April 23). What’s Open? Are OER Necessary? Retrieved March 8, 2018, from https://econproph.com/2017/04/23/whats-open-are-oer-necessary/ Morgan, T. (2017, April 13). Reflections on #OER17 – From Beyond Content to Open Pedagogy. Retrieved March 8, 2018, from https://homonym.ca/uncategorized/reflections-on-oer17-from- beyond-content-to-open-pedagogy/
- 38. Works cited (day 2 slides), p. 2 Paquette, C. (1979). Quelques fondements d’une pédagogie ouverte. Québec français, 36, 20– 21. Ritter, D. (2017, April). Post on April Open Perspective: What is Open Pedagogy? Retrieved May 22, 2017, from https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/ Ross, H. (2017, April). Post on April Open Perspective: What is Open Pedagogy? Retrieved May 22, 2017, from https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/ singh, sava. (2015, June 27). The Fallacy of “Open.” Retrieved May 27, 2018, from https://savasavasava.wordpress.com/2015/06/27/the-fallacy-of-open/ Tunnell, D. (1975). Open education: An expression in search of a definition. In Philosophy of open education (Vol. 15). London: Routledge & K. Paul. Wiley, D. (2013, October 21). What is Open Pedagogy? Retrieved February 15, 2015, from http://opencontent.org/blog/archives/2975 Wiley, D. (2017, May 2). OER-Enabled Pedagogy. Retrieved May 26, 2018, from https://opencontent.org/blog/archives/5009
- 39. Special thanks to all the people who made and released these awesome resources: Presentation template by SlidesCarnival licensed CC BY 4.0 Images not attributed above: Photo on title slide by Monika Majkowska on Unsplash Icons purchased with a subscription to The Noun Project Credits (day 2 slides)
Editor's Notes
- Open pedagogy notebook: https://openpedagogy.org
- Links for all these texts are on the “works cited” slide at the end of the deck.
- Links for these works are on the “works cited” slide at the end of the deck.
- Link for this work is on the “works cited” slide at the end of the deck.
- Links for these blog posts are on the “works cited” slide for the deck
- Links: Antologia Abierta de Literatura Hispana: https://press.rebus.community/aalh/ Everything you always wanted to know…: http://scalar.usc.edu/works/everything-you-always-wanted-to-know-about-social-media-but-were-too-afraid-to-ask/index Digital Tech & Culture course: https://digtechfall16.wordpress.com/ Interview with David Squires in book called “Guide to making open textbooks with students”: https://press.rebus.community/makingopentextbookswithstudents/chapter/case-study-social-media-texts/
- Digital Tattoo about page: About The Digital Tattoo Project is a collaboration between the UBC Library, the Irving K. Barber Learning Centre, UBC’s Centre for Teaching, Learning and Technology, and the University of Toronto’s iSchool and the U of T Libraries. Our Goals The goal of this site and the Digital Tattoo project is to raise questions, provide examples and links to resources to encourage you to think about your presence online, navigate the issues involved in forming and re-forming your digital identity and learn about your rights and responsibilities as a digital citizen. It’s really just all about making informed decisions and your own decisions. Includes information on things like: Who owns your data? Web tracking ID theft Wifi hotspot security Managing your online profile Creating an eportfolio File sharing Copyright & creative commons And much more…
- Links: Ds106 assignment bank: http://assignments.ds106.us/ Jhangiani Social Psychology course: https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Student video tutorials explained: http://www.irrodl.org/index.php/irrodl/article/view/3022/4222 From above article: “Three opportunities are available for students to add OER to the course each year. First, students are encouraged with extra credit to release their own photos with a Creative Commons license. This involves creating their own account on a photo sharing site like Flickr, uploading their photos, and applying the Creative Commons license. These photos are then evaluated and the strongest photos of a particular concept are selected to be added to the course as examples. Many students have taken advantage of this opportunity since the course was first offered in 2011-2012. Second, at certain points in the course where students have struggled in the past, all students are given the opportunity to raise their grade if they create a tutorial video for a particular assignment. These tutorial videos are evaluated and a few of these are selected to be placed into the course. Approximately five students each year take advantage of this additional opportunity. Finally, after demonstrating high levels of mastery, strong students are offered the opportunity to be a teaching assistant for the upcoming semester. These students create notes for each unit, study guides for exams, tutorial videos, and review presentations and games that are all added to the course and released as OER. For all materials created by teaching assistants the instructor thoroughly vets the material, edits for formatting and quality, and then implements the OER in the course. As future teaching assistants work with the instructor, they revise and remix material that was created by prior teaching assistants.
- Links: Intro to philosophy: http://blogs.ubc.ca/phil102 Genetics worksheet: http://openpedagogy.org/assignment/student-created-group-genetics-worksheet/ Genetics worksheet: In this assignment students first look up a genetic condition in Genetics Home Reference (which is a public domain site maintained by the National Institute of Health). Then they give a description of the condition and make a problem based on the condition for other students to solve. Right now it is a Google document, but there will be a WordPress version available sometime this summer. The link is below.
- Links: What students have to say about Oped Ed: https://www.youtube.com/watch?v=90jgIU6wzmE Student at Keene State: http://blogs.ubc.ca/chendricks/2017/11/05/perceptions-of-open-pedagogy/
- Keene state college student link: http://blogs.ubc.ca/chendricks/2017/11/05/perceptions-of-open-pedagogy/
- Blog posts with discussions of these aspects, which are gathered from many others’ views (the first post in particular lists all those views and gives hyperlinks; the second post adds a few readings to the list) http://blogs.ubc.ca/chendricks/2017/05/23/navigating-open-pedagogy-pt2/ http://blogs.ubc.ca/chendricks/2017/10/25/open-pedagogy-shared-aspects/
- http://blogs.ubc.ca/chendricks/2017/10/21/open-education-in-the-60s-and-70s/ http://blogs.ubc.ca/chendricks/2017/10/25/open-pedagogy-shared-aspects/ Claude Paquette, 1979: focus on: Individual differences, individual growth directing the learning Instructors having an indirect influence: not to make students assimilate info but help them progress individually Flexible space and time Student choice in activities and students proposing activities themslves Learning activities should be such that there could be multilple answers, multiple pathways to reaching goals; also bringing different disciplines together Class rules established by teacher and students Don Tunnell (1975) provides what he takes to be a list of characteristics many conceptions of open education share (p. 12 of Kindle edition; emphasis mine): (1) Students are to pursue educational activities of their own choosing; (2) Teachers are to create an environment rich in educational possibilities; (3) Teachers are to give a student individualized instruction based on what he/ she is interested in, but they are also to guide the student along educationally worthwhile lines; (4) Teachers are to respect students. The following count as exhibiting respect for the student : (a) the student is granted considerable freedom; he/ she is, for the most part, autonomous, (b) the student’s interests and ideas are considered to be important and he/ she receives individual instruction and guidance based on his/ her interests, (c) there is considerable interaction between teacher and student; they are considered to be equal in some sense, (d) students are rarely commanded; uses of authority are minimized, (e) students’ feelings are to be taken seriously.
- Self-Directed learning: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-four-step-process “this Teaching Tip outlines key components of four key stages to independent learning, known as self-directed learning: being ready to learn, setting learning goals, engaging in the learning process, and evaluating learning.” See also: https://www.bpastudies.org/bpastudies/article/view/38/78 “When an individual or group decides that they want to learn certain information, knowledge or skill, they often seek the help of a teacher or professional instructor to tell them how to proceed and to supervise the learning process. However, another alternative for an individual is to assume the primary responsibility for planning, initiating, and conducting the learning project. Such behavior can be called either self‑instruction, self‑education, independent study, individual study self‑teaching, or self-directed learning.” Connected learning: https://clalliance.org/why-connected-learning/ Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them. … Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments. While connected learning is not new, and does not require technology, new digital and networked technologies expand opportunities to make connected learning accessible to all young people. The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Student as producer: http://studentasproducer.lincoln.ac.uk/project-proposal/ Students as partners: https://www.heacademy.ac.uk/individuals/strategic-priorities/student-engagement “Higher Education Academy regards partnership as a relationship in which all involved are actively engaged in and stand to gain from the process of learning and working together. It is distinct from listening to, or consulting with, students.” Also: https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf Partnership is framed as a process of student engagement, understood as staff and students learning and working together to foster engaged student learning and engaging learning and teaching enhancement. In this sense partnership is a relationship in which all participants are actively engaged in and stand to gain from the process of learning and working together. Areas of partnership: learning, teaching, & assessment; subject-based research; Scholarship of Teaching & Learning; curriculum design and pedagogic consultancy
- Hill, B.V. (1975). What’s open about open education? In D. Nyberg (Ed.), The Philosophy of Open Education (International Library of the Philosophy of Education Volume 15). Taylor and Francis.