Open pedagogy talk for USNH Academic Technology Institute

1. Open Pedagogy
Karen Cangialosi
Keene State College
@karencang
On the
Ground
Young woman lying on the ground [CC BY 2.0]

2. Boots on the Ground [CC BY 2.0]

3. Getting off the Ground

4. Open Educational Resources by Ron Mader [CC BY 2.0]
• Reuse
• Revise
• Remix
• Redistribute
• Retain

6. OPEN Pedagogy
is about
Access
Learning
Structure
Design
Knowledge
Knowledge
Creation
Knowledge
Sharing
Community
Participation &
Collaboration
food, gas,
laptops,
captions,
safety, ETC.

9. OpenStax.org
OER

10. LibreText Project

11. Open Lab Notebook, Methods and Protocols
https://www.protocols.io/

12. OER

13. Open Data
as OER

14. • “Traditional” OER as textbook
• Ancillary materials: test banks,
study guides, lesson plans, etc
• Curated links on websites
• Open Google Docs
• Open Access published articles
• Open Datasets
• Open Lab notebooks and
Methods repositories
• Open Videos
• Open Lab Simulations
• Open Source software/tools
• and more…
OER

15. Open
Pedagogy
[CC 0]

16. Students can create ancillary materials for OER textbooks

17. KSC Intro biology students create wiki pages to use as their
open lab notebook

18. Learning both the Practices and Values
of Open Science and Open Pedagogy

19. “This led me to take charge of not only my
academics, but gave me a very staunch and
real-world view of what would be expected of
me as a scientist.”

20. Faculty-Student Co-authored Open Access Published Research Article
CC BY NC ND

21. Open Pedagogy
Classroom
Open Science
Research Lab
Open Access
Communication
Open Data
Energy Flow and Nutrient Cycling in the Open Ecosystem

22. Open Google Docs for sharing & working collaboratively on the web

23. https://edu.ifixit.com Students writing Open Repair Manuals

24. Students Breaking New Ground

25. 2017 class
• Students create
content on their
domain spaces
2019 class
• Add content from
domain spaces
• Curate and edit
content from
2017 & 2019;
create pressbook
2017 Alumni
• Further edit
Pressbook Content
• Add new content
• Write the intro, title
• Reorganize chapters
Ground Swell
Photo by Shalom Jacobovitz -
SJ1_8558, CC BY-SA 2.0,
https://commons.wikimedia.or
g/w/index.php?curid=9511582

26. “This class really helped me in making my scientific writing
better. Editing the pressbook gave me a lot more confidence that
I can write quality scientific work.”
“From editing the pressbook I have gotten a lot of practice in how to
correctly site a source and attribute the author. It’s a pain when
there is an image you want to use but can’t find the cc licensing on
them.”

28. Fertile Ground: Domain of One’s Own
https://kscopen.org/

29. “Contribute to, not just consume from, the knowledge commons”
-Robin DeRosa

30. “I also learned the importance of sharing information with
others because reading other people's posts gave me
information and my posts could help others as well.”

32. “It was a drastic and honestly scary change going from a
traditional learning course where I only have my
instructor’s opinion to worry about.”

33. “As an education major, I was a
little upset by this fact… every
student should have equal
access to this content.”

34. • Students create, remix and
openly license work that is
shared with others.
• Student work lives on past the
end of the semester (if they
want it to).
Non-Disposable Assignments

35. Connecting Classroom and Community

36. Community
Participation

37. Students write about local contamination sites and potential
consequences to humans and wildlife
#SciComm
Open Pedagogy as Public Service

38. Wiki Education Foundation (wikiedu.org)
[CC BY SA]
Creating/Editing Wikipedia Articles

39. http://mediashift.org/2016/05/why-you-and-your-students-should-work-to-improve-wikipedia/

40. Web Annotation for Community & Collaboration

41. Using Social Media for developing a
Personal Learning Network; Connecting
with Peers, Professionals and Academics
Twitter
Linked-In
#KSCBio

42. “ I got into several conversations with
professionals about how to save our planet
and things that need to be done in order to
make that happen. I also sent several
professionals links to my website and
would get into discussions about things
that I had researched. I found myself
enjoying being on twitter for a purpose
other than entertainment.”

43. “… the big thing that I have just found and gotten
into is following college students getting their
Masters or PhD’s in science related work, a lot of the
people that have been popping up on my feed are
focusing on amphibians and reptiles. It was a really
great find to know that that is an option for myself
as I further my career.”
#KSCBio
“I love the network the bio department has
created through twitter”

44. Students can:
Sharing the Ground
• Create Content
• Write the syllabus
• Determine what goes on during
class
• Write the attendance policy
• Determine how they will be graded
• Create learning outcomes
• Design assignments
• Decide what they want to make
public
• Decide whether or not to openly
license their work
Sharing the Ground

45. Students Design Learning Structures

46. “With this being my second
semester in an open
pedagogy class driven by
self-learning, I can’t help but
to feel grateful for the things
that these classes have
offered me as well as what I
have learned. …grading
myself and being driven by
myself and not due dates
allowed me to take my time
and produce a quality of work
that I am proud of.
Who Owns the Ground? Students on Student Agency

47. “…in other classes I struggled and seemed
to be one of the students that wasn’t quite
absorbing all of the material and my grade
would reflect that. Then at the end of the
semester I didn’t get all that I wanted from
that course and on top of that I didn’t get
the grade I wanted either. With this style of
self learning, I never got that feeling in any
of the classes. I struggled to adjust but
once I did, I was able to digest the material
how I saw fit…”
Clearing Ground for ALL students

48. “This method of learning although
“unconventional” also allowed everyone
within the class to create really good
relationships… I think part of this stems from
the fact there is no underlying competition to
be the “best in the class” or the “smartest”.
… I feel like this is something that could
help me in the future, having myself and my
peers remember the good relationships
formed within these classes.”
Gaining Ground: Building an Open Pedagogy Culture in the Classroom
“I loved how incorporated in the course we all were.”

49. Flying Above the Ground:
Sustaining an Open Pedagogy Culture in the Department, on Campus

50. “Another thing that I noticed over the past three semesters is these
style courses bringing students closer together in a way. Instead of just
being another person in the classroom this style of learning allowed all
of us to connect in the room itself but also outside of it via our domain
sites, twitter, linked in and so on. When you combine all of these things,
it creates a tight knit group of people which just so happens to be the
bio students here at Keene State.”
“I think that the most valuable thing I’ve gained is that I have more
confidence in my abilities as a biology student because a lot of peers
and teachers respect the work I do.”

51. This work by Karen Cangialosi is licensed under a
Creative Commons Attribution 4.0 International License Follow me on twitter @karencang
“One of the main
things I learned
though was about
me as a learner.”