slides for SCORE Summit, Oct 17

1. Open Educational Practices:
Access, Equity and Connection
Karen Cangialosi
Dept of Biology, Keene State College
Keene, NH USA
@karencang

3. Funding Down,
Tuition Up

4. • In a study of 3,000 public college/university
students, HALF of the students left without a
degree, but with crippling debt.
• 50-80% of sticker price comes from non-
tuition costs.
• A year at a public university ranges from 16-
25% of a middle-class family’s annual income.
Modified from Slide by Robin DeRosa [CC BY 4.0]

5. Study of 86,000 students at 123
two and four year institutions across
the U.S. April 2019
• Food Insecure: 45%
• Housing Insecure: 56%
• Homeless: 17%

6. Image: The Economist
From The Economist

8. 21,000 students in the study

9. Open Educational Resources by Ron Mader [CC BY 2.0]
• Free
OER

10. Slide by Robin DeRosa [CC BY 4.0]

11. Synthesizes results from 36 studies
involving 121,168 students. Students
achieve the same or better learning
outcomes when using OER.

12. OpenStax.org

13. Bio.LibreTexts.org

14. Qubeshub.org/qubesresources/oer

15. • At Keene State College, we use OER and other free
resources for nearly ALL Biology courses. We have
collectively saved our students about $250,000 over
the last 4 years.
• Many Colleges and Universities have already saved
students MILLIONS of dollars in textbooks costs.

16. Beyond Equity and Embrace Liberation?
Modified from original image by Craig Froehle

17. Creative Commons
licenses explained
©Foter (adapted by
Jisc) via Foter blog
CC BY-SA
The Open
License
Not just “free”,
but Open.

18. • Reuse
• Revise
• Remix
• Redistribute
• Retain
FREE as in Freedom (the 5 R’s)

19. Open Educational Resources by Ron Mader [CC BY 2.0]
• Digital
• Multimedia
• Downloadable
• Adaptable
• Current
• Public
• Openly Licensed
• Free
OER

21. Open Pedagogy
is about
Access and Agency
Students
Design
Learning
Structures
Knowledge
Knowledge
Creation
Knowledge
Sharing
Community
Connections &
Collaboration
food,
housing, gas,
laptops,
captions,
safety, ETC.

22. Students not just using, but CREATING a variety of OER
• “Traditional” OER as textbook (e.g.
OpenStax)
• Ancillary materials: test banks, etc.
• Curated links on websites
• Open Google Docs
• Open Videos
• Case studies
• Open Labs, simulations, animations
• Open Source software/tools
• Open Access published articles
• Open Datasets
• Open Lab notebooks, Methods
repositories
• and more… Popsicles by Colored Pencil Magazine [CC BY 2.0]

23. Student-Created OEROEROpenPedagogy

24. Student-Created OEROEROpenPedagogy

25. Domain of One’s Own
https://kscopen.org/

26. • 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

27. Audience Beyond the Professor

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

29. Medical students at the
University of California
San Francisco School of
Medicine edit
Wikipedia articles

32. “Our students
are not just
going on the
web, they are
constructing it.”
-Martha Burtis
"This is How The Web is Made“ by cogdogblog
https://flickr.com/photos/cogdog/16248316055
[CC BY 2.0]

33. Students write about local and global environmental issues
#SciComm
Open Pedagogy as Public Service

34. Kwantlen Polytechnic University (KPU) and Montgomery College,
International Partnership

35. From Data Feminism, D’Ignazio and Klein, MIT Press Open
“What if we imagined
teaching data as a
place to start creating
the connected,
collective, caring
world that we want
to see?”
-Catherine D’Ignazio and
Lauren Klein
https://bookbook.pubpub.org/data-feminism

36. “Open is a Process, Not a Panacea”
-Robin DeRosa

37. Students can work with faculty to:
• Create Content
• Write the syllabus
• Write the attendance policy
• Create learning outcomes
• Determine what goes on during class
• Design assignments
• Decide what work they want to make public
or openly license
• Determine how they will be graded
Trust, Power, and Agency

38. • OER
• Open Science
• Open Data
• Citizen Science
• Science Communication
• Open Access Publication
Open Pedagogy

39. The Pedagogy of Open Science
Teaching students the values and practices of opening up scientific work

40. By G.emmerich [CC BY-SA 3.0]
• Transparency in experimental methodology,
observation, and collection of data
• Public availability and reusability of
scientific data
• Public accessibility and transparency of
scientific communication
• Using web-based tools to facilitate scientific
collaboration
From What, exactly, is Open Science?
Posted on July 28, 2009 by Dan Gezelter
A Global Scientific Revolution

41. Why Do Science Openly?
• Make scientific practice more effective by increasing collaboration,
transparency of the review process
• Increase our range and extent of knowledge, amplify collective intelligence,
increase cognitive diversity, inclusivity
• Real breakthroughs need to come through diverse teams of collaborators who
share data, not individual superstars
• Declining funding for basic science and for higher education, increasing
corporatization of academia, decreasing public trust

42. Open Protocols
https://www.protocols.io/
OER Open Notebook Science Network
http://onsnetwork.org/

44. Faculty-Student Co-authored Open Access Research Article
Article
CC BY NC ND
Open Pedagogy/Open Science

45. Open
Data
Open
Science
Open
Access
Publishing
OER
Open
Pedagogy
Open
Source
Software
Energy Flow and Nutrient Cycling in The Open Ecosystem
By Karen Cangialosi [CC BY 4.0]
(modified from Chesapeake Bay
Waterbird Food Web CC 0)

46. “When my students gain access to knowledge, I want it to be part of a larger
invitation: we trust that you have important lessons to teach the world, and we trust
that the knowledge you access today will be changed by your perspective, that you
will open doors to new ideas that we, your current teachers, never could have
taught you.” – Robin DeRosa, University of the Margins

47. • What are some ways to make education more accessible
and equitable for all students? (Open for whom?)
• How do we authentically give our students voice and power
in the design of learning structures?
• How do we keep the real life circumstances of our students
in mind when we design learning experiences?
• How do we help the public see the value in what our
students are achieving?
• How can we inspire students to radically transform the
world in ways that we cannot yet imagine?

48. Except where otherwise noted, this work by
Karen Cangialosi is licensed under a Creative
Commons Attribution 4.0 International License
Follow me on twitter @karencang