Complementary and Necessarily Bundled
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"Complementary and Necessarily Bundled: Leveraging Partnerships to Bring Open Pedagogy to Scale" was presented on October 11, 2017, at the 14th annual Open Education Conference in Anaheim, California. Abstract: Open pedagogy is the future of open education because of the potential for an educational community to engage in the creation of the next generation of content while improving student learning. However, building open pedagogy to scale at most institutions has proven difficult, partially because of customized learning experiences and partially because of lack of faculty knowledge about how to support open pedagogy assignments. One way to increase adoption of open pedagogy is to leverage the existing infrastructure and institutional awareness around information literacy. The similarities in goals between open pedagogy and information literacy work represents a natural partnership that open practitioners can draw upon to support the increased adoption of both information-rich and renewable assignments in the curriculum. Panelists in this session will discuss a librarian's perspective on building programmatic support for open pedagogical practice, similar to how libraries have built programmatic support for information literacy. With a focus on scholarship of teaching and learning and open educational practices, we'll demonstrate how the work of open education practitioners and librarians is both complementary and necessarily bundled. When our professional, ethical, and teaching practices are united, open pedagogy can be better organized to scale.
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Complementary and Necessarily Bundled
- 1. Complementary and Necessarily Bundled: Leveraging Partnerships to Bring Open Pedagogy to Scale Sarah Cohen, Amy Hofer, Michelle Reed, Quill West Open Ed Conference, October 11, 2017
- 2. Add ingredients and stir
- 3. Sarah Cohen - @thesheck Managing Director, Open Textbook Network Amy Hofer - @open_oregon Coordinator, Statewide Open Education Library Services, Open Oregon Educational Resources Michelle Reed - @LibrariansReed Open Education Librarian, University of Texas at Arlington Quill West - @quill_west OE Project Manager, Pierce College The Panelists
- 4. Terminology - What do we mean by open pedagogy? - What do we mean by information literacy?
- 5. Open Pedagogy Defined Educational practices made possible by the 5Rs associated with OER. Open pedagogy is short-hand for a variety of teaching approaches wherein students add their voices and academic work to reusable materials meant to enrich future classes or enhance their digital identities.
- 6. Information Literacy Defined “Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” Framework for Information Literacy for Higher Education (2016)
- 7. Information Literacy Frames ❏ Information Creation as a Process ❏ Information Has Value ❏ Research as Inquiry ❏ Searching as Strategic Exploration ❏ Authority Is Constructed and Contextual ❏ Scholarship as Conversation
- 8. How do open pedagogy and information literacy intersect?
- 9. How are traditional roles impacted by open pedagogy?
- 10. What can Open learn from information literacy programs?
- 11. Indicators of an Information Literacy Program at Scale ❏ Regular instruction (“one-shots,” credit course) ❏ Institutionally recognized assessment strategy ❏ Information literacy as institutional outcome ❏ Librarian/instructor partnerships ❏ “Go to” people in the library to help with instructional resources ❏ Librarians involved in curriculum development ❏ Librarians actively engaged in pedagogy, teaching and learning, instructional design
- 12. What is open pedagogy to scale?
- 14. Thank you!
Editor's Notes
- Welcome, introductions (1 min) - Amy This presentation by Sarah Cohen, Amy Hofer, Michelle Reed, and Quill West is licensed under a Creative Commons Attribution 4.0 international license. Some materials used have more restrictive licenses. Please note those licenses when you use our presentation.
- Amy (1 minute) Assumption: IL and OEP are part of good teaching practices and should be integrated into instructional design rather than being something extra that’s added on or that lives in a silo IL isn’t a one-time innoculation that you get, it’s something that is mapped into the curriculum. Likewise, open is part of good instructional design and that’s why we come to work every day. We’re making the case that a similarity between IL and open is that they should be integrated into teaching and learning practices.
- 1 minute per (5 minutes total) - everyone introduce yourself, define your experience with open pedagogy.
- Quill Definitions: (1 min) IL is a way of thinking and practicing, interacting with info OEP has an emerging definition and questions about terminology, sometimes over-focuses on the resource rather than the practice Highlight on pedagogy puts focus on instructor view Terminology, how do we talk about OEP? Eg renewable vs persistent assignments. Also lessons learned from how we define IL and talk about it with disciplinary faculty (not let precision about language get in the way) (Michelle)
- Quill (2 minutes) Centering resources vs teaching and learning. Evolution of an idea- “thinking about IL as a literacy and not a set of competencies” Conversations about definitions also echo development of IL - another area in which the two areas can learn from each other.
- Michelle (6 min) Source: http://www.ala.org/acrl/standards/ilframework
- Michelle
- (10 min) In what ways do you see Open Ped and IL intersecting? In what ways do you see them diverging? Are there crossover skills? How do they apply in both of these areas? (Michelle first then Amy) Content librarians teach that are needed for open pedagogical practice. Existing support in the curriculum. What types of experiences do you see open ped and IL generating for students? Amy wrap up by introducing slide 8 Amy: Why do librarians care about OEP? We’re often already leaders in helping find and manage open content, so we should get involved in the pedagogy side as well, since open is not just about resources. Open fits with some of our core professional values, like equitable access, collaboration, and innovative pedagogy through active learning. Librarians can open up our own teaching practice where it’s appropriate to do so. This is good modeling and good pedagogy. Incorporating open practices into our existing information literacy instruction is a way to invigorate our content and develop authentic learning experiences. When disciplinary faculty use open assignments, librarians can support their efforts by scaffolding the information needs that come up in those assignments. We can use ACRL’s Framework to structure this support work because we’re teaching to the same big ideas that already belong to information literacy. Blog post with Silvia Lin Hanick at http://openoregon.org/opening-the-framework/ works through the ACRL frames and suggests connections between open ed assignments and IL concepts, for example: Cost of textbooks → info has value Students participate in real-world research, for example online digital humanities projects → Research as inquiry Students post own work with good tags or metadata for findability → Searching as strategic exploration
- (10 min) Amy intro, Quill (faculty), Sarah (librarians)... Remember student role as well What would scaling open ed do to traditional roles/workloads/collaborations for librarians and faculty? (Partnership and approaching existing programs, building lasting relationships around problem-based learning) ***This question is a chance to reinforce the learning theories (Quill) Reference sustainability Open Ped is really “the goal” in so many ways. (Sarah) Amy’s intro: Much as we believe that open should be integrated into what we already do, it very often feels like one more thing on already full plates for librarians and faculty. We’re going to shift gears to talk about what needs to change about positions, roles, and workload in order for open to become integrated into our teaching and learning practices.
- (Sarah) *from here on 20 minutes) What can we learn about scaling open pedagogy and open education from information literacy programs? (Sarah) Thinking programmatically, rather than personally / individual practice.
- Sarah Background on IL programs and how they’ve developed (1 min)
- Sarah Let’s discuss - could we capture? What is open pedagogy to scale? What would that look like, where are we now, what are the challenges? (Right now it’s a boutique process and most students don’t get this experience during their educational career) (1 min) What does it look like in sustainability… do scale and sustainability need to be the same thing? Does this discussion make you think differently about the roles we play at our institutions?
- Librarian focus on OER may start with resources/learning objects. Shift to thinking about open ped. How to bring in openness and still teach the core content? As with IL, find places where OEP is appropriate - doesn’t have to completely change your entire course. Start small. Scale - there’s not enough open content yet for the entire curriculum, but we’re going there - by the same token, that’s where we’re going with open ped, and it’s ok that we’re not there yet. Keep talking about what works and what doesn’t as a community. Instructional Skills Workshop (out of BC) - instructors are masters in discipline but not masters in teaching, so when you start teaching you take the ISW to learn basic teaching principles. If we want to learn open ped to scale, we need to include it in that workshop - or other instructor training programs. Can’t assume that faculty know how to use open source materials. What if there was a way to coordinate materials creation so that we don’t recreate the wheel? But we don’t need to worry about student efforts being duplicative because there’s value in students creating materials around how they reached new understandings. Open ped connection with active learning (or inquiry based learning or service learning). Is there a citation for this connection from the perspective of someone who is already knowledgeable about active learning? Taking assignments open can be iterative and slow progression by a series of tweaks Students are learning throughout the process regardless of the product How do you address open ped with faculty who have concerns about academic integrity and plagiarism? Parallel with problem in open space when we attribute open content This is an instructional design problem Opening up an assignment introduces an opportunity for a more meaningful conversation that’s not just binary (plagiarism = bad) Responsibility for adding your voice, contributions, make clear what’s your original thought - what’s the new idea in your writing? Students have contributions to make. IL librarians don’t “own” IL, but we haven’t moved past that idea with OER librarians. We need to take this discussion to libraries to help depts realize that not one person owns this. Be comfortable being the expert who doesn’t feel expert What is the goal of open ed? To empower faculty, ignite passions, engage students towards educational goals (paraphrasing Quill). How do we scale this? Connections with the pub “IL and Scholarly Comm” - read this, it’s relevant.