Keynote presentation for Advancing Learning conference at Fanshawe College, London, Ontario.

2. 2
ontario
David Porter, Ed.D.
CEO, eCampusOntario
davidp@ecampusontario.ca
Twitter: @dendroglyph
Unless otherwise noted, this work is licensed under a Creative
Commons Attribution Share Alike License. Feel free to use,
modify, reuse or redistribute any or all of this presentation.

4. FASTER + FASTER
OUR WORK IS HAPPENING
beforea smoother state
now responsiveness to change
and emergent opportunities
drives activity

6. 6Photo by Pablo García Saldaña on Unsplash

8. 8
Professional challenges
often trigger deeper
thinking about
teaching and learning…

9. 9
Engage and Teach these students about knowledge construction

10. 10
My response was predictable
§ I used Google to research teaching practices
for bringing interactivity and engagement
to large-scale lectures.
§ I researched how to employ the students’
own technology effectively in lecture halls
to support learning engagement and lesson
outcomes.

11. 11
It worked.

12. 12
But, I missed an opportunity to think
more deeply about the teaching and
learning implications of the challenge
I had solved in one instance.

13. 13
Photo by Jesse Bowser on Unsplash

14. 1
Strategic themes
need to guide
our actions

15. 15

17. 17
45 institutions
16,000+ courses
700+ programs
Resources for students
Resources for faculty
Opportunities for engagement

19. 19

20. 20
Extending
practice is a guiding principle

21. 21

22. 22

23. 23
Ontario Extend is a capacity-building
initiative that is grounded in the belief that
the impact on learning should be the primary
motivator for creating technology-enabled
and online learning experiences.
ing

24. 24
extend.ecampusontario.ca
• Six, three-hour modules
for self-directed study,
face-to-face workshops,
or collaborative study
• Domain of one’s own
project
• All openly licensed

25. Simon Bates, University of
British Columbia. CC BY-NC-SA
EMPOWERED
EDUCATOR
THE

26. 26
extend.ecampusontario.ca

27. e4
ü explore
ü engage
ü extend
ü empower
Our mantra…

28. 28

29. enlightenment

30. Design-Based Research

31. 31
Adapted from: Reeves, T.C. (2006). Design research from a technology perspective.
In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.),
Educational design research (pp. 52-66). London: Routledge.

32. 32
Fleming College
March 29, 2018
29 in-person participants – 22 virtually
Extend East
Lambton College
May 8, 2018
33 in-person – 35 virtually
Extend West

33. 33
Research Questions
What pedagogical values
and practice influences
do educator participants
report after their
interactions within the
Ontario Extend
professional learning
program?
What changes or
improvements to the
program design, program
materials or facilitation
strategy / approach to
training do Ontario
Extend participants
recommend?
Other questions?

34. 34
Rethinking
Needs to be at the core of our practice

35. 35
Rethinking
• Learning resources
• learning experiences
• Learning Recognition

36. 36
ontario
Rethinking Learning Resources
What happens when we bring teaching and
learning into the open?

37. PD-US via Wikimedia Commons
“Everyone has the right
to education. Education
shall be free, at least in
the elementary and
fundamental stages…”
Source: United Nations, 1948, Universal Declaration
of Human Rights Article 26, paragraph 1
Universal
Declaration of
Human Rights
It started in 1948

38. 38

39. 2
Role models and
allies help inspire
our work in
open education

40. And, it’s all about
academic freedom,
and the right for you to
choose the resources
that best support
your students.

41. 41
Patient Zero

43. 43
ontario
Rethinking Learning Resources

44. 44

45. 45

46. 46

47. 47
Grant freedoms instead of imposing restrictions
Sharing is fundamental to teaching
Collaboration is a good thing
Assumptions about Openness

48. Open Education encompasses resources, tools
and practices that are free of legal, financial
and technical barriers and can be fully used,
shared and adapted in the digital
environment.
Scholarly Publishing and Academic Resources Coalition- sparcopen.org

49. Images from Oxfam.org CC BY and
https://en.wikipedia.org/wiki/User:Daniel_Mietchen/Talks/World_Open_Educational_Resources_Congress_2012/Ho
w_Open_Access_and_Open_Science_can_mutually_fertilize_with_Open_Educational_Resources CC BY-SA
Why is this work happening?
To increase access to higher education by reducing student costs
To improve student learning by removing barriers to resources
To give faculty more control over their instructional resources

51. A simple,
standardized
way to grant
copyright permissions
to your creative work.

52. Some Rights Reserved
Creative Commons logo by Creative Commons used under under a Creative Commons Attribution 3.0 License

53. Open thinking is spreading worldwide

54. Ontario nurses working in the open

55. Vital Sign Measurement
Across the Lifespan –
1st Canadian Edition

57. 57
Student Advocacy is a Huge Asset

58. 58
Students are
aware that
resource
models we
employ are
broken – and
it affects
their progress
and success.

59. 59

60. 60
learner advocacy

61. 3
Government
support is a key
ingredient for
initially scaling
an open strategy

62. 62

63. 63

65. 65
2014
Data

66. 66
2016
Data

67. Choices for students

68. 68

69. Publish Many
Write Once

72. Don’t reinvent it Adopt and adapt

73. 73
ontario
Beyond textbooks
Teachers also need OPEN resources
• Project files
• Learning activities
• Assessments
• Homework help
• Power point decks

74. 4
Innovative educators
fuel the Commons –
they need
recognition, support +
compensation

75. 75phet.colorado.edu

76. 76
ontario
Big Benefit #1: Full Legal Control
• to customize
• to localize
• to personalize
• to update
• to translate
• to remix
Some Rights Reserved
Creative Commons logo by Creative Commons used under under a Creative Commons Attribution 3.0 License

77. Beyond Free
Benefit #2
Access to customized
resources improves learning

78. New Data

80. Beyond Free
Benefit #3
Open provides opportunities
for authentic learning
activities

81. 81
5.5 million views per month.
ChemWiki most visited chemistry website
in the world.
Delmar Larsen offers extra credit to students who submit entries
to an online Chemistry textbook. He assigns a rating system to
new articles based on the author's expertise and experience, with
articles moving up as they are edited and vetted.
Sources: ChemWiki takes on costly textbooks UC Davis News,
October 2013 UCD Hyperlink Newsletter October 2014

82. 82
Robin DeRosa
Plymouth State University – New Hampshire
The Open Anthology
of Early American Literature
“I launched the open textbook project over a summer,
and because I teach at a public university where I had
no easy access to graduate assistants or funding, I hired
a bunch of undergrad students and recent alums, and
paid them out of my own pocket to assist me. Turns
out, most of them were willing to work for free (I
didn’t let them, though what I paid was low because it
was all I could spare), and turns out the whole
endeavor of building the work turned out to be
transformative to my own pedagogy and to the course
that followed.”

83. Linking research
with teaching

84. 84

85. Open Pop ups
A shareable library of “pop up”
projects, openly licensed and curated
locally or across school districts.
• Encouraging networking
• Encouraging risk taking
• Encouraging a culture of sharing
@verenanz
Verena Roberts
Rocky View SD, AB

86. Beyond Free
Benefit #4
Collegial collaboration

87. Library sprints

88. Test bank
sprints
2 Days
17 Psych Faculty
6 Institutions
850 Questions

89. Textbook
sprints

91. 91
From the arrival of its first human inhabitants tens of thousands
of years ago to its increasingly globalized modern population,
the Canadian state has undergone numerous transformations.
This course will examine the history of Canada from its earliest
times to the present focusing of key transformations in the
country’s environmental, social, political, economic and
cultural history.
Belshaw, John Douglas. Canadian History: Pre-Confederation
Belshaw, John Douglas. Canadian History: Post-Confederation
Bumsted, J.M., Len Kuffert, and Michel Ducharme. Interpreting
Canada’s Past: A Pre-Confederation Reader. Fourth Edition
Bumsted, J.M., Len Kuffert, and Michel Ducharme. Interpreting
Canada’s Past: A Post-Confederation Reader. Fourth Edition
Nelles, H.V. A Little History of Canada. Second Edition
Organization of
the Course
Course Description
Course Schedule
Assignments
and Evaluation
Readings
(Required Textbooks)
5% Written Assignment 1
10% Written Assignment 2
10% Written Assignment 3
15% Written Assignment 4
5% Weekly Quizzes
15% Midterm Exam
20% Final Exam
20% Tutorial Participation
Department of History • Instructor: Sean Kheraj
Kheraj Office: Vari Hall 2124
Office Hours: Wednesdays 9:30am-11:30am
Email: kherajs@yorku.ca
@seankheraj #yorkhist2500 @YorkHist
5%
5%
10%
10%
20%
20%
15%
15%
LECTURES TUTORIALS READINGS ASSIGNMENTS
01 02 03 04 05 06 07 08
09 10 11 12 13 14 15 16
17 18 19 20 21 22 23 24
HIST 2500:
Canadian History
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
WEEK 9 WEEK 10
Why
Canadian
History?
Indigenous
America and
Global Human
Migrations
French
Colonial
Society
Furs and
the French
Empire
Remaking
the Atlantic
Colonies
The Fall
of New
France
The
Revolution
of British
America
Fur Trade
Frontier
Colonial
Life and
Empire
Politics,
Conflict, and
Rebellion
WEEK 11 WEEK 12 WEEK 13 WEEK 14 WEEK 15 WEEK 16
WEEK 17 WEEK 18 WEEK 19 WEEK 20 WEEK 21 WEEK 22 WEEK 23 WEEK 24
Confederation
and the Idea
of Canada
Consolidating
the Canadian
Empire
Labour
and
Capital
Reform
Movements
War
Society
The Farmer-
Labour
Revolts
Depression
and Dissent
Total
War
Post-War
Society
Next to an
Elephant
Limited
Identities
Aboriginal
People in the
Twentieth
Century
Neo-Liberalism
and the History
of Stephen
Harper
Twenty-First
Century
Canada
Visual Course Syllabus by Ken Hui and Sean Kheraj is licensed using a CC-BY-SA 4.0 International License
Textbook Sprints +
ancillary teaching
resources
Open Textbook Seminar Handbook
Visual Course Syllabus
+ +

92. 92
Ideas take
flight through
networks of
academic
professionals

93. 93

94. 94

95. Beyond Free
Benefit #5
Demonstration of the service
mission of institutions

96. Author: Mathieu Plourde: CC-BY-SA http://en.wikipedia.org/wiki/File:MOOC_poster_mathplourde.jpg
Making MOOCs truly open

97. 97
All
sprinkles
No ice cream!

99. 5
A well-supported
team of Open
Rangers builds
community

100. Our vision is for a collaborative,
open community across the Ontario
higher education sector
Photo by Tegan Mierle on Unsplash

101. 101
social
good
human
connections
high
value
community
resources
+
Source: Adapted from Made With Creative Commons by Paul Stacey and Sarah Hinchliff Pearson

102. Photo by William Bout on Unsplash
● Open Textbook Library
● Open Rangers
● Open Education Fellows
● Ontario Extend
● The Patchbook
● The Catch
Community Connectors

103. Empowering faculty
Who are the
Open Rangers
on your
campus?

104. Opportunity - OER research FellowshipS

106. Photo by Natalie Collins on Unsplash
Ontario Extend Contact: Terry Greene
tgreene@ecampusontario.ca

107. The Open Faculty Patchbook
A Community Quilt of Pedagogy

108. Photo by Mikael Kristenson on Unsplash
What are their stories?
T h e O p e n L e a r n e r P a t c h b o o k

109. 109

110. The Catch
Peggy French
Terry Greene
Jenni Hayman
Joanne Kehoe

111. Stoke the Fire
Photo by Mohamed Nohassi on Unsplash
thecatch@ecampusontario.ca

112. 6
Open innovation
needs to
permeate the
academy

113. @SXDLab

115. Prototypes
Rapid prototyping

116. Student-generated virtual reality content
Vendor partner - Labster
Teams

118. Paramedic Training Program

120. 120

121. Exponential Learning
Project

123. Co-Creation Session
Journey Mapping
Prototype Testing
DESIGN RESEARCH METHODS
Problem Definition

124. Quilt is a community-
based, digital platform that
allows students to co-
create open educational
resources together
Their mission is to use
student work in the
classroom to create an
open learning community.
They envision a world
where students act as
creators and take
ownership of their
education.
Creating a
prototype

125. Open Innovation as a
guiding principle
Moving ideas to action
through intentional
engagement with student
ideas
Mapping
strategy to
action

126. 126
Moving forward…

127. 127
@eCampusOntario -> Three Strategies

128. 128
Translating strategy
into action
Open Innovation as a guiding principle
Funding calls for two focus areas: open
resources, and research and innovation
Funding to support development of a
shared service structure for educational
applications to support institutions, faculty
and students
Calls for proposals targets:
• RFP – May 31, 2018
• RFP submissions close – July 6, 2018
• Proposals adjudicated – August 17, 2018
• Awards announced – September 7, 2018

129. 129
funding targets for 2018-19
For Investment in open + collaborative initiatives,
Shared services and research and innovation ACTIVITIES
Investments in collaborative and
shared services that benefit
institutions, faculty and students.
Services aimed at reducing costs
while increasing capabilities.
1.3M
S 2 : S H A R E D S E R V I C E S
Investments in open and
collaborative programs, localized
in institutions and as system-wide
initiatives . Funding to flow as
grants (RFPs).
6.65M
S 1 : O P E N I N I T I A T I V E S
Funding for scholarship and innovation
initiatives that further our knowledge in
emergent areas of practice including AI, VR,
AR, authentic assessment, prior learning
assessment, microcredentials (RFPs)
3.5M
S 3 : R E S E A R C H A N D I N N O V A T I O N

130. Slides: goo.gl/feJFow
https://www.slideshare.net/David_Porter/