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Rejuvenating Open Education through Open Pedagogy

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Michael Dabrowski's presentation at GO-GN, Galway, April 2019

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Rejuvenating Open Education through Open Pedagogy

  1. 1. REJUVENATING OPEN EDUCATION THROUGH OPEN PEDAGOGY MICHAEL DABROWSKI Academic Coordinator, Spanish, Athabasca University Spanish Sessional, University of Calgary Ed.D. Student, Athabasca University
  2. 2. ACKNOWLEDGMENTS I would like to thank the Global OER Graduate Network (GO-GN) for transportation, accommodation and registration for OER19, which allowed me to participate in this conference.
  3. 3. AGENDA • Background and Overview (4-5 minutes) • Rejuvinating the Learning Objectives (10 minutes) • Open Educational Practices and Resource • Language, Literary Appreciation, Cultural Awareness • Research Skills, Technical Skills • Social awareness, Self-reflection, Global citizenship • Risks, Drawbacks, and Reflections (5 minutes) • Questions and Discussion
  4. 4. BACKGROUND AND OVERVIEW
  5. 5. THE ISSUE - DISPOSABLE ASSIGNMENTS • What does this mean? Learning starts Many hours of student work, alone Teacher time for marking Student may read comments 1 match 5 minutes of fire hazard End of ALL learning Image Credit: _Alicja_ under standard Pixabay license Wiley, D., 2013. What is Open Pedagogy? [WWW Document]. iterating toward openness. URL https://opencontent.org/blog/archives/2975 “Not only do these assignments add no value to the world, they actually suck value out of the world.” (Wiley)
  6. 6. I WANTED TO DO SOMETHING DIFFERENT A flipped classroom where the students do the teaching and I work as a facilitator. 5 Written Assignments (5%, 8%, 12%, 12%, and 20%) 4 Collaboration Assignments (2%, 2%, 4%, 4%) Ice Breaker Presentation (3%), Sociocultural Issue Presentation (10%) Personal Reflections on Learning (5%) + Class Participation Why not create an Open Educational Resource (OER) in the process?
  7. 7. I WANTED TO DO SOMETHING DIFFERENT Why not expose students to a world of ideas, BIG ideas! The traditional course focuses on grammar and writing in an academic context.
  8. 8. REJUVINATING THE LEARNING OBJECTIVES
  9. 9. REJUVINATING ASSIGNMENTS Building a strong teacher student collaborative relationship of inquiry Active engagement of cognitive Sharing personal knowledge and skills with others in a collaborative online setting. Other student’s work becomes example and benchmark Students create, edit, expand, and remix Crowdsourcing a Text David Wiley, the inspiration behind the Open Pedagogy approach at OpenEd17,Anaheim, CA
  10. 10. STUDENT PROFILE • A 50%/50% mixture of legacy Spanish speakers/2nd year grammar track students. (25-2018, 21-2019) • Expected Majors: Spanish, Archeology, International Business, International Relations, Education • The Unexpected Diversity: Biological Sciences, Chemistry, Natural Sciences, Visual Studies, Actuarial Sciences, Marketing, English, Philosophy, Psychology, Sociology, Exercise and Health Physiology, Multi-Disciplinary • Some undeclared majors and a visiting student
  11. 11. STUDENTS HELPING STUDENTS LEGACY SPANISH SPEAKER • Exceptional speaking ability • Grammar “sounds correct” • Vast vocabulary • Read and write for pleasure with spontaneity • Live a particular culture SPANISH STUDENT • Reluctant to speak Spanish • Detailed grammar rule knowledge • Limited vocabulary • Read and write critically and methodologically based on models • Explore multiple cultures/perspectives
  12. 12. COLLABORATIVE TECHNOLOGIES • Class Discussions (in-class, online) • Collaborative Group Work (in-class, online) • Content creation, editing, glossary, assignments (online)
  13. 13. STUDENT’S COLLABORATIVE CONTRIBUTIONS • For each example and individual student work submitted, peers provided: • Detailed grammar peer-review with discussions • Glossary of difficult words • Short textual questions • Questions about topics in the texts • Global discussion themes emerging from the texts
  14. 14. CONTENT CREATION
  15. 15. GLOSSARY OF DIFFICULT WORDS
  16. 16. SOCIAL AWARENESS, SELF-REFLECTION, GLOBAL CITIZENSHIP
  17. 17. SOCIAL AWARENESS •13 weeks, 17 Sustainable Goals • Short Fiction • Case studies • Research Essays • Daily Discussions Spanish Langauge + Global Awareness
  18. 18. SELF-REFLECTION & GLOBAL CITIZENSHIP
  19. 19. CULTURAL AWARENESS LANGUAGE SKILLSLITERARY APPRECIATIONTECHNICAL SKILLSRESEARCH SKILLS SELF AWARENESS SPANISH OER
  20. 20. RISKS, DRAWBACKS AND REFLECTONS
  21. 21. RISKS AND DRAWBACKS • Dealing with past trauma • Discussing marginalized groups • Focusing on issues and not the solutions • Privacy vs. being open
  22. 22. REFLECTIONS ON THE SEMESTER “¡Gracias por un sorprendente semestre! Fue realmente una alegría venir a clase y disfruté cada momento del curso.” “Thanks for the great semester! I really enjoyed taking this class, I thought you did a great job with it. I enjoyed the many discussions/debates had as a class, I am like you and I like to just debate things. ” “Tu clase siempre fue una de las que esperaba con impaciencia ya que hiciste que la clase fuera muy estimulante e hizo de mi preguntar mi propio punto de vista. Espero verte en el futuro y desearos lo mejor. ” “Best wishes for the future, I hope we can meet again and talk about worldly issues. I loved your class. Thanks for the excellent semester. ”
  23. 23. KEY INSIGHTS FOR OER DESIGN OERs are never finished, just continuously improved. Students are very grateful for OUR efforts to reduce their cost of education, and are willing to contribute where they can. There are millions of potential collaborators, if you ask. If you can imagine it, they can create it… Remember to Share!
  24. 24. SOME LESSONS FROM THE COURSE • Student don’t object to hard work, just to pointless work • Students co-create meaningful learning spaces if given freedom • Classrooms are anywhere with a connection •Publishers beware… the students are coming!
  25. 25. FUTURE PROJECTS • Survey of Hispanic Literature • 1100-1900 (before © becomes an issue) • Latin American Civilization and Culture • Peninsular Civilization and Culture We want YOUR Help!
  26. 26. PRESENTATION WHAT IT MEANS TO BE “OPEN”
  27. 27. MY RESEARCH QUESTION (A WORK IN PROGRESS) I am interested in if/when/how/why, through the process of creating and editing open publications, students improve their language skills, engage in, and benefit from, collaborative practices, and deepen engagement with the global community.
  28. 28. Methodology I have yet to determine a methodology for the research – that’s the next course (EDDE 805 – The Proposal) Progress 2 years of coursework almost complete Finishing 2nd cohort of Spanish students Publishing 1st edition of OER for online self-study in the next year (https://ocw.lms.athabascau.ca/course/view.php?id=134) Issues I’m not getting younger and I’m looking for a fast way through the thesis process, so I can graduate before my retirement. 
  29. 29. ED.D. REFLECTIONS • Finishing 2nd year of coursework. • I have met incredible people along the way • Openness does not come naturally to people • Head swimming in theory. Any advice on how to pick one? • How to go through the process faster?
  30. 30. OPEN RESEARCHER Human knowledge is a common good and must be available to all Cooperation and Collaboration in Teaching, Learning, and Research To explore OPEN To advocate for OPEN To publish in the OPEN To be OPEN Image Credit: Scottsdale, AZ - Michael Dabrowski CC BY-SA
  31. 31. MICHAEL DABROWSKI DABROWSK@ATHABASCAU.CA 403.217.6002 (OFFICE NUMBER) 403.585.4494 (CELL, TEXT FRIENDLY) Questions and Discussion

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