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It's Not Just About the Money: Open Educational Resources and Practices

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Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.

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It's Not Just About the Money: Open Educational Resources and Practices

  1. 1. It's not only about the money: Open educational resources and practices Christina Hendricks, UBC Professor of Teaching Academic Director, Centre for Teaching, Learning & Technology Open Art Histories, Langara College, January 31, 2020 Except for elements licensed otherwise, these slides are licensed CC BY-SA 4.0
  2. 2. Slides available: is.gd/oer_openart_jan2020
  3. 3. Open Edu & You ◉ Can explain OER in 5 seconds or less to someone entirely new to it ◉ Have used OER in teaching and learning ◉ Have created or revised OER ◉ Can explain Open Edu Practices (OEP) / Open Pedagogy (OP) in 5 seconds or less ◉ Engage in OEP/OP
  4. 4. What does “open” mean? What are OER?
  5. 5. Open as in Free of Cost Open as in cost Libros Libres, by Alan Levine, licensed CC BY 2.0, Flickr
  6. 6. Open like a museum Open like a museum A Day at the Museum 2, by Robert Couse-Baker, licensed CC BY 2.0, Flickr
  7. 7. 5 R’s of open content ◉ Reuse ◉ Revise ◉ Remix ◉ Redistribute ◉ Retain Open Content Definition by David Wiley; Creative Commons Logo from CC Downloads
  8. 8. Open Edu Resources OER logo by Markus Büsges, licensed CC BY-SA 4.0, Wikimedia Commons “Open Educational Resources (OER) are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.” (UNESCO)
  9. 9. Open how? Adapted from Hodgkinson-Williams (2014) Cost License Technical Inclusive/ Accessible Pedagogical Free of cost (or low cost for print) Allow revision, reuse Open formats; technical skills needed to use/adapt; availability, discovery Diverse topics, perspectives, ways of knowing; digital accessibility, Universal Design Collaborative, connecting to wider community; student contribution to knowledge, not just consumption
  10. 10. Why OER?
  11. 11. Your thoughts Among those who use, adapt, or create OER... Why do you do so?
  12. 12. Rising cost of textbooks Source: US Bureau of Labor Statistics Textbook costs College tuition & fees Housing at school
  13. 13. BC students UBC (2019) 71% Have gone w/o require texts in a course b/c of cost (rarely, sometimes, often or frequently; 35%: often or frequently) JIBC LESD (2019) 60% Didn’t buy a required textbook because of cost BC (2015) 54% Didn’t purchase a required textbook at least once in the past 12 months because of cost UBC: AMS Undergraduate Experience Survey 2018; JIBC: Daddey & Korpa, 2019; BC: Jhangiani & Jhangiani (2017)
  14. 14. Equity ◉ Increased access to education & resources ○ including assessment tools ◉ Student retention (Fischer et al. 2015; Wiley et al. 2016) ◉ Equal or better learning outcomes (Hilton 2019)
  15. 15. Customizability Ability for faculty, staff, and students to adapt: ◉ Customize to context ◉ Make more inclusive & accessible ○ E.g., OER Accessibility Toolkit
  16. 16. Open Educational Practices
  17. 17. Some views of OEP “the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices” -- Catherine Cronin (2017). Making “the process and products of education more transparent, understandable, and available to all the people involved” -- Tom Woodward, in Grush (2014).
  18. 18. OER logo in public domain; open access logo from PLoS, licensed CC BY-SA 3.0; both on Wikimedia Commons Some OEP examples ◉ Use, revision & creation of OER ◉ Open reflection & sharing of teaching practices, processes ◉ Open enrollment courses ◉ Open scholarship -- Open Practices Briefing Paper (Beetham et al., 2012)
  19. 19. Open Edu Practices Open Pedagogy OEP & open pedagogy (OP) “… open pedagogy … is focused on teaching and learning as compared with broader aspects of scholarship” (Cronin & MacLaren 2018).
  20. 20. Open Pedagogy: How?
  21. 21. Images licensed CC0 on pixabay.com: ttrash can and symbol for no Non-disposable assignments “… assignments that are sustainable or not disposable, assignments that would have benefit to others beyond the limited course time and space.” -- Maha Bali (2017); see also David Wiley on disposable assignments (2013)
  22. 22. Wikipedia projects
  23. 23. Antologia Abierta de Literatura Hispana, cover licensed CC BY 4.0 Environmental Science Bites, Cover licensed CC BY 4.0 Open Textbooks See A Guide to Making Open Textbooks with Students Fundamentals of Injury Biomechanics (in progress)
  24. 24. Students contributing to other OER Open Case Studies (UBC) UN SDG Open Pedagogy Fellowship (KPU & Montgomery College)
  25. 25. Contributing to curriculum Creating assignments, exam questions, tutorials: ◉ DS106 assignment bank ◉ Rajiv Jhangiani’s Social Psychology course ◉ Video tutorials, Digital Photography course Creating learning outcomes, assignments, grading policies & rubrics ◉ Robin DeRosa’s First Year Seminar
  26. 26. Open Pedagogy: Why?
  27. 27. Discussion ◉ What might be some benefits to open pedagogical practices? ◉ Possible challenges or risks?
  28. 28. Some quotes on OP ◉ “shift the student emphasis to contribution to knowledge as opposed to simple consumption of knowledge” (Heather Ross) ◉ “the ability for learners to shape and take ownership of their own education” (Devon Ritter) ◉ “connect with a broader, global community” (Tannis Morgan) ◉ “teacher as ‘the’ authority vs. students being able to bring other sources of authority” (Jim Luke)
  29. 29. Open pedagogy & social justice Photo licensed CC0 on pixabay.com “open pedagogy is an ethos that has two … components: • A belief in the potential of openness and sharing to improve learning • A social justice orientation – caring about equity, with openness as one way to achieve this” -- Maha Bali, “What is Open Pedagogy?” (2017)
  30. 30. OER & OEP focus on: Access Cost Publicly available Accessibility Agency Revision, creation of OER Contribute to knowledge Contribute to curriculum See, e.g., DeRosa & Jhangiani, Open Pedagogy Notebook
  31. 31. Risks Privacy & data Bullying & harassment Digital tattoo
  32. 32. Sava Singh on the fallacy of open Photo licensed CC0 on pixabay.com “… open is not good for everyone ... The hype around open, while well-intentioned, is also unintentionally putting many people in harm’s way and they in turn end up having to endure so much. The people calling for open are often in positions of privilege, or have reaped the benefits of being open early on …” -- Sava Singh, “The Fallacy of Open” (2015)
  33. 33. Your turn ◉ In pairs: ○ choose one or two “traditional” assignments and turn them into open pedagogy assignments. ◉ Share back with whole group.
  34. 34. Slides: is.gd/oer_openart_jan2020 ◉ @clhendricksbc (Twitter) ◉ christina.hendricks@ubc.ca Except for elements licensed otherwise, these slides are licensed CC BY-SA 4.0 Thank you!
  35. 35. Useful resources ◉ Annotated bibliography of multiple studies showing the efficacy of open textbooks: the Open Ed Group Review Project ◉ College Libraries Ontario OER Toolkit ◉ BCcampus Faculty OER Toolkit ◉ BCcampus OER by Discipline Directory (frequently updated with new items) ◉ Rebus Community Guide to Making Open Textbooks with Students
  36. 36. References Daddely, F., & Korpa, J. (2019). How does the use of zero-cost textbooks and OER’s impact the learning of students who have to use them? Presentation at Canadian Network for Innovation in Education, Vancouver, BC. Fischer, L., Hilton III, J., Robinson, J., & Wiley, D. A. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students— Springer. Journal of Computing in Higher Education, 27(3), 159–172. https://doi.org/10.1007/s12528-015-9101-x Hendricks, C., Reinsberg, S. A., & Rieger, G. W. (2017). The Adoption of an open textbook in a large physics course: An analysis of cost, outcomes, use, and perceptions. The International Review of Research in Open and Distributed Learning, 18(4). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3006
  37. 37. References cont’d Hilton, J. (2019). Open educational resources, student efficacy, and user perceptions: A synthesis of research published between 2015 and 2018. Educational Technology Research and Development. https://doi.org/10.1007/s11423-019-09700-4 Hodgkinson-Williams, C. (2014, June 25). Degrees of ease: Adoption of OER, open textbooks and MOOCs in the Global South. Presented at the OER Asia Symposium 2014. Retrieved from https://open.uct.ac.za/handle/11427/1188 Jhangiani, R. S., & Jhangiani, S. (2017). Investigating the perceptions, use, and impact of open textbooks: A survey of post-secondary students in British Columbia. The International Review of Research in Open and Distributed Learning, 18(4). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3012 Wiley, D., Williams, L., DeMarte, D., & Hilton, J. (2016). The Tidewater Z-Degree and the INTRO model for sustaining OER adoption. Education Policy Analysis Archives, 24(0), 41. https://doi.org/10.14507/epaa.24.1828
  38. 38. Credits Special thanks to all the people who made and released these resources: ◉ Presentation template (Viola) by SlidesCarnival, licensed CC BY 4.0 ◉ Icons purchased with a subscription to The Noun Project

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