Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
Open Educational Practices, Davidson College (Day 2)
1. OPEN EDUCATIONAL PRACTICES
Christina Hendricks, University of British Columbia, Vancouver
Davidson College, May 29-30, 2018
Day 2 slides
Except images licensed otherwise, this presentation is licensed CC BY-SA 4.0
4. Revisiting annotations on
open pedagogy
Look at the annotations we did yesterday on the Year
of Open site
Anything to add from there about open pedagogy to
our shared doc?
Anything to add from the Open Pedagogy Notebook
site?
5. Quotes about open pedagogy
“we 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)
6. 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)
David Wiley on disposable assignments (2013)
Images licensed CC0 on pixabay.com: ttrash can and symbol for no
7. OER-enabled
pedagogy
“What teaching and learning
practices are possible (or practical)
in the context of OER that aren’t
possible when you don’t have
permission to engage in the 5R
activities?”
-- Wiley, “OER-enabled pedagogy” (2017)
Reuse Revise
Remix Retain
Redistribute
8. Access &
Agency
OER & OEP focus on:
Access Agency
Cost Revision, creation of
OER
Easily (?)
available
Contribution to
knowledge
Accessibility for
disabilities
co-create
curriculum
10. Collaborate Contribute Connect
Tchrs/learners
share authority
Co-create
curriculum
Flexibility,
student choice
Transparency,
trust
Students & tchrs
contribute to public
knowledge
Adapt, create, share
OER
Contribute ideas to
open-ended
problems, questions
Participation of
people outside
the course, e.g.,
▫ Blogs
▫ Social media
▫ Annotations
▫ Public reports
for community
groups
See Hendricks 2017a, 2017b
14. Students & Open Textbooks
Cover licensed CC BY
4.0
see book here
Student-created open textbook from Digital Technology & Culture
course by David Squires, 2016. Read about the project in this
interview.
16. Students contributing to curriculum
Creating assignments, exam questions, tutorials:
• DS106 assignment bank
• Rajiv Jhangiani’s Social Psychology course
• Student video tutorials in Digital
Photography course
Creating learning outcomes, assignments,
grading policies & rubrics
Robin DeRosa’s First Year Seminar
17. Small
Steps
▪ Philosophy in the World posts in
introduction to philosophy
▪ Student-created genetics
worksheet
18. Stretch
Time for a break
About 10 minutes
Duck photo by Ken Treloar; Cat photo by
Gaelle Marcel, both on Unsplash
20. Our ideas on benefits &
challenges
Discuss in groups and write on our shared document:
What benefits can you see from engaging students in one or
more of the open pedagogy projects we’ve discussed? For the
students themselves and for others?
What challenges or drawbacks can you see? Do you have any
worries?
21. Open pedagogy & social justice
“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)
Photo licensed CC0 on pixabay.com
22. Student Perceptions: Benefits
“You’re able to be part of community
conversations … happening right now.”
-- What Students Have to Say about Open ED
“I became a better writer .... I knew [the blog posts]
could potentially be seen by people outside … so I
wanted to make sure my information was accurate
and written well.”
-- student at Keene State College
“I liked how the wiki
made me feel like I was
actually making a
contribution with my
work – it’s become
meaningful.”
-- student contributor to
UBC Open Case Studies
23. Student Perceptions: Challenges
Wiki projects are a good idea for learning, but
making students fill a database for the sole purpose
of UBC being viewed as a diverse source of
knowledge seems shady.
--student contributor to UBC Open Case Studies
Some of the challenges I faced was
uncertainty. As a student who has never used
this kind of learning before I was scared
honestly.”
-- Keene State College student
How can we be
sure we’re not
exploiting
students to create
resources for
courses without
pay?
-- UBC student
25. 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)
26. Day 2, afternoon
OEP and open pedagogy in your practice
What’s “open” about OEP and OP?
Virtual discussion with Rajiv Jhangiani
27. OEP & OP in your
practice
Worksheet on own (use our shared doc for ideas if you
want) (10-15 mins)
Groups: how to address possible challenges (15 mins)
Share back to large group (15 mins)
Write next steps on worksheet; add to padlet (15 mins):
https://v.gd/davidsonOEPpadlet
28. Stretch
Time for a break
About 10 minutes
Duck photo by Ken Treloar; Cat photo by
Gaelle Marcel, both on Unsplash
30. What’s open about these?
Students producing
OER, public
knowledge
Student choice,
agency, autonomy;
co-creators of
curricula
Connecting to
wider
networks
Open-ended problems;
valuing creativity &
change
Transparency in
teaching & learning,
fostering trust
From two blog posts: May 2017, Oct 2017
31. Open Edu 60s & 70s
Flexibility in space &
time, in curricula
Student choice,
autonomy; self-
directed learning
Individualized
instruction; teacher
as facilitator
See Paquette (1979), Tunnell (1975)
32. Does it help to call these “open”?
Similar ideas:
Self-directed Learning Connected Learning
Student as Producer Students as Partners
33. Too
broad?
▪We suffer from “attempts to lump
diverse trends together under the
rubric of ‘open education’. Let us press
for more specific and descriptive labels
to identify the values, objectives or
procedures that are being commended
to us ….” (Hill, 1975)
34. Open is Yum
An excellent candidate for sloganizing is the word ‘open’.
Immediately one uses it, the options polarize. To be open
… is to be not closed, restricted, prejudiced or clogged; but
free, candid, generous, above board, mentally flexible,
future-oriented, etc. The opposite does not bear thinking
about, and there can be no third alternative. ‘Open’ is
yum.
-- Hill, 1975
36. Virtual discussion with Rajiv
Jhangiani
About open pedagogy and Open Pedagogy
Notebook website
37. Works cited (day 2 slides), p. 1
Bali, M. (2017, April). Post on April Open Perspective: What is Open Pedagogy? Retrieved May 22,
2017, from https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/
Hendricks, C. (2017a, May 23). Navigating open pedagogy, part 2. Retrieved May 20, 2018, from
http://blogs.ubc.ca/chendricks/2017/05/23/navigating-open-pedagogy-pt2/
Hendricks, C. (2017b, October 25). Open Pedagogy, shared aspects. Retrieved May 20, 2018, from
http://blogs.ubc.ca/chendricks/2017/10/25/open-pedagogy-shared-aspects/
Hill, B. V. (1975). What’s open about open education? In D. Nyberg (Ed.), The Philosophy of Open
Education (Vol. 15). London: Routledge & K. Paul.
Luke, J. (2017, April 23). What’s Open? Are OER Necessary? Retrieved March 8, 2018, from
https://econproph.com/2017/04/23/whats-open-are-oer-necessary/
Morgan, T. (2017, April 13). Reflections on #OER17 – From Beyond Content to Open Pedagogy.
Retrieved March 8, 2018, from https://homonym.ca/uncategorized/reflections-on-oer17-from-
beyond-content-to-open-pedagogy/
38. Works cited (day 2 slides), p. 2
Paquette, C. (1979). Quelques fondements d’une pédagogie ouverte. Québec français, 36, 20–
21.
Ritter, D. (2017, April). Post on April Open Perspective: What is Open Pedagogy? Retrieved May
22, 2017, from https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/
Ross, H. (2017, April). Post on April Open Perspective: What is Open Pedagogy? Retrieved May
22, 2017, from https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/
singh, sava. (2015, June 27). The Fallacy of “Open.” Retrieved May 27, 2018, from
https://savasavasava.wordpress.com/2015/06/27/the-fallacy-of-open/
Tunnell, D. (1975). Open education: An expression in search of a definition. In Philosophy of
open education (Vol. 15). London: Routledge & K. Paul.
Wiley, D. (2013, October 21). What is Open Pedagogy? Retrieved February 15, 2015, from
http://opencontent.org/blog/archives/2975
Wiley, D. (2017, May 2). OER-Enabled Pedagogy. Retrieved May 26, 2018, from
https://opencontent.org/blog/archives/5009
39. Special thanks to all the people who made and released these
awesome resources:
Presentation template by SlidesCarnival licensed CC BY 4.0
Images not attributed above:
Photo on title slide by Monika Majkowska on Unsplash
Icons purchased with a subscription to The Noun Project
Credits (day 2 slides)
Editor's Notes
Open pedagogy notebook: https://openpedagogy.org
Links for all these texts are on the “works cited” slide at the end of the deck.
Links for these works are on the “works cited” slide at the end of the deck.
Link for this work is on the “works cited” slide at the end of the deck.
Links for these blog posts are on the “works cited” slide for the deck
Links:
Antologia Abierta de Literatura Hispana: https://press.rebus.community/aalh/
Everything you always wanted to know…: http://scalar.usc.edu/works/everything-you-always-wanted-to-know-about-social-media-but-were-too-afraid-to-ask/index
Digital Tech & Culture course: https://digtechfall16.wordpress.com/
Interview with David Squires in book called “Guide to making open textbooks with students”: https://press.rebus.community/makingopentextbookswithstudents/chapter/case-study-social-media-texts/
Digital Tattoo about page:
About
The Digital Tattoo Project is a collaboration between the UBC Library, the Irving K. Barber Learning Centre, UBC’s Centre for Teaching, Learning and Technology, and the University of Toronto’s iSchool and the U of T Libraries.
Our Goals
The goal of this site and the Digital Tattoo project is to raise questions, provide examples and links to resources to encourage you to think about your presence online, navigate the issues involved in forming and re-forming your digital identity and learn about your rights and responsibilities as a digital citizen. It’s really just all about making informed decisions and your own decisions.
Includes information on things like:
Who owns your data?
Web tracking
ID theft
Wifi hotspot security
Managing your online profile
Creating an eportfolio
File sharing
Copyright & creative commons
And much more…
Links:
Ds106 assignment bank: http://assignments.ds106.us/
Jhangiani Social Psychology course: https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/
Student video tutorials explained: http://www.irrodl.org/index.php/irrodl/article/view/3022/4222
From above article:
“Three opportunities are available for students to add OER to the course each year. First, students are encouraged with extra credit to release their own photos with a Creative Commons license. This involves creating their own account on a photo sharing site like Flickr, uploading their photos, and applying the Creative Commons license. These photos are then evaluated and the strongest photos of a particular concept are selected to be added to the course as examples. Many students have taken advantage of this opportunity since the course was first offered in 2011-2012. Second, at certain points in the course where students have struggled in the past, all students are given the opportunity to raise their grade if they create a tutorial video for a particular assignment. These tutorial videos are evaluated and a few of these are selected to be placed into the course. Approximately five students each year take advantage of this additional opportunity.
Finally, after demonstrating high levels of mastery, strong students are offered the opportunity to be a teaching assistant for the upcoming semester. These students create notes for each unit, study guides for exams, tutorial videos, and review presentations and games that are all added to the course and released as OER. For all materials created by teaching assistants the instructor thoroughly vets the material, edits for formatting and quality, and then implements the OER in the course. As future teaching assistants work with the instructor, they revise and remix material that was created by prior teaching assistants.
Links:
Intro to philosophy: http://blogs.ubc.ca/phil102
Genetics worksheet: http://openpedagogy.org/assignment/student-created-group-genetics-worksheet/
Genetics worksheet:
In this assignment students first look up a genetic condition in Genetics Home Reference (which is a public domain site maintained by the National Institute of Health). Then they give a description of the condition and make a problem based on the condition for other students to solve. Right now it is a Google document, but there will be a WordPress version available sometime this summer. The link is below.
Links:
What students have to say about Oped Ed: https://www.youtube.com/watch?v=90jgIU6wzmE
Student at Keene State: http://blogs.ubc.ca/chendricks/2017/11/05/perceptions-of-open-pedagogy/
Keene state college student link: http://blogs.ubc.ca/chendricks/2017/11/05/perceptions-of-open-pedagogy/
Blog posts with discussions of these aspects, which are gathered from many others’ views (the first post in particular lists all those views and gives hyperlinks; the second post adds a few readings to the list)
http://blogs.ubc.ca/chendricks/2017/05/23/navigating-open-pedagogy-pt2/
http://blogs.ubc.ca/chendricks/2017/10/25/open-pedagogy-shared-aspects/
http://blogs.ubc.ca/chendricks/2017/10/21/open-education-in-the-60s-and-70s/
http://blogs.ubc.ca/chendricks/2017/10/25/open-pedagogy-shared-aspects/
Claude Paquette, 1979: focus on:
Individual differences, individual growth directing the learning
Instructors having an indirect influence: not to make students assimilate info but help them progress individually
Flexible space and time
Student choice in activities and students proposing activities themslves
Learning activities should be such that there could be multilple answers, multiple pathways to reaching goals; also bringing different disciplines together
Class rules established by teacher and students
Don Tunnell (1975)
provides what he takes to be a list of characteristics many conceptions of open education share (p. 12 of Kindle edition; emphasis mine):
(1) Students are to pursue educational activities of their own choosing;
(2) Teachers are to create an environment rich in educational possibilities;
(3) Teachers are to give a student individualized instruction based on what he/ she is interested in, but they are also to guide the student along educationally worthwhile lines;
(4) Teachers are to respect students. The following count as exhibiting respect for the student
:
(a) the student is granted considerable freedom; he/ she is, for the most part, autonomous,
(b) the student’s interests and ideas are considered to be important and he/ she receives individual instruction and guidance based on his/ her interests,
(c) there is considerable interaction between teacher and student; they are considered to be equal in some sense,
(d) students are rarely commanded; uses of authority are minimized,
(e) students’ feelings are to be taken seriously.
Self-Directed learning: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-four-step-process
“this Teaching Tip outlines key components of four key stages to independent learning, known as self-directed learning: being ready to learn, setting learning goals, engaging in the learning process, and evaluating learning.”
See also: https://www.bpastudies.org/bpastudies/article/view/38/78
“When an individual or group decides that they want to learn certain information, knowledge or skill, they often seek the help of a teacher or professional instructor to tell them how to proceed and to supervise the learning process. However, another alternative for an individual is to assume the primary responsibility for planning, initiating, and conducting the learning project. Such behavior can be called either self‑instruction, self‑education, independent study, individual study self‑teaching, or self-directed learning.”
Connected learning: https://clalliance.org/why-connected-learning/
Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them. … Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments. While connected learning is not new, and does not require technology, new digital and networked technologies expand opportunities to make connected learning accessible to all young people. The “connected” in connected learning is about human connection as well as tapping the power of connected technologies.
Student as producer: http://studentasproducer.lincoln.ac.uk/project-proposal/
Students as partners: https://www.heacademy.ac.uk/individuals/strategic-priorities/student-engagement
“Higher Education Academy regards partnership as a relationship in which all involved are actively engaged in and stand to gain from the process of learning and working together. It is distinct from listening to, or consulting with, students.”
Also: https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf
Partnership is framed as a process of student engagement, understood as staff and students learning and working together to foster engaged student learning and engaging learning and teaching enhancement. In this sense partnership is a relationship in which all participants are actively engaged in and stand to gain from the process of learning and working together.
Areas of partnership: learning, teaching, & assessment; subject-based research; Scholarship of Teaching & Learning; curriculum design and pedagogic consultancy
Hill, B.V. (1975). What’s open about open education? In D. Nyberg (Ed.), The Philosophy of Open Education (International Library of the Philosophy of Education Volume 15). Taylor and Francis.