Teaching and Learning in the Open: Why/Not?


Published on

A presentation at the CTLT Institute (Centre for Teaching, Learning and Technology) at the University of British Columbia, June 2014

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Wiley’s 4 Rs http://is.gd/uEC3hj
    Revise—adapt and improve the OER so it better meets your needs.
    Remix—combine or "mash up" the OER with other OER to produce new materials.
    Reuse—use the original or your new version of the OER in a wide range of contexts.
    Redistribute—make copies and share the original OER or your new version with others.

    5th R: students often no longer have access to what they have purchased, such as textbooks, after term ends (if digital, e.g.), or can’t mark them up
  • Teaching and Learning in the Open: Why/Not?

    1. 1. Teaching and Learning in the Open: Why/Not? Christina Hendricks, CTLT Institute, June 5, 2014 Presentation licensed CC-BY 4.0:https://creativecommons.org/licenses/by/ 4.0/
    2. 2. Learning Objectives By the end of this session, you should be able to: • State and explain several ways that one can engage in open education without creating an entire MOOC • Explain at least two open ed projects going on at UBC right now • List benefits and possible drawbacks to at least two open educational activities • Discuss whether you might want to incorporate any aspect of open education in your own teaching and learning, and if so, how
    3. 3. Openness generally • Open source (software) • Open access • Open data • Open government • Open business • Open schools • Open education, open educational resources See, e.g., http://p2pfoundation.net/Category:Open
    4. 4. Open access vs other “open” • Open access: free to view, to read, sometimes to download and print and redistribute  “open like a museum” • The four “R’s” of open content and open educational resources, acc to David Wiley http://is.gd/uEC3hj  Reuse  Revise  Remix  Redistribute  [A new 5th R] Retain the right to make, own, control copies http://is.gd/5DHqCn
    5. 5. Group discussion & wiki Given what’s been said so far, what sorts of activities do you think might count as “open education”? Go to the wiki page loaded on the laptop on your table, click on your group page, log in, and type in your answers to this question. http://wiki.ubc.ca/Sandbox:Teaching_and_Learning_in _the_Open
    6. 6. Survey answers Answers to the question of what counts as “open education” were given on a small survey I did in May: http://wiki.ubc.ca/Sandbox:Teaching_and_Learning_in_the _Open/SurveyResponses
    7. 7. UBC & (BC) Open Ed Panel • Maja Krzic • Judy Chan • Jon Festinger • Jon Beasley-Murray • Amanda Coolidge (BC Campus) See the “resources” list on our wiki page for more information and links on what they are speaking about wiki.ubc.ca/Sandbox:Teaching_and_Learning_in_the_ Open/
    8. 8. Creative Commons Licenses UBC Copyright’s webpage on Creative Commons has a good overview of what CC is, and the various types of licenses: http://copyright.ubc.ca/help-and-resources/creative- commons-guide/ You can also go to the source: http://creativecommons.org Sample license on a blog: http://blogs.ubc.ca/chendricks
    9. 9. Benefits/drawbacks/obstacles In your group, choose two or more open educational activities from the lists generated for the first question on the wiki. For each of those activities, write on your wiki page (under the second question):  any possible benefits you can see from engaging in them  potential drawbacks or obstacles to people doing so
    10. 10. Survey answers Answers to benefits and drawbacks/obstacles of open education from the small survey done in May 2014 can be found on our wiki page: http://wiki.ubc.ca/Sandbox:Teaching_and_Learning_in_the _Open/SurveyResponses
    11. 11. What might you do? For the rest of the time we have, discuss in your groups whether you might consider engaging in any open educational activities yourself in the future, and if so, what. When you’re finished, please fill out the evaluation form for the session (located on the table). THANK YOU!!