Continuing Conversations: Discovering Open Practices in our Syllabi (and beyond)
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Continuing Conversations: Discovering Open Practices in our Syllabi (and beyond)
- 1. Continuing Conversations: Discovering Open Practices in our Syllabi (and beyond) Dr. Leigh Wolf Arizona State University Ms. Jennifer Englund University of Minnesota Dr. J Gregory McVerry Southern Connecticut State University http://bit.ly/OER19toOpenEd19
- 2. Background story - how we got here 2
- 3. Background story - how we got here 3
- 4. Our plan In this presentation, we would like to share the results of our collaboration which will examine our practices (specifically our syllabi) for the following: ● Look for “statements of open” in course artifacts (syllabi, websites, reading lists) ● Are our open resources visible? How? ● What opportunities exist to make open more transparent in our classes? ● What practices can we cultivate? ● What resources can we share? 4
- 5. Leigh Graves Wolf - ZTC Course Redesign 5
- 6. Are open resources (and practices) visible? How? 6
- 7. Are our open resources visible? How? 7
- 8. 8
- 9. 9
- 10. What opportunities exist to make open more transparent in my class(es)? ● Push boundaries of Leganto Reading List capabilities ● Create visibility “markers” on the resources ● Ask students! 10
- 11. What practices can I cultivate? ● Advocating for ZTC classes across our program ● Keep student voice and feedback at center to drive change ● Continue to reflect and share practices in the open 11
- 14. What do open pedagogical practices look like? ● Syllabi ● Canvas courses 14
- 15. Open resources visible/not visible? ● 210 open resources not visible (many duplicates) ● Most common resources were those openly available online ● Very few OER used 15
- 16. Opportunities for transparency? ● OER used but not explicitly noted as such ○ The electronic version of the full text is freely available as an open textbook if you're interested in reading beyond the one chapter. ○ This brief chapter is taken from the book Understanding media and culture ● Create Hypothesis account ● Annotate the class syllabus ● Create/edit Wikipedia article of your choice ● Create your blog description 16
- 17. Statements of open? ● On the syllabus ○ All of the resources will be provided to you and available on our course website ● Podcast assignment ○ share your voice with the world ○ Check to make sure your podcast can be listened to by anyone (when uploading to SoundCloud) ○ You can share it with others in this class and beyond, if you wish ● Project description ○ Disposable assignments 17
- 18. Practices to cultivate? ● Continue to take small steps, make small changes ● Model how to use open resources and the language ● Privacy practices for working in the open, both for instructor and students ● Demonstrate and work through how experimentation spaces can coexist with assessment spaces ● Contribute to campus initiatives about low/no cost course indicators (markers in catalog, etc) ● Show your work [out loud, in the open]; engage with your PLN 18
- 19. Resources I can (or plan to) share? ● Syllabi and digital skill building assignments on OER Commons, Canvas Commons ● Open enrollment - Canvas courses ● Reading list (in progress) 20
- 20. Synthesis & Questions Points of convergence and divergence Thoughts, questions discussion from audience 21
Editor's Notes
- Leigh - 1-2 min
- Leigh - 1-2 min
- Leigh - 1-2 min
- 5 minutes - Describing my positionality open educational practices
- When looking at the syllabus - Is a highlight enough?
- Tell the story of
- 5 minutes
- My background Courses are part of the Learning Technologies undergrad minor 2312/4312 Sex, Drugs, and the Internet 2311W - writing intensive course called Technology and Ethics in Society Intended to be topic-based with up to date materials. I do not use a textbook, or other materials, that students need to pay for. Course outline had been developed and we as instructors were encouraged to make as many modifications as we liked.
- Went through each of my five canvas courses and annotated them in our hypothesis group with codes that corresponded to the questions posed in our session abstract Statements of open open resources visible/not visible opportunities for transparency? What practices can we cultivate? (jumping off point for reflection and synthesis)
- Use last point to lead into the next slide
- Working in the open, or using resources that are OER or available to students showed up in several different ways
- Working in the open, or using resources that are OER or available to students showed up in several different ways
- modeling---Reuse, remix, revise instead of ‘steal’ and here’s how to provide the attribution Privacy practices--private hypothesis class group. What are options for working in the open with some layers of privacy? Idea of anonymity through obscurity
- Does it matter for students when they get in the course, or at point of registration?