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Pedagogy in Public: Open Education for Transformational Teaching


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Keynote for Seminole State College

Published in: Education
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Pedagogy in Public: Open Education for Transformational Teaching

  1. 1. Pedagogy in Public: Open Education for Transformational Teaching All photos CC0 Alan Levine from Flickr Seminole State College @actualham Presentation CCBY Robin DeRosa Images CC0 Alan Levine
  2. 2. How Open Education Can Work for Seminole State • Drive down the overall cost of college for students • Improve throughputs and student success • Increase student engagement • Connect students with their fields, professions, and communities • Reinvigorate faculty engagement with teaching • Build collaboratives with other public colleges and universities • Build a case for public funding of higher education
  3. 3. Book Costs Move Off the Charts
  4. 4. • 56% of students pay more than $300 per semester • 20% pay more than $500 per semester (that’s equal to 32% of tuition at Seminole State!) • Students worry more about paying for books than they worry about paying for college.
  5. 5. Effects of Textbook Prices • 67% did not purchase a required textbook • 38% earned a poor grade • 20% failed a course • 48% occasionally or frequently took fewer courses • 26% dropped a course • 21% withdrew from a course 2016 Survey of 22,000 students, Florida Virtual Campus, comprised of the 12 universities and 28 colleges in the Florida state system.
  6. 6. CreativeCommons
  7. 7. OER OpenStax Books
  8. 8. Student Success “students who use OER perform significantly better on the course throughput rate than their peers who use traditional textbooks, in both face-to-face and online courses that use OER.” (2016) Throughput Rate an aggregate of: drop rates, withdrawal rates, C or better rates.
  9. 9. Tidewater Community College
  10. 10. Quality “The classes with traditional published textbooks I study and memorize to pass tests. In this class I have a greater appreciation for the things I learned because I actually experienced the material and lesson as opposed to simply passing a test. This knowledge will last a lifetime.” Tidewater Community College (2015 Report)
  11. 11. OER Open Pedagogy Tidewater Community College (2015 Report)
  12. 12. Where I Began
  13. 13. Collaboratively Built: Alums, Incoming Students, Professor
  14. 14. Constantly Evolving: Students & Teachers Add, Improve, Share
  15. 15. MultimediaContributions
  16. 16. Interactive and Public Annotation
  17. 17. An Open “Textbook” Can Be: • Interactive • Collaborative • Dialogic • Dynamic • Empowering • Contributory • Current • Accessible • Multimedia • Public • (Free)
  18. 18. Open Pedagogy •Improves access to education. •Treats education as a learner-driven process. •Stresses community and collaboration over content. •Connects the college to the wider public.
  19. 19. CCBY Jonathan Brodsky Access, broadly writ. digital divide & redlining, accessibility, online safety & harassment
  20. 20. Student-Centered  Learner-Driven
  21. 21. Content ≠ King • Rhizomes • Networks • Communities • Collaborations
  22. 22. Domain of One’s Own (#DoOO) • Drag ’n Drop → Design • Digital consumer → Digital creator • Data mining → Data control • Audience of 1 → Public impact • Web as broadcast station → Web as open lab • Work attached to course → Work attached to student • ePortfolio → ePort
  23. 23. Public Blogs, PLNs, ePorts • @gardnercampbell • @anrikard • @audreywatters
  24. 24. Open Your Syllabus: Beyond OER • Class-source outcomes • Co-create policies • Empower students to build their own LMS • Iterate open textbooks • Class-source curated content • Use student-designed assignments and assessments • Publish student writing and projects and data (with open licenses if desired!) • Explore grading options
  25. 25. OPEN IN A PREtrumpPOST ERA • What kind of data does your university collect on students and how has it pledged to protect it? • Are your domains protected? Can students work anonymously? • How do you prepare students to handle trolling and online harassment? • What access issues (hardware, broadband, accessibility, redlining, literacy) challenge your good intentions? • How does your open pedagogy reinscribe unequal power dynamics? • How is academic labor made visible & compensated in the production of OER? Advocating for privacy is part of the open ethos; it is not contrary to it.
  26. 26. to OPEN (vb.) • Challenge barriers to access. Be honest and critical. • Center learners. Be radical and real. • Facilitate connection. Be a sticky node, not a gate. • Share your practice. Be generous and just.
  27. 27. AMovement=ACurrent
  28. 28. Partnerships • First Movers: Maricopa Millions ($7.5 in 4 years), The Tidewater Z- Degree • #GoOpen: Dep’t of Ed. • Achieving the Dream • CCCOER
  29. 29. Public Higher Education We can’t save public higher education by privatizing it. Instead, let’s focus on access, on connected learning, and on sharing our resources. Instead of competitors and comparators, we will build a network of collaborators. Open Education offers us real strategies to increase student success and empowerment, engage learners with the world outside the college walls, and invite the public to share in the knowledge commons.
  30. 30. Let’s Workshop Tools/Techniques • Annotating Readings with • Building ePorts with Domain of One’s Own • Building Personal Learning Networks with Twitter • Creating Open Textbooks with PressBooks • “Opening” your syllabus