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CCCOER Open Pedagogy Nov 12 2014
The document discusses an online session about open pedagogy and the adoption of Open Educational Resources (OER) in communication and history classes, led by faculty members from Tacoma Community College and College of the Canyons. Key topics include the benefits and challenges of using OER, engaging students, and collaborative efforts among instructors to enhance educational materials. Participants shared experiences and strategies to maximize the effectiveness of OER while addressing quality and technology concerns.
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Similar to CCCOER Open Pedagogy Nov 12 2014
CCCOER Open Pedagogy Nov 12 2014
- 1. Opening up Pedagogyin Communication & History Class Christie Fierro, Tacoma Community College Brent Riffel, College of the Canyons James Glapa-Grossklag, College of the Canyons Nov 12, 2014, 10:00 am PST
- 2. Collaborate Window Overview Audio & Video Participants Chat Tech Support available at: 1-760-744-1150 ext. 1537, 1554
- 4. Agenda • Introductions • CCCOER Overview • Open Pedagogy in Communication Class • Audience Discussion • Adopting OER in History Class • Questions & Answers
- 5. Welcome Please introduceyourself in the chat window Christie Fierro Communication Professor Tacoma Community College Washington State Brent Riffel, PhD History Professor, College of the Canyon California James Glapa-Grossklag Dean, College of the Canyons President, CCCOER-Advisory California Co-Moderator: Una Daly Director of Community College Consortium Open Education Consortium
- 6. Community College Consortium for OER (CCCOER) • Expand access to high-quality materials • Support faculty choice and development • Improve student success http://oerconsortium.org Come In, We're Open gary simmons cc-by-nc-sa flickr
- 7. 250+ Colleges in18 States & Provinces
- 8. Open Pedagogy •Faculty and Student Roles • Student Ownership • Faculty as Facilitator • Collaboration Image: Engineering Expo 10, licensed by Westpoing CC-BY-NC-ND
- 9. Open Pedagogy inCommunication Christie Fierro Communication Professor
- 10. OPEN by MattKatzenberger is CC BY NC SA https://flic.kr/p/8mwwzk
- 11. Dr. David Wiley http://opencontent.org/blog/
- 12. Books by JohnLiu is CC BY https://flic.kr/p/9qJTTP
- 13. PH-EZC KLM cityhopperby Pieter van Marion is CC BY NC https://flic.kr/p/bBUQaC
- 14. Paper Shredder bySh4rp_i is CC BY https://flic.kr/p/akYANr
- 15. Establish Trust Hummingbirdby Rachael Moore is CC BY NC https://flic.kr/p/4Ym9fq
- 16. If possible, provideexamples & always teach the licenses
- 17. A tutorial discussingcopyright and Creative Commons https://www.youtube.com/watch?v= 2aI1JiNggCg
- 18. The student submitsa proposal. What is realistic for the time frame? How will this project demonstrate meeting the learning objectives? Proposal-writing-bade by Daniel X. O’Nell is CC BY https://flic.kr/p/kecJ6q
- 19. Let the studentwrite the rubric Rubric Highway by Jen Hegna is CC BY NC SA https://flic.kr/p/9cBJr4
- 20. Provide feedback andallow time for revision Feedback checklist by AJ Cann is CC BY SA https://flic.kr/p/fzviyT
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- 26. To see thewhole video, visit http://tinyurl.com/ld5e2gj
- 27.
- 29. To see thewhole video, visit https://www.youtube.com/ watch?v=66-bqAyFeBg
- 30. Trophies by Snapis CC BY https://flic.kr/p/HgoTx
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- 33. “As a student,I came to learn from others. I assumed that my voice was not a part of my education process. I assumed that what I read from my text books was, and is, the definitive word. OER taught me that my perception was incomplete.” Joanne Eller
- 34. “OER changed howI view my self as a student. Now, I am more engaged in my education. I feel empowered. Being a part of the process increases my desire to learn.” Joanne Eller
- 37. Option by HopeFor Gorilla is CC BY NC https://flic.kr/p/7jQRo
- 38. Christie Fierro cfierro@tacomacc.edu Except where otherwise noted, this work by Christie Fierro is licensed under a Creative commons Attribution 4.0 International License
- 39.
- 40. Adopting OER inHistory Class Brent Riffel, PhD History Professor
- 41. Developing OER inHistory Courses Brent Riffel, Ph.D. Associate Professor of History College of the Canyons Valencia, California
- 42. • The Prosand Cons of OER • Engaging Students with OER • Identifying OER Texts • Useful Resources • Lessons Learned • Closing Thoughts/ Looking Ahead Objectives
- 43. • Expanded Access(Students can learn anywhere around the world, around the clock) • Scalability (possibility of wide distribution) • Enhancement of existing class materials (with OER, faculty can reach various intelligences) • Cost (if not free, then often substantially reduced) • Ongoing Improvements (Through constant sharing and collaboration, OER is never static, and it’s getting better all the time!) OER Pros
- 44. OER Cons •Fatigue (It’s hard to sustain OER since faculty have few incentives to update materials) • Quality Control (Many resources may be of dubious quality and accuracy) • Access barriers (Significant roadblocks remain in terms of distributing material that is culturally relevant and accessible to all types of learners.) • Technology concerns (OER generally require that students be versed in basic software knowledge. Returning students may be daunted by the idea of replacing the traditional text with something “high-tech”)
- 45. Engaging Students withOER As instructors, we’re competing for our students’ time, so developing engaging course material is essential.
- 46. This is especially true when we consider that students often multitask when working on class material.
- 47. In terms ofidentifying valuable OER texts, the same rules apply as when selecting a traditional set of readings: • Cost • Course Alignment • Reading Level • Is the material engaging, value-added material? One more thought . . . It’s been useful to think of a text as not only a book, but also a narrative that can be delivered in virtually any medium Identifying OER Texts
- 48. This OER textserved as the template from which I’ve developed readings for my courses. I thought this would be plug-and-play. A year later, I’m still tinkering with this text to fit my students’ reading comprehension levels.
- 49. History Instructors havea lot of options for open source primary documents that can often be woven into the narrative you’re building from secondary material.
- 50. Lessons Learned •TheWealth of OER is daunting - collaboration is key to making sense of it all (reaching out to colleagues was highly beneficial) •Process is often as important than Product (Developing OER is an ongoing effort) •Texts aren’t the core of the course. Without realizing it, I was already mixing and matching for years to adapt to student needs
- 51. Another early lessonlearned . . . a flipped classroom that assigns lengthy open source videos isn’t likely to be very engaging. Note the length
- 52. Lots of good material here, but I consider this to be an a la carte menu, as almost all OER has to be tailored to fit your course. The lesson learned here was that one size does not fit all.
- 53. YouTube is mostly useless for my video needs, primarily because of captioning issues and lack of content quality. Video sites like IntelecomOnline require a license, but offer high-resolution material at a reasonable price.
- 54. Keeping current iskey. . . There is a mountain of amazing new podcast material available every week, usually via iTunes, and students can access them via their mobile phones. Note the length, however!
- 55. Lecture capture has come a long way, including several free options that allow for a variety of formatting options. This is where my “flipping” and online instruction efforts are headed. This one is free, but clunky. My college has excellent, free lecture capture
- 56. Another lesson learned: Look for the logo! It’s common knowledge for most of us by now, but still worth repeating: Because OER are remixed and reused, shared and re-shared, standard Fair Use protections don’t apply.
- 57. One more lesson:I’m not a technophobe, but I’m not Steve Jobs either. Asking for technical support almost always yields dividends.
- 58. Closing Thoughts/ LookingAhead Closing Ahead/ Looking A Those of us who see the value of OER might consider evangelizing to our peers.
- 59. Sources 1. Ubuntu,open source platform, http://www.ubuntu.com 2. Time Use on Average Weekday for full-time University and College Students, http://cdn.theatlantic.com/static/mt/assets/business/Screen%20Shot%202012-06- 25%20at%205.11.35%20PM.png 3. Annie Murphy Paul, “You’ll Never Learn,” http://www.slate.com/articles/health_and_science/science/2013/05/multitasking_while_studyin g_divided_attention_and_technological_gadgets.html 4. Catherine Locks, et al. History in the Making: A History of the People of the United States of America to 1877, http://upnorthgeorgia.org/?page_id=2181 5. History Matters, The U.S. History Course on the Web, http://historymatters.gmu.edu/ 6. David Blight, HIST 119: The Civil War and Reconstruction Era, 1845-1877, http://oyc.yale.edu/history/hist-119 7. National Repository of Online Courses, http://www.thenrocproject.org/#/ 8. MIT Open Courseware, http://ocw.mit.edu/index.htm 9. Intelecom Online Resources Network, https://intelecomonline.net/ 10. Dan Carlin, Hardcore History Podcast, http://www.dancarlin.com/hardcore-history-series/ 11. Screencast-o-matic,, http://www.screencast-o-matic.com/ 12. College of the Canyons, Distance and Accelerated Learning, http://www.canyons.edu/Offices/DistanceLearning/Pages/default.aspx 13. Rhea Kelly, "Two-Thirds of Faculty Unaware of Open Education Resources," Campus Technology, http://campustechnology.com/articles/2014/10/29/two-thirds-of-faculty-unaware-of- open-education-resources.aspx
- 60. Next CCCOER Webinar Wed, December 10
- 61. Questions? Christie Fierro:cfierro@tacomacc.edu Brent Riffel: brentriffel@canyons.edu James Glapa-Grossklag: James.Glapa- Grossklag@canyons.edu Una Daly: unatdaly@oeconsortium.org Thank you for coming!
Editor's Notes
- #3 ELLUMINATE/CCC Conference Opening Script [Start recording…] Welcome to the ________ Webinar for DAY, MONTH, YEAR [sponsored by]. [If applicable] Today’s guests come to us from _______ in ____, ___. I will introduce them shortly, but first I want to go over a few details about this [Elluminate/CCC Confer] session for those who are new to [Elluminate/CCC Confer]. Details At the upper left of your screen, you should see the Participants window, which lists the participants in this session. You can use the icons underneath this window to: Raise your hand if you have a question or comment and you wish to speak There are also happy and sad faces and an applaud icon Below the Participants window is the Chat window to the center-left of this screen where you can type a question or comment into the box at any time. You can also send a private message to another participant at any time, but please be aware that moderators can see all private messages. Below the chat area is the Audio window in the bottom left of the screen. Click on the raised your hand button to let us know you would like to speak. You can use a head set or your phone for audio chat. If you are using a microphone and have been recognized to speak, Click the button with the microphone on it and begin speaking. Remember to click the button again when you finish speaking so that someone else can have a turn. You can control your mic and volume levels with the sliders. And if you are having trouble with your headset or microphone, you can access the Audio Setup Wizard from the Tools menu on the top toolbar. From Tools, select Audio, and then Audio Setup Wizard, and follow the on-screen instructions. [CCC Confer ONLY] If you are using the telephone to speak, Click on the phone handset below the microphone and audio volume sliders. The call-number and pin will then appear in a dialog box.
- #7 The Community College Consortium for OER is a community of practice dedicated to promoting the adoption and development of open educational resources to enhance teaching and learning. We were founded to support the community college mission of open access through creating awareness and development of openly licensed, low-cost education materials to make college more affordable and accessible for students. We provide regularly scheduled online and face-2-face workshops for faculty and staff who are engaged in OER projects.