"Complementary and Necessarily Bundled: Leveraging Partnerships to Bring Open Pedagogy to Scale" was presented on October 11, 2017, at the 14th annual Open Education Conference in Anaheim, California.
Abstract: Open pedagogy is the future of open education because of the potential for an educational community to engage in the creation of the next generation of content while improving student learning. However, building open pedagogy to scale at most institutions has proven difficult, partially because of customized learning experiences and partially because of lack of faculty knowledge about how to support open pedagogy assignments. One way to increase adoption of open pedagogy is to leverage the existing infrastructure and institutional awareness around information literacy. The similarities in goals between open pedagogy and information literacy work represents a natural partnership that open practitioners can draw upon to support the increased adoption of both information-rich and renewable assignments in the curriculum. Panelists in this session will discuss a librarian's perspective on building programmatic support for open pedagogical practice, similar to how libraries have built programmatic support for information literacy. With a focus on scholarship of teaching and learning and open educational practices, we'll demonstrate how the work of open education practitioners and librarians is both complementary and necessarily bundled. When our professional, ethical, and teaching practices are united, open pedagogy can be better organized to scale.
Information Literacy, Libraries, and Virtual Schools: New Standards for New M...alexrhodges
This roundtable focused conversation on how the emerging information literacy framework (ACRL, 2015) impacts libraries in virtual schooling environments. Participants discussed K-12 and higher education students' development of information literacy as a series of threshold concepts and metaliteracies (Mackey & Jacobson, 2011, 2014; Townsend, Brunetti, & Hofer, 2011). Participants also examined what the evolving information literacy framework means for virtual schools, libraries, teachers and librarians.
Hodges, A. & Ochoa, M. (2015). Information Literacy, Libraries, and Virtual Schools: New Standards for New Modalities. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (p. 2168). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Information Literacy, Libraries, and Virtual Schools: New Standards for New M...alexrhodges
This roundtable focused conversation on how the emerging information literacy framework (ACRL, 2015) impacts libraries in virtual schooling environments. Participants discussed K-12 and higher education students' development of information literacy as a series of threshold concepts and metaliteracies (Mackey & Jacobson, 2011, 2014; Townsend, Brunetti, & Hofer, 2011). Participants also examined what the evolving information literacy framework means for virtual schools, libraries, teachers and librarians.
Hodges, A. & Ochoa, M. (2015). Information Literacy, Libraries, and Virtual Schools: New Standards for New Modalities. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (p. 2168). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
A Vision for Small(er) Institutions in open educationSarah Cohen
Keynote at ConnectNY.
Smaller institutions have been slow to join the open education movement yet they offer unique conditions to engage faculty and students through open pedagogy. This talk outlines the important role small(er) institutions can play in open education.
Licensed CC BY.
This presentation by Michelle Reed and Billy Meinke was presented at the Open Education Global Conference on April 25, 2018, in Delft, Netherlands. Abstract: For over a century, academic librarians in the United States have provided instruction designed to help patrons effectively navigate and use the resources and services provided by the library. Today we refer to this type of learning experience in terms of “information literacy.” As digitization has shaped the ways that we access and share information, so, too, has information literacy evolved to represent a more nuanced relationship between the people who create and consume information and the systems we use to communicate in a networked world. In January 2016, the Association of College and Research Libraries (ACRL) adopted a new Framework for Information Literacy for Higher Education, which transitioned librarians from a skills-based approach to teaching and learning to a conceptual one. Though the language in the Framework is student-centric, as are the information literacy programs that operate out of academic libraries, we argue that the knowledge practices and dispositions represented in the document apply to educators as much as they do to the students we serve—particularly in the context of open education. With its heavy focus on copyright and licensing, outreach and education about open educational resources (OER) provide a perfect opportunity to explore how concepts of information literacy can guide our work with faculty, staff, and administrators who are new to open education or who have fallen prey to misinformation about OER. Additionally, though the term “information literacy” grew from libraries, we acknowledge that librarians do not fully own the responsibility of deepening our communities’ understanding of the information ecosystem. In this presentation, a librarian and an instructional designer discuss how information literacy concepts can inform how we support open education and how we leverage existing information literacy programs to broaden the impact of our work. Paper: https://uta-ir.tdl.org/uta-ir/handle/10106/27285
Community + a plan = 18,000+ new students impacted in one yearRegina Gong
Presentation with OpenStax institutional partner institutions on how we have grown our OER adoptions across many courses during the 2016-2017 institutional partnership program.
OER Models that Build a Culture of Collaboration: A Case Exemplified by CurrikieLearning Papers
Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
This presentation on open educational resources (OER) by Michelle Reed was presented on August 24, 2020, during New Faculty Orientation at the University of Texas at Arlington. It is licensed under a Creative Commons Attribution 4.0 International license (CC-BY). https://creativecommons.org/licenses/by/4.0/
Transforming Higher Education with Open Educational ResourcesMichelle Reed
This keynote presentation was presented by Michelle Reed at the Advanced Teaching and Learning with Technology Symposium at IUPUI’s Center for Teaching and Learning in Indianapolis, Indiana, on November 8, 2019. The slides are licensed with a Creative Commons Attribution 4.0 International (CC BY 4.0) license available at https://creativecommons.org/licenses/by/4.0/. Images are individually licensed as noted in the slide notes.
Abstract
Initiatives supporting the use and creation of open educational resources (OER) can provide cost, access, and student success solutions for higher education. The affordability argument often associated with OER gets significant attention because commercial textbook prices are startling and cost savings accumulate quickly when transitioning to free resources. However, the pedagogical innovation enabled by openness is as highly valued by both educators and their students. In this presentation, we’ll define OER, examine the impact of OER use in higher education, explore values that are fundamental to open education, discuss concepts of information ownership and authority, and highlight examples of open education that have empowered educators, improved information access, and increased student agency.
https://atlt.iupui.edu/keynote
A Vision for Small(er) Institutions in open educationSarah Cohen
Keynote at ConnectNY.
Smaller institutions have been slow to join the open education movement yet they offer unique conditions to engage faculty and students through open pedagogy. This talk outlines the important role small(er) institutions can play in open education.
Licensed CC BY.
This presentation by Michelle Reed and Billy Meinke was presented at the Open Education Global Conference on April 25, 2018, in Delft, Netherlands. Abstract: For over a century, academic librarians in the United States have provided instruction designed to help patrons effectively navigate and use the resources and services provided by the library. Today we refer to this type of learning experience in terms of “information literacy.” As digitization has shaped the ways that we access and share information, so, too, has information literacy evolved to represent a more nuanced relationship between the people who create and consume information and the systems we use to communicate in a networked world. In January 2016, the Association of College and Research Libraries (ACRL) adopted a new Framework for Information Literacy for Higher Education, which transitioned librarians from a skills-based approach to teaching and learning to a conceptual one. Though the language in the Framework is student-centric, as are the information literacy programs that operate out of academic libraries, we argue that the knowledge practices and dispositions represented in the document apply to educators as much as they do to the students we serve—particularly in the context of open education. With its heavy focus on copyright and licensing, outreach and education about open educational resources (OER) provide a perfect opportunity to explore how concepts of information literacy can guide our work with faculty, staff, and administrators who are new to open education or who have fallen prey to misinformation about OER. Additionally, though the term “information literacy” grew from libraries, we acknowledge that librarians do not fully own the responsibility of deepening our communities’ understanding of the information ecosystem. In this presentation, a librarian and an instructional designer discuss how information literacy concepts can inform how we support open education and how we leverage existing information literacy programs to broaden the impact of our work. Paper: https://uta-ir.tdl.org/uta-ir/handle/10106/27285
Community + a plan = 18,000+ new students impacted in one yearRegina Gong
Presentation with OpenStax institutional partner institutions on how we have grown our OER adoptions across many courses during the 2016-2017 institutional partnership program.
OER Models that Build a Culture of Collaboration: A Case Exemplified by CurrikieLearning Papers
Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
Similar to Complementary and Necessarily Bundled (20)
This presentation on open educational resources (OER) by Michelle Reed was presented on August 24, 2020, during New Faculty Orientation at the University of Texas at Arlington. It is licensed under a Creative Commons Attribution 4.0 International license (CC-BY). https://creativecommons.org/licenses/by/4.0/
Transforming Higher Education with Open Educational ResourcesMichelle Reed
This keynote presentation was presented by Michelle Reed at the Advanced Teaching and Learning with Technology Symposium at IUPUI’s Center for Teaching and Learning in Indianapolis, Indiana, on November 8, 2019. The slides are licensed with a Creative Commons Attribution 4.0 International (CC BY 4.0) license available at https://creativecommons.org/licenses/by/4.0/. Images are individually licensed as noted in the slide notes.
Abstract
Initiatives supporting the use and creation of open educational resources (OER) can provide cost, access, and student success solutions for higher education. The affordability argument often associated with OER gets significant attention because commercial textbook prices are startling and cost savings accumulate quickly when transitioning to free resources. However, the pedagogical innovation enabled by openness is as highly valued by both educators and their students. In this presentation, we’ll define OER, examine the impact of OER use in higher education, explore values that are fundamental to open education, discuss concepts of information ownership and authority, and highlight examples of open education that have empowered educators, improved information access, and increased student agency.
https://atlt.iupui.edu/keynote
Open textbooks can alleviate the burden of educational costs for students and provide faculty with content that can be customized for their courses. Open textbooks are full, real textbooks, used by many faculty across the country, including here at UTA. They are licensed to be freely used, edited, and distributed. Many are also accompanied by customizable slides, test banks, and other supplemental materials.
UTA educators are invited to attend an Open Textbook Workshop to discover open textbooks. After the workshop, attendees will have the opportunity to write a short review of an open textbook from the Open Textbook Library in exchange for a small stipend. The review will benefit other faculty considering open textbooks.
More info at https://libguides.uta.edu/OERgrants/workshops
Supporting Open Textbook Adoptions at University of ArkansasMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed is licensed CC BY and is modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted. It was presented in Fayetteville at the University of Arkansas on September 24, 2019.
Supporting Open Textbook Adoptions - UA CossatotMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed was presented at the University of Arkansas Cossatot on March 15, 2019, and is licensed CC BY. Slides are modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted.
Introduction to OER for Open Education Day at UTAMichelle Reed
The University of Texas at Arlington (UTA) Libraries and the Center for Research on Teaching and Learning Excellence co-sponsored Open Education Day at UTA on March 7, 2019, in Central Library. In the day's first presentation, "Introduction to OER," presenter Michelle Reed defines open educational resources (OER), examines the impact of OER use in higher education, discusses copyright and open licensing, and explores avenues for identifying existing OER that can be remixed and reused. The presentation covers updates on federal and state OER initiatives and highlights support for open educational practices at UTA, including access to and technical support for Pressbooks, a web-based publishing platform. Slides and detailed slide notes are available at http://hdl.handle.net/10106/27848.
To support UTA faculty interested in submitting an application for the Texas Higher Education Coordinating Board (THECB) Open Educational Resources Grant Program, UTA Libraries are hosting two OER Grant Application Sprints. Librarians will share tips for completing the application, assist with locating OER, define support for open education at UTA, and review application materials.
Partnering to Build a Sustainable OER ProgramMichelle Reed
This presentation by Michelle Reed was presented for the Belt and Road Open Education Learning Week hosted by the Smart Learning Institute of Beijing Normal University on June 26, 2018.
This presentation by Michelle Reed was presented at the “E”ffordability Summit hosted by UW-Stout in Menomonie, Wisconsin, on March 26, 2018. It is licensed under an Attribution 4.0 International license (CC-BY): https://creativecommons.org/licenses/by/4.0/ Images are individually licensed as noted.
A summary of Robin DeRosa’s blog post, “My Open Textbook: Pedagogy and Practice." http://robinderosa.net/uncategorized/my-open-textbook-pedagogy-and-practice/
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. Sarah Cohen - @thesheck
Managing Director, Open Textbook Network
Amy Hofer - @open_oregon
Coordinator, Statewide Open Education Library Services, Open Oregon
Educational Resources
Michelle Reed - @LibrariansReed
Open Education Librarian, University of Texas at Arlington
Quill West - @quill_west
OE Project Manager, Pierce College
The Panelists
4. Terminology
- What do we mean
by open pedagogy?
- What do we mean
by information
literacy?
5. Open Pedagogy Defined
Educational practices made possible by the
5Rs associated with OER. Open pedagogy is
short-hand for a variety of teaching approaches
wherein students add their voices and
academic work to reusable materials meant to
enrich future classes or enhance their digital
identities.
6. Information Literacy Defined
“Information literacy is the set of integrated
abilities encompassing the reflective discovery
of information, the understanding of how
information is produced and valued, and the
use of information in creating new knowledge
and participating ethically in communities of
learning.”
Framework for Information Literacy for Higher Education (2016)
7. Information Literacy Frames
❏ Information Creation as a Process
❏ Information Has Value
❏ Research as Inquiry
❏ Searching as Strategic Exploration
❏ Authority Is Constructed and Contextual
❏ Scholarship as Conversation
10. What can Open learn
from information literacy
programs?
11. Indicators of an Information Literacy
Program at Scale
❏ Regular instruction (“one-shots,” credit course)
❏ Institutionally recognized assessment strategy
❏ Information literacy as institutional outcome
❏ Librarian/instructor partnerships
❏ “Go to” people in the library to help with instructional
resources
❏ Librarians involved in curriculum development
❏ Librarians actively engaged in pedagogy, teaching and
learning, instructional design
Welcome, introductions (1 min) - Amy
This presentation by Sarah Cohen, Amy Hofer, Michelle Reed, and Quill West is licensed under a Creative Commons Attribution 4.0 international license. Some materials used have more restrictive licenses. Please note those licenses when you use our presentation.
Amy (1 minute)
Assumption: IL and OEP are part of good teaching practices and should be integrated into instructional design rather than being something extra that’s added on or that lives in a silo
IL isn’t a one-time innoculation that you get, it’s something that is mapped into the curriculum. Likewise, open is part of good instructional design and that’s why we come to work every day.
We’re making the case that a similarity between IL and open is that they should be integrated into teaching and learning practices.
1 minute per (5 minutes total) - everyone introduce yourself, define your experience with open pedagogy.
Quill
Definitions: (1 min)
IL is a way of thinking and practicing, interacting with info
OEP has an emerging definition and questions about terminology, sometimes over-focuses on the resource rather than the practice
Highlight on pedagogy puts focus on instructor view
Terminology, how do we talk about OEP? Eg renewable vs persistent assignments. Also lessons learned from how we define IL and talk about it with disciplinary faculty (not let precision about language get in the way) (Michelle)
Quill (2 minutes)
Centering resources vs teaching and learning.
Evolution of an idea- “thinking about IL as a literacy and not a set of competencies”
Conversations about definitions also echo development of IL - another area in which the two areas can learn from each other.
(10 min) In what ways do you see Open Ped and IL intersecting? In what ways do you see them diverging? Are there crossover skills? How do they apply in both of these areas? (Michelle first then Amy)
Content librarians teach that are needed for open pedagogical practice. Existing support in the curriculum.
What types of experiences do you see open ped and IL generating for students?
Amy wrap up by introducing slide 8
Amy: Why do librarians care about OEP? We’re often already leaders in helping find and manage open content, so we should get involved in the pedagogy side as well, since open is not just about resources. Open fits with some of our core professional values, like equitable access, collaboration, and innovative pedagogy through active learning.
Librarians can open up our own teaching practice where it’s appropriate to do so. This is good modeling and good pedagogy. Incorporating open practices into our existing information literacy instruction is a way to invigorate our content and develop authentic learning experiences.
When disciplinary faculty use open assignments, librarians can support their efforts by scaffolding the information needs that come up in those assignments. We can use ACRL’s Framework to structure this support work because we’re teaching to the same big ideas that already belong to information literacy.
Blog post with Silvia Lin Hanick at http://openoregon.org/opening-the-framework/ works through the ACRL frames and suggests connections between open ed assignments and IL concepts, for example:
Cost of textbooks → info has value
Students participate in real-world research, for example online digital humanities projects → Research as inquiry
Students post own work with good tags or metadata for findability → Searching as strategic exploration
(10 min) Amy intro, Quill (faculty), Sarah (librarians)... Remember student role as well
What would scaling open ed do to traditional roles/workloads/collaborations for librarians and faculty? (Partnership and approaching existing programs, building lasting relationships around problem-based learning) ***This question is a chance to reinforce the learning theories (Quill)
Reference sustainability
Open Ped is really “the goal” in so many ways. (Sarah)
Amy’s intro: Much as we believe that open should be integrated into what we already do, it very often feels like one more thing on already full plates for librarians and faculty. We’re going to shift gears to talk about what needs to change about positions, roles, and workload in order for open to become integrated into our teaching and learning practices.
(Sarah) *from here on 20 minutes)
What can we learn about scaling open pedagogy and open education from information literacy programs? (Sarah)
Thinking programmatically, rather than personally / individual practice.
Sarah
Background on IL programs and how they’ve developed (1 min)
Sarah
Let’s discuss - could we capture?
What is open pedagogy to scale? What would that look like, where are we now, what are the challenges? (Right now it’s a boutique process and most students don’t get this experience during their educational career) (1 min)
What does it look like in sustainability… do scale and sustainability need to be the same thing?
Does this discussion make you think differently about the roles we play at our institutions?
Librarian focus on OER may start with resources/learning objects. Shift to thinking about open ped. How to bring in openness and still teach the core content?
As with IL, find places where OEP is appropriate - doesn’t have to completely change your entire course. Start small.
Scale - there’s not enough open content yet for the entire curriculum, but we’re going there - by the same token, that’s where we’re going with open ped, and it’s ok that we’re not there yet. Keep talking about what works and what doesn’t as a community.
Instructional Skills Workshop (out of BC) - instructors are masters in discipline but not masters in teaching, so when you start teaching you take the ISW to learn basic teaching principles.
If we want to learn open ped to scale, we need to include it in that workshop - or other instructor training programs.
Can’t assume that faculty know how to use open source materials.
What if there was a way to coordinate materials creation so that we don’t recreate the wheel?
But we don’t need to worry about student efforts being duplicative because there’s value in students creating materials around how they reached new understandings.
Open ped connection with active learning (or inquiry based learning or service learning).
Is there a citation for this connection from the perspective of someone who is already knowledgeable about active learning?
Taking assignments open can be iterative and slow progression by a series of tweaks
Students are learning throughout the process regardless of the product
How do you address open ped with faculty who have concerns about academic integrity and plagiarism?
Parallel with problem in open space when we attribute open content
This is an instructional design problem
Opening up an assignment introduces an opportunity for a more meaningful conversation that’s not just binary (plagiarism = bad)
Responsibility for adding your voice, contributions, make clear what’s your original thought - what’s the new idea in your writing? Students have contributions to make.
IL librarians don’t “own” IL, but we haven’t moved past that idea with OER librarians. We need to take this discussion to libraries to help depts realize that not one person owns this.
Be comfortable being the expert who doesn’t feel expert
What is the goal of open ed? To empower faculty, ignite passions, engage students towards educational goals (paraphrasing Quill). How do we scale this?
Connections with the pub “IL and Scholarly Comm” - read this, it’s relevant.