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Etug presentation final
The document discusses student-driven open educational resources (OER) initiatives in British Columbia, focusing on 3D modeling and virtual reality tours as innovative educational tools. It highlights the importance of collaboration across institutions and the involvement of students as co-creators in the adaptation and creation of content. Future initiatives include open education grants and suggestions for fostering innovative practices in post-secondary education.
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Etug presentation final
- 1. STUDENT DRIVEN OER, 3DMODELLING AND VIRTUAL REALITY TOURS The next wave of OER creation and adaptation in B.C.
- 2. WHY ME? • ProfessionalDevelopment leave from BCIT • 1 year at BCcampus • OER grants
- 3. OE IS THRIVING! Image:CC0 PublicDomain Creation Adaptation Adoption
- 4. THE 2016 OERGRANTS Images: CC BY • Create, adapt or adopt OER • Institutional matching funds • 1 / 2 years • Resulting products CC BY • Stored in open repositories
- 5. THE RESULTING PRODUCTS •VR field trips – Geography • Student co-creating • Using 3D open software (UNITY) • Mobile app code on GitHub
- 6. THE RESULTING PRODUCTS •Student-driven subject specific case studies: • Sharing across faculties • Student co-creation
- 7. THE RESULTING PRODUCTS 3Dvideos for trades education (UNITY)
- 8. THE RESULTING PRODUCTS Instructionalvideos to supplement Open Textbooks
- 9. THE RESULTING PRODUCTS •Student-led adaptation of Open Textbooks • Students as co-creators of content
- 10. THE BENEFITS FOREDUCATION • Cross institutional collaboration • Quality of resources • Innovative practices • Greater student engagement and outcomes
- 11. WHAT’S NEXT? Open EducationGrants: call for application now on! • Zed-Cred degree • OER creation • Ancillary resource creation
- 12. THINK BIG ANDBOLD! In the index card provided to you write ONE bold idea for what could/should be next in terms of initiatives for fostering open education practices at BC post- secondary institutions.
- 13. THINK BIG ANDBOLD! • Mill around and pass cards from person to person over and over until you hear the stop bell • Find the person closest to you • Read the idea on the card you have in your hands • Exchange thoughts with your partner • Rate idea using a 1 to 5 scale (1: Low 5: high) • Write your rating on the back of the card • At the sound of the bell, pass the card along again until you hear the stop bell • Lets do this 5 times • Add up the 5 scores on the back of the card you end up
- 14. THINK BIG ANDBOLD! • Let’s hear some of the ideas • Start with the highest scoring cards
- 15. SO, WHAT CANWE DO? • Revise courses to include meaningful and authentic assignments • Students as creators as a teaching philosophy • Collaborate across institutions on open projects for content development and adaptation • Use open tools for teaching and learning
Editor's Notes
- #3 So, why am I here today to talk about OER and how the BCcampus OER grants have influenced learning design and opened the horizons for open pedagogy in teaching and learning at BC’s post-secondary institutions? Well, that is because last year I took a 1 year professional development leave to join BCcampus as Advisor, Open Education. In my role, I worked with most BC post-secondary institutions as they were awarded OER grants to develop new open content or adapt existing artifacts. I worked closely with the teams that were awarded the grants to look at design and integration issues, learning outcomes, instructional strategies, etc. It was a great year for me as I worked with amazing faculty and learned about amazing and innovative ideas aimed at transforming the learning experience. But more on that later.
- #4 Open education is truly thriving in BC and BC is seen as leading the open movement in Canada, mostly due to the amazing work of BCcampus. Since the inception of the OpenTextbook project in 2012, the creation, adaptation and adoption of OER in BC has skyrocketed! These are truly excited times, as faculty and leadership across all institutions are becoming more aware of the benefits of open and more importantly, how open pedagogy through the use of OER can transform the learner experience while sustaining student outcomes. Is everybody familiar with the OT project? (if not – provide a brief description of the project, if yes, carry on… )
- #5 So, let me briefly talk to you about the OER grants… Last year, the BCcampus Open Education team, with the support of the Hewlett Foundation, distributed grants to B.C. public post-secondary institutions to create, adapt, or adopt OER. Most grants had a matching funds clause as one of the criteria for acceptance. The intent of that criteria was, on one hand, to ensure that institutions demonstrated some commitment to “open” and on the other hand, to generate some more awareness among leadership teams and decision makers at post-secondary institutions. We thought, if they have to talk $$, they will have to have a conversation around “open”. Grants were awarded for one and two years, depending on the complexity of the projects. All resulting products from the grants are or will be available in the BCcampus repository under a CC BY license.
- #6 As a result of these grants, we have seen institutions push the limits of innovation in open pedagogy with projects such as virtual reality field trips of Stanley Park to be integrated in teaching and learning at the Geography department at UBC. I saw a demo of this application at the Open Textbook Summit in Vancouver last week and it is looking awesome (speak a bit about the experience and the student involvement in the project) Integrating VR objects in teaching and learning can truly be a breakthrough strategy in learning design, as we place the student at the centre of the learning experience by creating immersive and authentic learning environments. By making these environments open to all, and engaging students in its co-creation, we are ensuring that they will contribute to a body of artifacts that contribute to the scholarship of teaching and learning and the further exploration of open pedagogy. Something to highlight here is the fact that they are developing the work using 3D open source software called Unity. Students have been paid to work on this AND the computer science society at UBC heard about this development and wanted to increase their skills in 3D development for their resumes, so they have volunteered some of their time.
- #7 UBC created a forum for sharing case studies across faculties, institutions and the world! The case studies were co-created by students. BCIT also created some case studies for Health Sciences to support the learning of clinical procedures for Patient Care, to supplement the open textbook
- #8 Camosun college created a series of 3D videos to enhance trades education. Integratign 3D videos in to support teaching and learning is yet another way to create meaningful and contextual learning environments that allow students to interact with the content in ways that simply were not possible before. Through the use of these videos students can take apart complex structures to learn about their individual elements. They can “see” it as if they were applying the skills in the real world. For example, at the BCIT automotive program students are now able to take apart a carburetor to see all its components, and can put it back together as many times as it requires for them to learn the process. Also using 3D software- UNITY. If you want a cool video you can show them this: https://www.youtube.com/watch?v=-1zX0jnFgF8&feature=youtu.be
- #9 Camosun College also created a series of over 20 videos to support the Biology open textbook. These videos have been embedded in the book, and include captioning, to support specific concepts that may traditionally pose challenges for student learning. Using a multitude of instructional strategies in digital open resources such as textbooks reinforces learning and provides students with multiple opportunities to engage with the content.
- #10 At UVIc students led the adaptation of the OpenStax’s Principles of Microeconomics open textbook. Engaging students in content creation is probably one of the most effective ways to engage them with the content. Engaging students in content creation through assignments not only fosters critical thinking but confers students value in the learning /teaching transaction as they create meaningful, reusable and authentic assignments as opposed to disposable assignments. Guiding students through the creation of open content in this kind of learning design becomes fundamental in the creation of collaborators and equitable thinkers.
- #11 This presentation will showcase what is next for OER and Open education in B.C., highlighting the collaboration that has taken place across the institutions, the student-driven open educational resource development, and the innovative practices that have led to successful creation of OER.
- #12 BCcampus has renewed the call for applications for Open Education grants. While this is a continuation of the work that was done last year, we would like to continue to think ahead….
- #13 Crowd sourcing activity: So, what is next for open education in BC?
- #14 Crowd sourcing activity: So, what is next for open education in BC?
- #15 Crowd sourcing activity: So, what is next for open education in BC?
- #16 Crowd sourcing activity: So, what is next for open education in BC? Read out some of the ideas, and then go over the list in the slide.