How Open Education Practices Support Student Centered Design & Accessibility
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There is no “typical” student; how can we design courses that meet varied student needs? Traditional textbooks and other instructional materials with all rights reserved can often be difficult to make accessible or flexible enough to engage a diverse group of students. Join us to hear how open educational practices (OEP) including OER adoption can support accessibility of instructional materials and enable student-centered course design methodologies such as universal design for learning (UDL). Tara Bunag from the University of the Pacific discovered she had a student, who is blind, enrolled in her graduate statistics course just weeks before semester start. Unable to get the traditional statistics textbook converted to a screen-readable format in that timeframe, she turned to the OpenStax Introductory Statistics text which was digital, accessible, and free online. Integrating multiple OER with tactile resources and open data sets, she was able to achieve a more effective learning experience. Suzanne Wakim of Butte Community College will share how she uses open educational practices to design courses based on the principles of UDL to increase student choice, encourage critical thinking, and improve learning outcomes. These practices include giving students various ways of acquiring information, interacting with the content, and demonstrating understanding. The result has been far more engaging for both students and teacher. When: Wednesday, April 11th, 11am PT/ 2pm ET Featured Speakers: Tara Bunag, PhD., Senior Instructional Designer, University of the Pacific Suzanne Wakim, OER Coordinator, Honors Chair, Biology Faculty, Butte Community College
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How Open Education Practices Support Student Centered Design & Accessibility
- 1. How “Open Educational Practices” Support Student-Centered Course Design and Accessibility April 11, 2018, 11:00 am PST Welcome to
- 2. Agenda • Introductions • CCCOER Overview • Leveraging Open Educational Resources for Accessibility with Tara Buñag • OER your classes personalized? How Open Educational Practices support Universal Design with Suzanne Wakim • Q & A Image on title page: pixabay.com
- 3. Moderator: Preston Davis CCCOER VP of Partnerships and Policy Northern Virginia Community College Presenters Suzanne Wakim OER Coordinator, Biology Faculty Butte Community College Tara Buñag Senior Instructional Designer University of the Pacific
- 4. • Expand awareness & access to high- quality OER • Support faculty choice & development • Improve student success CCCOER Mission
- 5. Membership 2018 Map http://cccoer.org/Member 65 CCCOER-OEC Members, 11 Systemwide Memberships, 28 U.S. States
- 6. “Open” Enabling Student-Centered Course Design and Accessibility Image: pixabay.com
- 7. Leveraging Open Educational Resources for Accessibility Tara Buñag Senior Instructional Designer
- 8. Tara Buñag Sr. Instructional Designer University of the Pacific, Center for Teaching and Learning Open Educational Practice for Accessibility CTL and University of the Pacific logo are all rights reserved. The rest of the presentation is licensed as CC-BY.
- 9. • The Challenge • Accessibility Issues • Approach • Failure to Success Overview
- 10. • Graduate level, required Educational Statistics course • Independent study format, hybrid modality • Student who is blind • <2 months before the semester • Problem with existing textbook The Challenge
- 11. • Needs • To meet the same objectives to the same level as other students • Equivalent, easily modified materials to support learning • Immediate access to content • A non-visual equivalent for essential visuals • Hybrid Course • In-person only once per month Accessibility Issues
- 12. OpenStax Statistics book by Barbara Illowsky and Susan Dean from De Anza College Starting Text
- 13. Textbook Features Challenges • Low level for class • Not education specific • Missing some topics • No use of SPSS • No data files • Highly visual Benefits • Available in multiple formats • Aligns to low level objectives • Includes many examples • Good accessibility to start • Creative Commons license • Additional materials exist
- 14. • Modification of materials • Multiple digital formats • Incorporating media • Identifying critical visuals • Modification across the senses • Testing • NVDA • Hands-on Before the class
- 15. • Canvas pages • PDF with Table of Contents • MS Word document with Table of Contents Digital Materials
- 16. • Sample problems • YouTube videos • Braille* • Tactile materials Other Materials
- 17. • Why not Braille? • Converting OER to other senses • Good approaches • Challenges Making OER Tactile
- 18. One Sample T-test scenario The following scenario is based on a real scenario, but may deviate from real values. A group training guide dogs for individuals who are blind is worried about the working life of their collies. Typically, the dogs they train average 80 months of working life. They gather a random sample of 18 collies to compare to the rest of the dogs. The group runs a one-sample t-test in SPSS. The next questions are based on this scenario. Including relevant, real world scenarios
- 19. • At start • Technically “fully” accessible • Had too many choices • Not enough real data • Changes • Made actually accessible • Streamlined options • Included more relevant, open data sets and external websites From Failure to Success
- 20. • From Universal Design to Human-Centered Design • Flexibility and adaptability • Failure will occur • Embrace it • Ease of including student research interests • Students adding to the OER Lessons Learned
- 22. Suzanne Wakim OER Coordinator, Honors Chair, Biology Faculty, Butte Community College OER your classes personalized? How Open Educational Practices support Universal Design
- 23. Universal Design & Equity in Learning Provide multiple means of representation: give learners various ways of acquiring information and knowledge (text, video, audio) Provide multiple means of action and expression: provide learners alternatives for demonstrating what they know (essay, diagram, table, outline) Provide multiple means of engagement: tap into learners' interests, challenge them appropriately, and motivate them to learn. (authentic, intrinsic/extrinsic motivation) Adapted from ACCESSIBILITY AND OPEN EDUCATIONAL RESOURCES by UDL on Campus Creative Commons Attribution-ShareAlike 4.0 International License And Universal Design for Learning by Wikipedia Creative Commons Attribution-ShareAlike 4.0 International License And Lecture Hall By Xbxg32000 [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons There is no “ average / typical ” student
- 24. Constant • Content • Rigor Choices • Learning Resources • Assignments
- 25. 1. Helicase unwinds DNA strands 2. Topoisomerase prevents supercoiling 3. SSBP prevent reattachment 4. RNA primase adds RNA primer 5. … The enzyme used for this process is DNA polymerase. (“poly” means many “mer” means pieces and “ase” tells me this is an enzyme). So, the name tells me this is an enzyme (“ase”) that binds many (“poly”) pieces (“mer”) of DNA to each other. There are a number of other enzymes involved in this process as well (as you can see below). Some enzymes open the DNA strand, others copy the strand, and others fill in any gaps. • http://learn.genetics.utah.edu/content/basics/t ranscribe/ • https://www.dnalc.org/resources/3d/central- dogma.html • https://commons.wikimedia.org/wiki/File:DNA_ replication_en.svg Give learners various ways of acquiring information and knowledge (text, video, audio) Provide multiple means of representation:
- 26. Textbook Choices
- 27. provide learners alternatives for demonstrating what they know (essay, diagram, table, outline) Provide multiple means of action and expression: • Peptide Bond • Lactose • Cholesterol • Wax • Polysaccharide • Nucleotide • Cellulose • Nitrogenous base • Enzyme • Triglyceride • Glycogen • starch • Glucose • Amino acid • Dissacharide • Fatty Acid • Deoxyribose • Chitin • Phospholipid • Ribose • DNA • protein • Glycerol • RNA 1. Which relationship is different? A. Monosaccharide / Polysaccharide B. Monosaccharide / Disaccharide C. Phospholipid / Lipid D.Amino Acid / Protein Define & Group the following
- 29. This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License. Author: Samantha Penney, samantha.penney@gmail.com http://faculty.indstate.edu/spenney/bdt.htm
- 31. tap into learners' interests, challenge them appropriately, and motivate them to learn. (authentic, intrinsic/extrinsic motivation) Provide multiple means of engagement:
- 33. Open Pedagogy Students can add to the world of education too!
- 34. Universal Design & Equity in Learning Provide multiple means of representation: give learners various ways of acquiring information and knowledge (text, video, audio) Provide multiple means of action and expression: provide learners alternatives for demonstrating what they know (essay, diagram, table, outline) Provide multiple means of engagement: tap into learners' interests, challenge them appropriately, and motivate them to learn. (authentic, intrinsic/extrinsic motivation) Adapted from ACCESSIBILITY AND OPEN EDUCATIONAL RESOURCES by UDL on Campus Creative Commons Attribution-ShareAlike 4.0 International License And Universal Design for Learning by Wikipedia Creative Commons Attribution-ShareAlike 4.0 International License And Lecture Hall By Xbxg32000 [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons There is no “ average / typical ” student
- 35. Stay in the Loop • Upcoming Conferences – OpenEd 2018, October 10-12 – See our website under “Get-Involved” • Stay in touch thru Community Email -- https://www.cccoer.org/community-email/ Image: pixabay.com http://cccoer.org
- 36. May 9th Webinar The Importance of Student Collaboration in OER Projects Speakers: • Brian Weston, Director - Distance and Accelerated Learning, College of the Canyons and student • TBA Registration available here: https://www.cccoer.org/2018/01/23/cccoer-spring-2018-webinars/
- 37. Questions? Contact Info: Preston Davis - wdavis@nvcc.edu Tara Buñag - tbunag@pacific.edu Suzanne Wakim - wakimsu@butte.edu @unatdaly -- unatdaly@oeconsortium.org Thank you!