MacEwan University Faculty Development Day Plenary
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August 30, 2017, Edmonton, Alberta
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MacEwan University Faculty Development Day Plenary
- 1. OPEN EDUCATIONAL PRACTICES @thatpsychprof Serving SOCIAL JUSTICE & PEDAGOGICAL INNOVATION with University Teaching Fellow & Psychology Instructor, Kwantlen Polytechnic University Open Education Advisor, BCcampus Associate Editor, Psychology Learning and Teaching Rajiv Jhangiani, Ph.D.
- 2. Increasingly, I think the work of education is activism not teaching Jesse Stommel, July 30, 2017, Digital Pedagogy Lab Vancouver My commitment to engaged pedagogy is an expression of political activism bell hooks, 1994, Teaching to Transgress: Education as the Practice of Freedom
- 4. Higher education replicates and reinforces existing power structures
- 21. Buy used (if possible) Resell (if possible) Buy online Rent Shared purchase (Inter)library loans Photocopy International edition Old edition
- 22. – University of Minnesota student “I figured French hadn't changed that much”
- 26. 54% Not purchase the required textbook 30% Earn a poor grade 27% Take fewer courses 26% Not register for a specific course 17% Drop or withdraw from a course €€€ €€€ €€ €€ € Jhangiani, R. S., & Jhangiani, S. (2017). Investigating the perceptions, use, and impact of open textbooks: A survey of post-secondary students in British Columbia. The International Review of Research in Open and Distributed Learning.
- 27. 1
- 30. rijksmuseum.nl
- 33. gutenberg.org
- 35. open.bccampus.ca
- 36. Fischer et al. (2015) • Quasi-experimental design • Propensity-score matched groups • 16,727 students taking 15 courses at 10 institutions • OER students: – Lower withdrawal rates – More likely to pass with a C- or better – Enrolled in more courses (current & subsequent semesters) Fischer, L., Hilton, J., Robinson T. J., & Wiley, D. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students. Journal of Computing in Higher Education, 27(3), 159-172. doi:10.1007/s12528-015-9101-x
- 37. “Mad” “Glad” “Sad” “Rad” Cost Completing with C or Better Commercial OER Student Success per Dollar 0 100% $400
- 42. It’s not only about access to knowledge. It’s about access to knowledge creation.
- 44. …it turns them into ‘containers’ to be ‘filled’ by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes the act of depositing, in which the students are the depositories and the teacher is the depositor. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Paulo Freire, 1970, Pedagogy of the Oppressed
- 47. The LMS is a piece of administrative software. There’s that word “management” in there that sort of gives it away . . . that this software that purports to address questions about teaching and learning but that really works to “manage” and administer, in turn often circumscribing pedagogical possibilities. Audrey Watters, 2014, Un-fathomable: The Hidden History of Ed-Tech
- 50. People are fulfilled to the extent that they create their world (which is a human world), and create it with their transforming labor. Paulo Freire, 1970, Pedagogy of the Oppressed
- 55. PM4ID
- 60. Why have students answer questions when they can write them?
- 66. Engaged pedagogy does not seek simply to empower students. Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process. bell hooks, 1994, Teaching to Transgress: Education as the Practice of Freedom