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Practices [clear filter]
Tuesday, November 10

4:00pm EST

Opening Access in Remote Communities: A Canadian North Perspective
Three panelists discuss their perspectives on open education in the Northwest Territories of Canada based on the areas and students they serve.

Aurora College’s online pilot of the Personal Support Worker program aims to bring training for well-paid employment in an increasingly necessary sector to new immigrants and Indigenous residents of remote communities who may not otherwise engage in post-secondary education. Entrance requirements focus more on students’ suitability for this role in their communities. Necessary academic upgrading is designed into the program to open it to candidates with the cultural strengths to succeed in this career.

The School of Business and Leadership adapted to fiscal restraint and resisted pressures to close programs through partnering with quasi-government organizations and sharing technological resources. A blended format with synchronous video conferencing classrooms afforded new ways of opening higher education to learners on multiple campuses scattered across across 1.34 million square kilometers. Access to these programs is further opened with the College’s University and College Access Program (UCAP) and the Prior Learning Assessment and Recognition (PLAR) course that grants secondary school credits for accomplishments of adult life.

Satellite learning centres in isolated (fly-in) communities provide free academic upgrading and Literacy & Essential Skills training to adults impacted by colonization, denied the academic credentials, self-confidence, or economic and social standing needed to move to the Territory’s three major centres and enrol in post-secondary courses on campus.

This broad range of sectors and student characters challenge commonly accepted delineations of open education. We contend that innovative educational programs, policies, and practices evolving in Canada’s north speak to equity and access in other colonized spaces.

Learning Outcomes:
To illustrate the importance of opening up of non-formal, informal and formal learning opportunities to all remote residents of the NWT.

To inform the diversity of educational needs.

To identify the array of necessary connections given geographical dispersion, variability of educational experiences and divergent needs amongst communities.

To provide examples of various methods used to open up education to remote populations.

Edited after session: In answer to a question about literature on educational trauma, Jim answered with the names of several Indigenous scholars, who, although not all address trauma directly, speak to the indigenous educational experience.  Here's a better sampling of authors than Jim could remember at the time:
Batiste, Marie 
Brayboy, Bryan McKinley Jones 
Brave Heart, Maria Yellow Horse
Smith, Linda Tuhiwai 
Archibale, Jo-ann 
Kirkness, Verna J. 

link to our open slides (now open for commenting only)  

avatar for Jim Stauffer

Jim Stauffer

Adult Learning Specialist - Educational Technology, Aurora College
lifelong learning, connected learning, rural and remote Indigenous communities, non-western ways of knowing and being
avatar for Tammy Soanes-White

Tammy Soanes-White

Instructor, Aurora College
My interests are in distributed teaching and learning, remote post-secondary and higher education and in technology enabled practices. 
avatar for Wanda Roberts

Wanda Roberts

Senior Instructor, PSW program, Aurora College

Tuesday November 10, 2020 4:00pm - 4:55pm EST
Concurrent 1
  Practices, Panel
Thursday, November 12

10:00am EST

Creating and Adopting Open Educational Resources in Entrepreneurship and Innovation
This session will explore the creation and adoption of Open Educational Resources in the areas of Entrepreneurship and Innovation. Panelists include editors, authors and adopters of the Rebus Foundation's Media Innovation and Entrepreneurship textbook first published in 2017 and the OpenStax Entrepreneurship textbook published in 2020. Hear about the initial processes and ongoing efforts to develop the materials and how they have been used in university programs around the world.
One panelist will discuss a current effort to change the introductory entrepreneurship curriculum at Georgia State University to the adoption and inclusion of OER materials through an Affordable Learning Georgia large-scale Textbook Transformation Grant.
Panelists will also address how applying Open Educational Resources have aided curriculum changes as a result of the Covid-19 pandemic.

Liz Mays, Arizona State University
Dr. Michelle Ferrier, FAMU
Dr. Barbie Chambers, Texas Tech University
Dr. Geoffrey Graybeal, Georgia State University

Learning Outcomes:
-Review Open Educational Resources within the context of entrepreneurship and innovation

-Identify applications of Open Education during the Covid-19 response

-Demonstrate uses of Open Educational Resources within entrepreneurship and innovation at university programs

-Apply Open Education entrepreneurship and innovation practices, processes and resources

LINK to FERRIER AND MAY SLIDES:  https://www2.slideshare.net/locallygrownnews/2020-opened-media-innovation-entrepreneurshipferrier-mays

LINK TO GRAYBEAL SLIDES: https://mygsu-my.sharepoint.com/:u:/g/personal/ggraybeal_gsu_edu/EeOp0ev_qpBMuJJQIFU05ZgBR_ffGg3LuQcMY5vZ2fEsCg?e=VVfE5r

avatar for Geoffrey Graybeal

Geoffrey Graybeal

Clinical Assistant Professor, Georgia State University
I teach entrepreneurship at Georgia State University in Atlanta. I've created content for two OER textbooks, the Media Innovation and Entrepreneurship Textbook (Rebus Foundation) and Entrepreneurship (OpenStax) and currently implementing curriculum changes through an Affordable Learning... Read More →
avatar for Michelle Ferrier

Michelle Ferrier

Professor, Florida A&M

Thursday November 12, 2020 10:00am - 10:55am EST
Concurrent 1
  Practices, Panel
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