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Practices [clear filter]
Monday, November 9
 

2:30pm EST

Collaboratively Building an Inclusive OER Music Appreciation Textbook
Traditional music appreciation curricula outline the development of Western classical music. Such curricula focus on the canon of composers—mostly white, male, and European—whose work is heard in concert halls and opera houses. Some recent textbooks have made an effort to include popular styles and non-white musicians and composers, but without undermining the Eurocentric narrative or critiquing the focus on concert music. In 2018, instructors at the University of North Georgia began the process of redesigning the music appreciation curriculum to encompass a truly diverse set of works, artists, and practices. We abandoned the chronological approach and organized the curriculum around a series of themes. Our work culminated in the creation of an OER textbook that was published by the University of North Georgia Press. Although it was published in May 2020, the textbook—which comes with a full set of pedagogical materials—has already been adopted by programs around the country and has elicited strong positive commentary.

In this session, we will share the process by which the text was collaboratively developed and we will provide an overview of the contents. We will discuss the difficulties and triumphs involved in organizing a diverse group of co-authors. We will share testimonials from students and instructors about how this new curriculum has positively impacted their experience in the classroom. Then, we will lead session participants in identifying general-education classes at their own institutions that could benefit from a similar approach. Participants will leave with an understanding of how this process empowers instructors to shape a curriculum and boosts student success by providing them with zero-cost materials tailored to the course, and how a similar process can facilitate progress toward decolonization of Eurocentric curricula. Participants will additionally leave with an articulated plan for implementing or advocating for a similar process at their own institution.

Learning Outcomes:
Session participants will:

1. Learn how to manage the process of authoring a textbook in collaboration with a diverse group of instructors
2. Investigate how collaboration can help instructors to reenvision curriculum
3. Discuss the advantages of adopting an OER textbook
4. Examine the advantages of writing an OER text instead of simply adopting
5. Identify courses at home institutions that could benefit from the collaborative production of an OER text

Speakers
avatar for Esther Morgan-Ellis

Esther Morgan-Ellis

Associate Professor, University of North Georgia
avatar for Rebecca Johnston

Rebecca Johnston

Associate Director, CTLL, University of North Georgia
Hello! I am Associate Director of the Center for Teaching, Learning, and Leadership at the University of North Georgia, where I administer a team of center directors and associated fellows who provide faculty development programming to the university at large. In my role, I oversee... Read More →


Monday November 9, 2020 2:30pm - 2:55pm EST
Concurrent 5
  Practices, Presentation

4:00pm EST

Libros en Español: Creating Language Equity through Open Education
Do a quick search for Open Educational Resources (OER) in any language other than English, and it quickly becomes clear that current OER materials lack linguistic diversity. In this session we will present a new digital texts project, Libros en español, a robust collection of Spanish language, open access texts, hosted on the City of New York’s (CUNY) instance of Manifold. We will introduce you to the Manifold publishing platform and to its new reading group function, which is a great way to foster student engagement through social annotation of digital texts. You will also see an example of how Manifold and Libros en español are currently being used at Lehman College (CUNY) to create an Open Education course, Conociendo a Galdós (Meeting Galdós). We hope that our presentation will inspire you to create and advocate for the development of Open Educational Resources in languages other than English at your own institution.

Learning Outcomes:
- Gain an understanding of the importance of Open Education/Open Educational Resource production in languages other than English.
- Learn about Manifold, an open-source publishing platform, and see an example of how it can be used to create a zero-textbook-cost course.
- See how Open Education/Open Educational Resources in Spanish can foster a greater appreciation and elevate voices from the Spanish-speaking World.

Speakers
avatar for Robin Miller

Robin Miller

Open Educational Technologist, The Graduate Center, CUNY
avatar for Juan Jesús Payán

Juan Jesús Payán

Assistant Professor, Lehman College, CUNY


Monday November 9, 2020 4:00pm - 4:25pm EST
Concurrent 5
  Practices, Presentation

5:00pm EST

Rapid Open Adoption: Co-Constructing an Open, Active STEM Textbook with Students
In Spring of 2020 the University of Washington moved all courses to emergency remote. Many struggled, or doubled-down on existing, closed practices. Many further closed their courses through proprietary software, or proctored exams.


We tell a different story. Dr. Jennifer White opened her Endocrinology course to co-constructing an open textbook with students, starting from course materials and notes created by Dr. Moon Draper, the previous teacher of the course. Dr. White made the transition to open pedagogy and open textbooks with very little prior experience. After the Spring Quarter, her course transition was rated by students as being the best rapid transition to online in the UW Biology department.


In the Summer Quarter, Dr. White ran the course again, with Peter Wallis joining her as a researcher. Together we ran several open pedagogy design experiments. Our goal was to develop assignments teachers can use to make a rapid transition to open pedagogy, co-constructing open textbooks with students, in keeping with what we already know about high structure active learning.


We are in the process of writing up our research, drawn from assignment data, focus group feedback, and student surveys. We would like to tell you the story of our course, strengthen the evidence that it’s possible for teachers with little background to rapidly transition to open pedagogical and open educational practices, and share assignment and course designs you can use in your context, to open education to all.

Learning Outcomes:
Together, build a brief guide to rapid open education adoption. To accomplish this:


Review challenges & opportunities moving from in-person teaching to co-constructing an open textbook online in the COVID-19 crisis


Explore the possibility of rapid open education transformation through a real life case study


Analyze assignment designs & review student feedback


Select specific assignment designs participants can use to help students co-create Open Educational Resources

Speakers
avatar for Peter Wallis

Peter Wallis

Director, Learning Systems and Assessment, The University of Washington
My broad research background includes neuroscience, big data, active learning. All of these have led me to believe that students and teachers can co-create learning materials, and that this approach, when well-implemented, is better for learners. I'm now applying design research methods... Read More →
avatar for Jennifer White

Jennifer White

Lecturer, University of Washington


Monday November 9, 2020 5:00pm - 5:25pm EST
Concurrent 2
  Practices, Presentation
 
Tuesday, November 10
 

1:00pm EST

Virtual Clinical 101: An Open Educational Resource
PLEASE NOTE THIS SESSION IS PRE-RECORDED

This session presents the need for open educational resources for simulation educators as the need for more innovative ways of educating future nurses arise. The high cost of training for educators to become competent in the use of simulations in nursing education can be a barrier to the use of such technology in nursing education. There needs to be an initiative and continued advocacy to provide more accessible and affordable education on using simulation for all nurse educators, which, will eventually improve nursing education and quality of patient care. The current pandemic also highlights the reliance of higher education on traditional models of nursing education, specifically clinical education. Alongside the need to keep up with society’s demands for better ways to educate nurses, there is also an urgent need to convert to the use of simulations as the way to provide clinical education due to restrictions imposed by COVID 19. Nurse educators need urgent education on how to teach through simulations, but education may not be readily available, accessible, nor affordable. Furthermore, nurse educators, also need to learn how to facilitate, not just traditional simulations, but virtual simulations as well.

As a response to such urgent need, the authors designed a Virtual Simulations 101 through a simulation consortium. This is an asynchronous on-line course made up of four modules on the basics of simulation with focus on virtual simulations and standards of best practice. The course was pilot tested by clinical educators, and further revised after receiving feedback from learners. Principles and strategies of remote learning and teaching were implemented in designing the course.

This open resource was disseminated to all nursing programs in the state of Maryland. One nursing program required all its faculty to complete the course prior to starting clinical. Four release ESH was provided for their faculty. Over the span of one month, over 60 nursing faculty have enrolled in this course, 30 have successfully completed it.

The course has received positive feedback both from novice and expert simulation educators. Sample feedback includes:

“As we transition into total remote instruction for Fall 2020, the information not only provides necessary tools for facilitating that transition, these modules have encouraged me to be mindful of employing systematic methods that have already been vetted (rather than me just "winging" it!).”



Learning Outcomes:
Discuss relevance of open educational resources for simulation education

Explore designs for open educational resources for simulation educators

Describe the key elements of virtual course design of Virtual Simulations 101




Speakers
avatar for Raquel Bertiz

Raquel Bertiz

Faculty, Maryland Clinical Simulation Resource Consortium
avatar for Jasline Moreno

Jasline Moreno

Faculty Lead, The Maryland Clinical Resource Consortium


Tuesday November 10, 2020 1:00pm - 1:25pm EST
Concurrent 1
  Practices, Presentation

2:00pm EST

Information Security Fundamentals: Theory and Hands on Practices
This session is divided into two sections. In the first section, we will discuss the theoretical (Open access) content organization for Information Security course. We will discuss couple of innovative and open source avenues from where the instructor can get assistance for course designing. We will also discuss the techniques for creation of digital contents which can enhance the learning for students. In the second section, we will introduce many open source and freeware ethical hacking tools which instructors can use to give hands on practice to their students.

Learning Outcomes:
After attending this session, the attendees will be able to design a fundamentals of information Security course which will have theoretical and hands on practical tools. They will also learn about open source security tools and other theoretical content.

Speakers
avatar for Umar Khokhar

Umar Khokhar

Assistant Professor of IT, Georgia Gwinnett College
avatar for Binh Tran

Binh Tran

Information Technology Associate Professor, Georgia Gwinnett College


Tuesday November 10, 2020 2:00pm - 2:25pm EST
Concurrent 4
  Practices, Presentation

2:00pm EST

It’s Alive! Reviving OER with Interactive Content to Create a Living Online Course
The 5Rs of OER are not only a framework for licensing, but an opportunity to breathe life into texts that might otherwise be forgotten. The 5Rs also power the generosity that open education advocates and practitioners have been sharing with their peers who are new to online education. The speed at which open textbook creators can now adapt material for new contexts is a valuable skill as the future of higher education constantly shifts, and, coupled with the potential for OER to grow and fill new gaps, OER creators are poised to lead the shift to blended and online learning.

This panel will feature educators who have enhanced existing OER by incorporating formative and summative assessment to remix/revise the existing resource into a package suitable for an online course. By using H5P interactive content, importing chapters from other texts, and/or adding a social annotation layer with Hypothesis, panelists have revived OER to become the basis for online learning and provided one quick, efficient model for transferring a previously in-person course to a blended or online learning environment. Our panelists will share their experiences with creating and incorporating multimedia, annotation, H5P activities and other interactive content in their openly licensed texts and will explore some of the challenges, successes, and surprises they've encountered along the way.

Learning Outcomes:
- Compare and assess interactive elements and multimedia that can be integrated into online content to enrich the student experience
- Attendees will understand how they could develop a simple openly licensed “Frankenbook” for quick pivot to online learning
- Imagine long term applications for interactive online course material such as making open textbooks with students as a form or non-disposable assignment

Speakers
avatar for Michelle Nakano

Michelle Nakano

Faculty, Science & Horticulture, Kwantlen Polytechnic University
Michelle is a career educator whose priority is student engagement in experiential learning and open education. 
avatar for Steel Wagstaff

Steel Wagstaff

Educational Product Manager, Pressbooks
I'm the educational product owner for Pressbooks, a small Canadian startup which makes open source book publishing software. I've spent most of my adulthood attending or working for universities, though I've worked outside the academy as a land surveyor, prison educator, and youth... Read More →
avatar for Brenna Clarke Gray

Brenna Clarke Gray

Coordinator, Educational Technologies, Thompson Rivers University
Brenna Clarke Gray is an educational technologist by day and a comics scholar by night. She writes on representations of Canada in American comic books and the failings of the Canadian academy in equal measure. You can find her on Twitter: @brennacgray.
avatar for Adeola Agoke

Adeola Agoke

Associate Director of the African Language Program, University of Wisconsin-Madison


Tuesday November 10, 2020 2:00pm - 2:25pm EST
Concurrent 5
  Practices, Presentation

2:30pm EST

Secondary/Post-Secondary Collaboration in OER Creation
The session will highlight two secondary/post-secondary partnerships to create and implement two new Open Educational Resources. These partnerships are connected to the College in the Schools program at Central Lakes College. Two high school instructors worked with CLC college instructors this year to create OER.

Mitchell Denny, high school English instructor, and Lori-Beth Larsen and Kate Porter, college reading instructors revised an OER for Critical Literacy. The Critical Literacy OER will be used in two high schools this Fall 2020. Students enrolled in the course will receive college credit taught by a high school instructor in collaboration with a college instructor.

Joy Davis, a high school Spanish instructor, co-created an OER for Global Studies using the United Nations’ Sustainable Development Goals as a framework. The OER for Global Studies will be used in five high schools this coming school year. Students enrolled in Introduction to Global Studies will get college credit in several goal areas. These courses will be taught by high school instructors in collaboration with a college instructor.


Learning Outcomes:
Participants will learn about how a college instructor collaborated with secondary instructors on two OER projects. They have access to the two OER (Global Studies and Critical Literacy), and will learn about how the collaboration is being implemented in six different high schools in Minnesota.

Speakers
avatar for Lori-Beth Larsen

Lori-Beth Larsen

Instructor and OER Lead Faculty, Central Lakes College


Tuesday November 10, 2020 2:30pm - 2:55pm EST
Concurrent 3
  Practices, Presentation

4:30pm EST

Making Music Education Open: A New Framework
This session will introduce some ways that market forces create unique challenges when engaging with music in an open education context. While exciting open resources for music scholars continue to be developed, there is a gap when considering open education for performers and applied musicians.

This presentation will present a framework for evaluating and approaching the tools and materials that applied musicians create and study and will outline ways that others can foster more productive approaches to open education for music makers. The presenters will also discuss how this work is informing approaches towards inclusive and anti-racist practices in music.


Learning Outcomes:
Identify the ways that traditional music scholarship and applied music education differ and how to support applied musicians engagement with open education
Recognize the ways that the challenges with open education and music parallel traditional academic disciplines
Compare your local music situation to two contrasting case studies to identify opportunities to expand music open education in your local context

Speakers
avatar for Matthew Vest

Matthew Vest

Music Librarian, UCLA
Matthew Vest is the Lead for Outreach and the Music Inquiry and Research Librarian at UCLA. His research interests include change leadership in higher education, digital projects and publishing for music and the humanities, and composers working at the margins of the second Viennese... Read More →
avatar for Kathleen DeLaurenti

Kathleen DeLaurenti

head librarian, Arthur Friedheim Library, Peabody Institute


Tuesday November 10, 2020 4:30pm - 4:55pm EST
Concurrent 5
  Practices, Presentation

6:00pm EST

Reimagining OERs in Humanities Courses: Best Practices for Literature, Mythology, Art History & More
This session will begin with several brief presentations of creative ways college faculty have used OERs in humanities courses. They will also share innovative ways of supplementing OERs with course materials that fall outside the public domain and creative commons licensing but still do not pass any costs on to students. The session will be open for attendees to ask questions and share their challenges, solutions, and innovations for reimagining how we do OER in the humanities.

Learning Outcomes:
Attendees will learn innovative ways to implement OERs in humanities courses (literature, mythology, art history, etc.) and to supplement OER materials using library, public domain, and online resources.

Speakers
avatar for Monica Fuglei

Monica Fuglei

English Department Chair, Arapahoe Community College
avatar for Susan Stafinbil

Susan Stafinbil

English Faculty/CDHE OER Ambassador, Arapahoe Community College
I teach English, literature, and humanities courses at Arapahoe Community College (ACC) in Littleton, Colorado.  I've been working with OER for several years thanks to support from the Colorado Department of Higher Education and ACC's OER Advisory Committee.I'm excited by the range... Read More →
avatar for Mitch Cota

Mitch Cota

Librarian, Arapahoe Community College
I am a Reference Librarian for ACC. I am interested in OER for Community Colleges.
avatar for Karen Danielson

Karen Danielson

Professor of Art History, Chair Visual Arts and Graphic Design, Community College of Denver


Tuesday November 10, 2020 6:00pm - 6:25pm EST
Concurrent 2
  Practices, Presentation
 
Wednesday, November 11
 

11:00am EST

"Science Isn't Really My Thing": Nonmajor Students’ Perceptions of an Open Pedagogy Project
Our session is pre-recorded so we won't be with you live - feel free to ask questions using this Google doc or by tweeting us: @hsmiceli and @lindseygumb

Presentation Slides: Science Isn't Really My Thing

In this session, we have invited two former students, who previously participated in the open pedagogy project we employ in a general education science course, to share their and their classmates' perceptions and experiences participating in the project. Non-majors students have very complex emotions and experiences that shape their relationship with science. Many students enter with high anxiety and low confidence in their scientific abilities, usually manifesting in comments like “Just so you know, I’m not good at science.” We’ve noticed that open pedagogy has allowed these students a participatory voice in scientific dialogues that they are often excluded from as non-majors.

The students have previously participated in groups to create, edit, and curate websites that were then used as the “textbook” for future semesters. Students have often responded positively to this project, citing that knowing their work will help future students in this required course gives them more confidence in science, as well as gives them a more solid purpose for completing the project. Because this project is about giving students a voice in spaces they usually don’t have one, these students are excited to engage with the Open Education community to amplify their experiences. After a brief introduction to the project, students will be asked about their feelings upon entering the course, their experiences creating and editing the websites, and their feelings exiting the course, among other questions. The student presenters will also share and respond to quotes from their fellow classmates. Questions from the audience will be welcomed as well.


Learning Outcomes:
Students that enter required, general education science courses can have high anxiety and low confidence, open pedagogy can be a tool used to increase confidence, decrease anxiety, and give students a voice in science. Attendees will hear from students themselves regarding the impact of participating in open pedagogy in their required general education science course.

Speakers
avatar for Lindsey Gumb

Lindsey Gumb

Scholarly Communications Librarian, Roger Williams University
avatar for Heather Miceli

Heather Miceli

Adjunct Faculty, Roger Williams University
Interests: Open pedagogy in science courses, Adjunct support systems
avatar for Morgan Strassburg

Morgan Strassburg

Student, Roger Williams University
avatar for Ainsley Iovanna

Ainsley Iovanna

Student, Roger Williams University


Wednesday November 11, 2020 11:00am - 11:25am EST
Concurrent 3
  Practices, Presentation

12:00pm EST

Promoting Robust Student Learning of Statistics with Open Education Resources
Learning is robust if the acquired knowledge meets at least one of the following three criteria: long-term retention; transfer and accelerated future learning. Promoting robust learning (rather than normal learning) of statistics knowledge content types is a desired transformative outcome for a second year statistics course offered at Bethune-Cookman University. Thus, we selected and implemented instances of statistics courses available through the Open Learning Initiative (OLI) web-based learning environment. Analytics of learning transactions from over nine semesters (offered to 303 traditional and 94 online students) is allowing us to investigate the metacognitive behaviors that promote robust student learning of statistics.

Learning Outcomes:
The attendee will learn how the data received from Open Learning Initiative by Carnegie Mellon helped us to determine best interventions to improve learning of statistics in Practical Statistics Course offered at Bethune-Cookman University.

Speakers
avatar for Kelly Carey

Kelly Carey

Mathematics Instructor & Department Assessment Coordinator, Bethune-Cookman University
I have been a mathematics educator since 1988. I love trying to incorporate new technology in my courses. Recent interests are studying student metacognition Strategies in Learning Statistics.
avatar for Raphael Isokpehi

Raphael Isokpehi

Professor of Biology & Bioinformatics, Bethune-Cookman University


Wednesday November 11, 2020 12:00pm - 12:25pm EST
Concurrent 4
  Practices, Presentation

4:00pm EST

Open Pedagogy for Hyflex or Online Learning: Examples from HiEd
Click here for session SLIDES. For today's presentation, I aim to spend about 2 minutes on the pedagogy section, 10 minutes on the first three examples (slides # 10 - 13), and 3 minutes on the model for incorporating different considerations. This should leave us time to touch on other matters as prioritized by your chat and Q&A.  :)
The presentation slides contain more extensive information, and I hope they may engender continued discussion beyond this session! Contact me at maeve.dion@unh.edu

Session Description:


Whether on campus or online, students can benefit from open education … but only if we design our courses and assignments appropriately to our varied student audiences and their learning conditions. In the current pandemic situation, students’ learning environments may alter throughout the semester or academic year. Principles of open pedagogy and online learning can help us better prepare for the flexibility required in uncertain times.

We need to design participatory models and student engagement activities that facilitate student agency and accessible learning in a multitude of circumstances. This presentation offers some examples from undergraduate, in-class/hybrid courses as well as graduate, asynchronous online courses and adaptations for the hyflex model.

The needs of our different learners also mean that we cannot just establish one curriculum design and use that for all of our open courses. Rather, we should be customizing the curriculum and learning activities based on the pedagogical principles appropriate to the level and expectations of learners, the modality(ies) of the learning experience, and our own fundamental teaching beliefs.

This presentation concludes with a model of one approach for determining appropriate pedagogical theory, principles, and best practices for any given combination of these factors (learners, modalities, teaching philosophies). By demonstration, the particular set of factors underlying the earlier examples of participation/engagement are used to show alignment, but this model can be used to tweak or overhaul curricula based on any chosen set of factors.

Whatever your philosophy of teaching, you have a developed (or developing) teaching identity, and your beliefs/identity can be integrated into an accessible and open approach to teaching and learning.

Learning Outcomes:
  • Explore different options to increase flexibility for participation/engagement when students’ learning conditions change.
  • Consider small or large changes to integrate open pedagogy and more accessible learning in your next class.
  • Discuss a planning technique to help align curriculum design and learning activities with pedagogical principles.
  • Imagine ways to implement open pedagogy in an approach consistent with your own teaching philosophy/identity.

Speakers
avatar for Maeve Dion

Maeve Dion

Assistant Professor of Security Studies, University of New Hampshire
My pedagogical emphases include constructivism, andragogy, collaborative learning, open education, and universal design for learning. I teach cybersecurity and homeland security at the University of New Hampshire, where I direct the online M.S. in Cybersecurity Policy and Risk Management... Read More →


Wednesday November 11, 2020 4:00pm - 4:25pm EST
Concurrent 5
  Practices, Presentation
 
Thursday, November 12
 

10:30am EST

Openness and Flexibility: Growing a Learning Design Mindset in Malawi’s Teacher Training Lecturers
Integrating educational technologies in low-bandwidth, low-connectivity contexts across Africa poses unique challenges to educators and provides a rich testbed for innovation. The Malawian Primary Teacher Education curriculum has recently been redesigned, to introduce a inquiry-based curriculum that emphasises learner-centredness. In order to support lecturers in the acquisition of the skills and knowledge necessary to facilitate such learning, a short course was designed for Malawi’s 8 Teacher Training Colleges (TTCs) and equipment was received (tablet computers and data) funded by the German government. The aim of this course was multilayered: beyond training lecturers to use these devices in their teaching practice, it was important to support them in their journey from a traditional, teacher-centred approach to a learner-centred approach that would align to the re-designed outcomes-based national curriculum. A co-design thinking methodology informed the course design, development and implementation process. Stakeholders from the various TTCs participated in initial co-design workshops to develop a persona and identify/refine the design challenges, after which the course design was developed through various iterations of reflection and redesign with an initial cohort of 40 participants. The course designers built it Moodle as an OER (drawing from a variety of OERs( and presented virtually from South Africa to Malawi during July and August 2020 using BigBlueButton, an open source video conferencing tool. The initial course participants were pre-selected by their as technology champions with the aim to train them so that they could then facilitate further iterations of the course for colleagues at the TTCs. The course was offered as a hybrid model, lecturers attended a 3-day webinar-delivered workshop using their phones and tablets, followed by a 4-week self-directed online learning phase, and a 4-day closing webinar-delivered workshop. This allowed participants to move between highly facilitated, synchronous collaborative learning design spaces and self-regulated asynchronous learning experiences. Using the Teacher Change Frame (TCF) (Tarling and Ng’ambi, 2016) participants could plan their own learning journey based on their individual needs and aspirations. The Integrating Technology in Teaching and Learning (ITTL) course, emphasises the need for home-grown innovation to address contextual challenges in teaching, learning and assessment.

Learning Outcomes:
Describe the course-design process to develop an OER virtually from South Africa for Malawian lecturers
Explore the innovation process to solve contextual challenges at a distance that impact how participants accessed learning in low-bandwidth, low connectivity contexts.
Examine the application of a design-thinking methodology in an online, open course design process and analyze how this process equipped local actors with design-thinking tools to develop solutions within their own contexts.

Speakers
avatar for Isabel Tarling

Isabel Tarling

Researcher & Lecturer, Two Oceans Graduate Institute
"The person doing the work, is usually doing the learning." Tarling, I. 2020This has to be one of my most repeated phrases to educators, from professors and lecturers at higher education institutions, to practicing and office-based teachers, and teaching students. When we get children... Read More →


Thursday November 12, 2020 10:30am - 10:55am EST
Concurrent 3
  Practices, Presentation

11:00am EST

Reimagining PreK-12 OER Development through Teacher Education Programs
Open Educational Resources (OER) have taken higher education by storm because they provide students greater access to course materials and instructors greater instructional flexibility. Yet, OER creation and use have been quite limited in prekindergarten through high school (PreK-12) educational contexts. A study of K-12 educators in the United States found that only 5% of those surveyed utilized OER, with only 31% indicating they had an awareness of OER (Seaman & Seaman, 2020). Yet, K-12 educators overwhelmingly rated OER curriculum as high quality and effective at encouraging deeper learning. It is clear that more work is needed to increase awareness of OER in PreK-12 education and increase the breadth of materials available.

Teacher education programs provide a unique opportunity to not only increase awareness of OER, but also develop open materials as part of the learning process. This session will share the results of a study in which nine graduate-level teacher education candidates participated in a renewable assignment as part of a course. Based on an open pedagogy approach, a renewable assignment is one in which the artifact produced has value to others beyond the course, leverages the permissions of OER, and is made available publicly. In this study, the candidates produced an open resource for teaching and learning by creating, adapting, or remixing existing OER and were invited to submit their finished artifact to OER Commons (http://oercommons.org). Utilizing a convergent mixed methods research design (Creswell & Creswell, 2018), we collected quantitative and qualitative data through a survey, interviews, and artifacts to explore the decisions and perspectives of the teacher education candidates as they engaged in OER development. Results showed that the majority of candidates (67%) created a new resource; yet, only a few (33%) decided to share their resources openly. The teacher education candidates largely viewed the renewable assignment design as a valuable learning experience. While candidates’ reported increased awareness and understanding of OER and demonstrated positive beliefs about the value and effectiveness of OER, their self-efficacy stymied their willingness to share their work openly.

We aim to share valuable insights, challenges, and implications from our research for engaging teacher education candidates in PreK-12 OER development by reimagining coursework and assignments.

Learning Outcomes:
  • Participants will consider key findings and insights about how to prepare primary and secondary educators to use and design OER through teacher education coursework.
  • Participants will learn about a model for integrating renewable assignments within teacher education coursework.
  • Participants will discuss implications for and challenges of developing PreK-12 OER in teacher education coursework and assignments.

Speakers
avatar for Stacy Katz

Stacy Katz

Open Resources Librarian, Lehman College, CUNY
avatar for Jennifer Van Allen

Jennifer Van Allen

Assistant Professor, Lehman College, CUNY


Thursday November 12, 2020 11:00am - 11:25am EST
Concurrent 2
  Practices, Presentation

12:00pm EST

Engaging LIS Students with OER-Enabled Pedagogy
The presenter will describe the experimental use of OER-enabled pedagogy as a framework for engaging graduate-level library and information science students in a course on international and comparative librarianship. In the case to be presented, students were assigned to create their own textbook as an OER. Each student authored a chapter featuring the libraries and the field librarianship in a non-North American country of their choosing, and the completed text was published on the presenter’s institutional repository. Given the experimental nature of this assignment, the presenter examined whether students who are required to create their own OERs perceive such work to be valuable, motivating, or rewarding, and whether they attribute particular challenges or shortcomings to that activity. The presenter will provide a brief overview of the textbook creation assignment described here and emphasize the results of the investigation in terms of student perceptions. In addition, the presenter will discuss lessons learned and propose implications moving forward.

Learning Outcomes:
(1) Recognize the potential of OER-enabled pedagogy as a framework for improving student learning.

(2) Identity renewable coursework as a potential pedagogical innovation for enhancing levels of student engagement and enthusiasm.

(3) Appreciate students' perceptions of OER-enabled pedagogy in context of the present case study.

(4) Leverage students’ perceptions for the purpose continuous improvement in teaching and learning.

Speakers
avatar for Christopher Hollister

Christopher Hollister

Head of Scholarly Communication, University at Buffalo Libraries
Chris Hollister is the University at Buffalo’s Head of Scholarly Communication. In that role, he develops and advances initiatives related to scholarly publishing, open access, and open education. A longtime advocate and activist for transforming the current system of scholarly... Read More →


Thursday November 12, 2020 12:00pm - 12:25pm EST
Concurrent 4
  Practices, Presentation

1:00pm EST

Graduate Student Voice and Choice: Exploring How Co-design of OER Impacts Learning and Engagement
Graduate students enrolled in the University of Calgary’s Masters of Education (MEd) cohort, Learning and Leading in a Digital Age, engaged in a course on the Ethics of Education Technology. The key learning task was to co-design and co-create an open educational resource (OER). Students selected topics of interest relevant to the course, and wrote chapters for an open textbook published online as a Pressbook.

Our session delves into the design of the course, the instructional process, and learner outcomes from delivering a graduate course using an open learning instructional design. With emphasis on both the perspectives of the students who took the course and those of the instructor, this session shares insights on the process of co-designing learning experiences through the development of an OER, and how this approach impacted learning and engagement.

Speaking to the instructor's experience, we address the following topics: Supporting students in an open learning course design; breaking down barriers to disseminating and sharing knowledge in academia; establishing adequate boundaries and constraints to guide students in the creation of their chapter; and balancing open versus structured learning to support students creating and publishing OER for the first time.

Speaking to the student's experience, we address the following topics: How student engagement shifted knowing ideas could be published for a broader audience; how the course design enabled students to learn through contributing to the exchange and creation of knowledge; how the ‘openness’ of the assignment allowed students to weave their unique expertise and professional context into their studies; and challenges experienced by students including pressure/stress of sharing work publicly and learning to work with more ambiguity that can accompany an open learning approach.

We will address lessons learned throughout the project including: Open learning design and OER development can be successfully combined into an impactful teaching and learning experience for graduate students and instructors; OER creation can increase the authenticity of university assignments and increase learner engagement; and that there are logistics to consider when co-creating an open textbook as a course assignment (e.g. copyediting, style sheet, formatting, copyright & licensing, etc.)

Following our session, attendees will be able to:
- Advocate for open educational practices as an opportunity to provide graduate students with enhanced choice and voice in their education;
- Revise and remix a design model for open learning that can be integrated across grade levels and disciplines;
- Communicate the connections between open education and authentic, collaborative learning experiences;
- Anticipate and overcome challenges that can arise with co-designing an OER

Speakers
avatar for Barbara Brown

Barbara Brown

Professor, University of Calgary
Dr. Barbara Brown is director of professional graduate programs and partner research schools in the Werklund School of Education at the University of Calgary. Her research interests include research-practice partnerships, professional learning, and collaborative instructional des... Read More →
avatar for Christie Hurrell

Christie Hurrell

Librarian, University of Calgary
avatar for Verena Roberts

Verena Roberts

Instructor/Researcher, University of Calgary
Verena Roberts is a Learning Sciences EdD Candidate, Sessional Instructor and Research Assistant in the Werklund School of Education at the University of Calgary in the Partner Research Schools initiative and a course design Project Assistant with the Taylor Institute of Teaching... Read More →
avatar for Mia Travers-Hayward

Mia Travers-Hayward

Research Assistant, University of Calgary
avatar for Michele Jacobsen

Michele Jacobsen

Professor, University of Calgary
avatar for Nicole Neutzling

Nicole Neutzling

Research Assistant/ Teacher, University of Calgary
- K - 12 Open Pedagogy/Design- Graduate Student's perspective on OER and co-design - #EdTechEthics


Thursday November 12, 2020 1:00pm - 1:25pm EST
Concurrent 4
  Practices, Presentation

1:00pm EST

Open Resources for Nursing Update
In 2018, Chippewa Valley Technical College (CVTC) was awarded a $2.5 million grant from the Department of Education to create 5 nursing OER textbooks and 25 related VR scenarios. This session will provide a high-level overview of Open RN grant project and share the development and review processes used to create the five Nursing OER textbooks. Information on accessing the Nursing Pharmacology OER textbook and the associated H5P learning activities will also be provided.

Learning Outcomes:
After completing the session, participants will be able to:
- Provide a high-level overview of Open RN grant project
- Discuss advocacy and education strategies
- Describe the development and review processes used to create the OER textbooks
- Explain how to access the Nursing Pharmacology textbook and associated H5P activities
- Outline virtual simulation scenarios being created by the Open RN project

Our pdf presentation contains hyperlinks to many resources.

Speakers
avatar for Vince Mussehl

Vince Mussehl

Open RN Lead Librarian, Chippewa Valley Technical College
avatar for Kim Ernstmeyer

Kim Ernstmeyer

Open RN Grant Project Director, Chippewa Valley Technical College
I am a nurse who is passionate about improving healthcare by enhancing nursing education with active learning and simulation.


Thursday November 12, 2020 1:00pm - 1:25pm EST
Concurrent 1
  Practices, Presentation

2:00pm EST

Illustrative Mathematics + Geogebra + Moodle = Great Teaching and Learning
This session will show participants how to use an OER Moodle (or Canvas, D2L, or Schoology) course shell to increase the asynchronous collaboration and communication between students and teachers using the Illustrative Mathematics middle school math curriculum that has been incorporated into Geogebra. Illustrative Mathematics is an openly licensed, highly acclaimed standards aligned middle school math curriculum designed for face to face instruction. GeoGebra is an openly licensed interactive mathematics software suite for learning and teaching Science, technology, engineering, and mathematics from primary school up to the university level.The Geogebra version of the curriculum provides synchronous teaching and learning capabilities suitable for video conferencing instruction. Moodle is the most widely used Learning Management System in the world and it focuses on interaction and collaborative construction of learning content. Moodle is also openly licensed. The Moodle LMS course shells are available at Moodle.Net ( they can be downloaded without creating an account on MoodleNet; just choose Browse > OER > Moodle Courses > [click on the name of the course].) and they can be uploaded into Canvas, Schoology, and D2L (I expect they would load into Blackboard, too, but that hasn't been tested and very few K-12 schools use it.)

The LMS shell enables the synchronous teaching and learning to be extended asynchronously and increases the ability of students to collaborate and communicate with each other and their teacher. The LMS shell also adds multiple ways to assess learning, and it enhances the ability to use Geogebra-Illustrative Mathematics in a face to face mode so that transitions from distance learning to face to face learning, or vice versa, will be easier.

The instructional content included can be used immediately wherever middle school math is taught in English. Spanish versions of Illustrative Mathematics are available but not yet included in the Geogebra versions. Both Geogebra and Moodle translate the user interface instructions into many languages - but not the content. Having the user interface language translated into their own language will be beneficial to Non-English speakers. The Geogebra version of Illustrative Mathematics uses graphics and digital manipulatives which will make the content easier to use and require less translation than text based instructional content. The open source translation capabilities and focus of both Moodle and Geogebra make this combination useful in many parts of the world. It’s an example of Creative, Innovative, and Effective use of Open Educational Resources and Practices with Global usefulness During the COVID-19 Pandemic and beyond.

This combination of open content and open software will serve as a model of other similar combinations.



Learning Outcomes:
Participants will know how to access and use a creative, innovative, and effective Open Educational Resource and two complementary openly licensed educational software applications with global usefulness during the COVID-19 pandemic and beyond.


Speakers
avatar for Dan McGuire

Dan McGuire

Executive Director, SABIER
Dan McGuire is the Executive Director of the Stone Arch Bridge Initiative for Education Resources which is a non-profit that provides professional development for faculty to increase skill in using Open Educational Resources.  Dan has more than 30 years of experience innovating... Read More →


Thursday November 12, 2020 2:00pm - 2:25pm EST
Concurrent 4
  Practices, Presentation

2:30pm EST

SUNY Exploring Emerging Technologies for Lifelong Learning & Success (#EmTechMOOC)
Participants will test drive the State University of New York’s “Exploring Emerging Technologies for Lifelong Learning and Success.” This Massive Open Online Course (MOOC) is an open-access resource targeted toward a diverse group of learners, including students, faculty, and anyone from across the globe with an interest to learn how to use freely-available established and emerging technologies to succeed in today’s rapidly changing environment.

Learners in this MOOC gain an understanding of the value and implications of using technology tools for career and personal advancement in a framework of lifelong learning strategies and the 4Cs of 21st-century skills; communication, collaboration, creativity, and critical thinking. The modules feature Discovery Learning Exercises for hands-on learning about a variety of available technology tools and resources. The final module involves a peer-review activity of the ePortfolio that participants develop that highlights the artifacts created in the first four modules. The MOOC’s complementary EmTechWIKI is a socially curated collection of technology tools and resources is also available as a stand-alone open educational resource.

This session introduces #EmTechMOOC which provides participants with opportunities for hands-on experimentation and play. Participants explore the MOOC for personal and professional growth as they build a personal toolbox and learn about freely-available technology tools. 

We also highlight how EmTech is able to be adopted as an OER by a campus or organization to adapt and remix. In addition, we will share how participants can use emerging technologies to create and enhance their own OER materials.

#EmTechMOOC is ideal for diverse participants, including international groups, and those from diverse backgrounds and abilities. The need to use technology tools does not diminish when considering international perspectives. In fact, needs are heightened and highlighted. An originating purpose of the concept of Massive Open Online Courses (MOOCs) is to democratize learning and make high-quality learning opportunities available to anyone, no matter where in the world they are located. #EmTechMOOC is a valuable asset for any international collaborative partnership.

Visit the project website to learn more: http://suny.edu/emtech

Learning Outcomes:
  • Participants will increase their ability to successfully engage with and implement freely-available established and emerging technologies.
  • Participants will gain a greater understanding of the SUNY #EmTechMOOC to potentially implement this free learning opportunity within their own campus or another learning context.
  • Tools and resources available through the EmTechWIKI are excellent sources to help build and create OER through a variety of media-rich modalities.
We are actively seeking additional partners and collaborators - please contact us if you would like to connect to discuss possible opportunities: emtechmooc@gmail.com

Slides for this session are available at: http://bit.ly/emtech-opened20

Speakers
avatar for Roberta (Robin) Sullivan

Roberta (Robin) Sullivan

Teaching & Learning Strategist, University at Buffalo
I am a connector of people and ideas and collaboration is my favorite word. This is true in life and learning. I am a Teaching and Learning Strategist with Education Services with the University Libraries at the University at Buffalo who conducts research regarding innovative digital... Read More →
avatar for Cherie van Putten

Cherie van Putten

Instructional Designer, Binghamton University
Cherie van Putten is an Instructional Designer in the Center for Learning and Teaching at Binghamton University, State University of New York. She is also the Assistant Director for the Tools of Engagement Project. Cherie holds a master's in Adult Education from Penn State University... Read More →


Thursday November 12, 2020 2:30pm - 2:55pm EST
Concurrent 5
  Practices, Presentation

3:00pm EST

Taking OER to the LIS: Reimagining the Preparation of Library Science Students for Open Education
While there are open education continuing education programs for practicing librarians, there were no known courses focusing on open education in any of the ALA-accredited library science programs. This presentation will focus on the development and delivery of an online, one-credit course in Open Education Librarianship for the San Jose State University iSchool. Attendees will learn about the nature of the course, its learning objectives, structure and content.

The course was first proposed in January 2020 and accepted by the San Jose State University iSchool curriculum committee in February 2020. While the iSchool already offered a course in scholarly communication librarianship that offered an introduction to open access, the program director believed that students would want an even more in depth course focusing specifically on open education. The course was developed between March and May2020 and launched in July 2020. The initial enrollment for the course met the maximum number of 35 students shortly after registration for summer 2020 courses opened, indicating the level of student interest in this course.

The four-week course is designed to introduce student to two primary open education topics, open education resources and open pedagogy. Topics covered in the course include:
•Textbook crisis
•Open textbook publishing model
•Advocacy for open textbooks
•Role of the Open Education Librarian
•Open pedagogy projects
•Designing and delivering open education workshops
•Busting OER myths
•Understanding “free’ vs “open”
•DEI in open education
•Open education research
•Getting to know open education advocates

The presentation will also discuss what types of assignments and projects are used to expose students to the type of work that Open Education Librarians perform. The presenter will share student reactions to the course, how effectively it met their expectation for learning about open education and whether the course encouraged them to consider open education as a career path in librarianship.

To encourage aspiring librarians to develop an appreciation of or passion for open education it is desirable to incorporate it into the LIS curriculum. This presentation will consider the potential and effectiveness of this approach for developing the next generation of Open Education Librarian.


Learning Outcomes:
* Identifying the students enrolled in library and information science programs as future participants in and leaders in open education;
* Leveraging current library and information science students interest in social justice and diversity movements to create a new generation of open education advocates;
* Components of an open education course for LIS students and student reaction to participating in an open education course (how might it impact their future career path decisions).

Speakers
avatar for Steven J. Bell

Steven J. Bell

associate university librarian, temple university
I enjoy exploring the intersection of academic librarianship and higher education. I'm passionate about exploring how we design better library experiences for community members - and the ways we can better integrate the academic library into the teaching and learning that happens... Read More →


Thursday November 12, 2020 3:00pm - 3:25pm EST
Concurrent 2
  Practices, Presentation

6:00pm EST

Vocational Students Experience in the Co-Creation of OER
This talk will discuss a research study that explored the perception of trades students in the co-creation of OER. This study used a mixed-methods case study approach to examine the impact of the co-creation of OER on first-year electrical trades students. As open education continues to grow and expand, vocational education and its students could find value in adopting the tools that OER use affords, and trades could offer their distinct voice to the conversation. In this study, students participated in creating open textbooks on various topics. Data collection was based on a questionnaire with 18 participants and interviews conducted with nine participants. The qualitative analysis revealed five themes in the student's perception in the creation of OER: accessibility, the value of co-creation, digital literacy skills, the value of peer and self-assessment, and student agency. Overall, participants found the process enjoyable and that it had a positive impact on their vocational education.

Learning Outcomes:
This session will focus on practical exercises that can include students in the co-creation of OER. The use of open pedagogy will be discussed in a practical sense and examples will be given where open pedagogical practices have made an impact on vocational students.

Speakers
avatar for Chad Flinn

Chad Flinn

Instructor, BCIT


Thursday November 12, 2020 6:00pm - 6:25pm EST
Concurrent 2
  Practices, Presentation

6:30pm EST

Faculty Perceptions of Open Pedagogy: Examining Diversity, Inclusion, and Accessibility
With the increasing development and adoption of Open Educational Resources, many researchers and practitioners are interested in carefully examining pedagogies connected with their use. This presentation presents research findings and explores the following questions -- (1) how do faculty members define and implement open pedagogy?, (2) what are faculty members experiences with open pedagogy in regard to course implementation and student learning outcomes compared to traditional practices?, (3) what are the perceived affordances and constraints of using open pedagogy in higher education?, and (4) do faculty members feel as though the benefits of open pedagogy outweigh the potential costs?


Learning Outcomes:
Discover the perceptions of instructors who implemented various approaches to open pedagogy in post-secondary institutions in the eastern United States. Instructor perceptions provide evidence of open pedagogy's effectiveness, including for diversity, inclusion, and accessibility in the classroom.

Speakers
avatar for John Hilton III

John Hilton III

Researcher, Open Education Group at Brigham Young University
I began researching issues related to OER in 2008. I'm passionate about increasing OER research - especially research related to efficacy and student perceptions. See http://openedgroup.org/review.
avatar for Bryson Hilton

Bryson Hilton

Doctoral Student, University of Oregon
avatar for Cecil Short

Cecil Short

Graduate Student, Brigham Young University


Thursday November 12, 2020 6:30pm - 6:55pm EST
Concurrent 1
  Practices, Presentation

6:30pm EST

Student Creators: Developing an Open Marketing Resource for Non-Profits
This session is designed as a traditional presentation built using slides, screenshots, and live demonstrations to showcase how 34 Marketing and Graphic Design students from KPU were able to successfully create a large-scale OER project in 13 weeks.

The presentation is structured to walk the audience through our 13-week journey together:
1. (Andrea) How the course was structured; how the project was framed & scheduled; how guest speakers were integrated; the tools and resources provided/used; the role of anti-racism, representation, and accessibility; the use of “ungrading” and reflective ePortfolios.
2. (Vanessa & Paris) Students’ perspective on learning about Open & the SDG’s; how to conduct Open research; the learning curve on developing an Open resource in Pressbooks; collaborative and team work in a distance-learning Pandemic-induced environment; and reflecting on the entirety of the project by developing ePortfolios.

KPU students enrolled in the 4th year “Integrated Marketing Communications” course in the Summer 2020 term embarked on an ambitious project: to create an Open marketing resource for non-profits, activists, and advocacy groups who often have the least amount of marketing dollars and the fewest number of marketing resources to research, design, plan, and execute marketing campaigns.

By drawing on available OERs and by highlighting the success behind activists movements such as Black Lives Matter, the Wet’suwet’en land defenders, and Hogan’s Alley Society, students developed a comprehensive IMC Guide that takes the reader through the process of creating successful marketing campaigns.

The Open Guide to IMC includes a number of Open resources including templates for crafting Creative Briefs, developing Content Calendars, and designing Brand Identities. Students created the Open Guide for IMC to be fully Accessible and interactive with over 60 H5P content types.

Before beginning the project, students were asked to first develop a deeper understanding of a few foundational concepts: the SDG’s, the Open Movement, the Creative Commons; and Open tools & resources that can be used in Open development.

Students were then sorted into 1 of 3 groups and began a 13-week process of researching, writing, curating, editing, and attributing. By the end of the term, each student worked on every part of the Open Guide, allowing them to apply their existing marketing knowledge and graphic design skills while also developing new ones.

Learning Outcomes:
1. Identify how to engage students in open pedagogy projects
2. Learn how to organize a class-wide OER project
3. Become more familiar with how to integrate various tools and technologies to support OER development (e.g. Hypothesis, H5P, Pressbooks)
4. Acquire first hand advice and feedback from OER-authors (students) and gain insight on how to engage students in similar open pedagogy projects

Speakers
avatar for Andrea Niosi

Andrea Niosi

Marketing Instructor, School of Business, Kwantlen Polytechnic University
I am a marketing instructor in the School of Business at Kwantlen Polytechnic University (British Columbia). At OpenEd20 I'll be presenting an OER that my 4th year Marketing students created during Summer 2020: it is an Open Guide to Integrated Marketing Communications. It is a sort... Read More →
avatar for Paris Summers

Paris Summers

Student, Kwantlen Polytechnic University
avatar for Vanessa Mora

Vanessa Mora

Student, Kwantlen Polytechnic University
I recently graduated from Kwantlen Polytechnic University with her Bachelor of Business Administration in Marketing Management. In March 2016, she graduated from KPU's Diploma in Public Relations program and since then, has been working full-time at a global communications marketing... Read More →


Thursday November 12, 2020 6:30pm - 6:55pm EST
Concurrent 3
  Practices, Presentation
 
Friday, November 13
 

10:00am EST

Engaging eLearning Interns in Designing and Developing Open Online Courses for Indian Schools
In India, the COVID educational disruption affected 32,07,13,810 learners, including 3,43,37,594 in tertiary education. In response to the mass destruction, Koneru Bhaskara Rao & Hemalata Human Development Foundation (KBR & HL Human Development Foundation), India has been conducting remote "eLearning for professional development" (eL4PD) programmes since April 2020. Designing and developing Moodle-enabled and OER-enabled online courses are the key takeaways for the eL4PD participants. Our Foundation’s eL4PD programmes have enabled 100+ in-service Higher Education teachers not only to design and develop Moodle-enabled and OER-enabled online courses but also to build eLearning capacity of their colleagues or institutions.
What about the pre-service teachers, who rarely get exposure to technology-integrated teaching-learning? How will they develop competencies to integrate ICT in their professional practice to ensure the equity and quality of learning in schools in alignment with the National Education Policy 2020 (NEP 2020) of India? To address these questions, our Foundation has taken up another initiative to provide practicum training for pre-service teachers / Bachelor of Education (B.Ed.) students through a 4-month virtual eLearning Internship from July 2020. The 4-month eLearning Internship aims at: (1) training on and engaging the interns in designing and developing online courses (upon completion of the Class 5 Math open course development, the Interns self-evaluate and peer-evaluate the quality of the course that they have developed using an online course evaluation rubric and submit the course and eLearning Internship project report to the Mentors for review), (2) releasing the open course with a CC BY license to facilitate free access on our Moodle site or enable schools or school teachers to download the Moodle backup file and restore the course on their Moodle site in order to track their learner’s engagement and progress and (3) improving the supply of skilled eLearning professionals to Indian academia so as to meet the emerging eLearning requirements of the country.
This paper presents (i) how our Foundation and Open Education India Mentors virtually engaged the eLearning Interns in the first two months in learning about and developing knowledge and skills on OER, Moodle and online course design using the backward design approach and (ii) eLearning Interns’ experience and perceptions on designing Moodle-enabled and OER-enabled eLearning.

Learning Outcomes:
1. Designing remote and virtual eLearning internship to improve the supply of skilled eLearning professionals.
2. Understanding Indian National Education Policy and one of its thrust areas “Technology Use and Integration”
3. Equipping the pre-service teachers with the skills required for engaging in open educational practices (OEP)
4. Designing and developing OER-enabled online courses on Moodle (open source Learning Management System)
5. Promoting open education culture in India

Speakers
avatar for Indira Koneru Yalavarthi

Indira Koneru Yalavarthi

Founding Director, KBR & HL Human Development Foundation
I am the Founding Director of Koneru Bhaskara Rao & Hemalata Human Development Foundation. Professionally, I am the Head, eLearning and Assoicate Dean at IBS India . I manage the eLearning Department for 7 IBS Campuses and provide eLearning support to the Icfai group of institutions. I train Professors at Icfai group of institutions and at various academic and research institutions in India and Asian countries on eLearning – Moodle, Blended Learn... Read More →


Friday November 13, 2020 10:00am - 10:25am EST
Concurrent 5
  Practices, Presentation

11:00am EST

Self-Determination Theory as a Framework for Structuring OER-enabled Pedagogy
Open Pedagogy has been described as a method by which open educators may make significant and meaningful changes to the pedagogical approach utilized in their classes. Open Pedagogy is a method where one relinquishes unilateral control of the learning environment and eschews a banking model of education in favor of one that is empowering, gives voice to students, and encourages class participants to join in the co-creation instead of passive consumption of knowledge.

Suffering from a plethora of multifaceted and sometimes divergent definitions, OER-enabled Pedagogy has been proposed as a more concrete term better suited to effective communication and research. OER-enabled Pedagogy is defined by four criteria that must be met: 1- Students create a new artifact; 2- The artifact supports learning of that beyond the creator, 3- Students may share their work publicly, and 4- Students may openly license their artifacts.

This session reports on research conducted with first-year college students who participated in a project based on OER-enabled pedagogy. Using a qualitative design, students were asked questions related to elements of the project and what criteria they found motivating. Interviews were coded using the types of internal and external regulation found in Ryan and Deci’s work on Self-Determination Theory. We will discuss findings of this research as well as what they suggest about how we can make open pedagogy most beneficial for students. Much research has been done on the benefits experienced by those who are autonomously versus externally controlled. Our suggestions for those who are utilizing open pedagogy or OER-enabled pedagogy will be related to how even this approach can enhance or reduce student autonomous regulation.


Learning Outcomes:
1. Describe the tenets of Self-Determination Theory and how these relate to open pedagogy and OER-enabled Pedagogy.
2. Review data on motivational elements of students who have completed a project based on OER-enabled Pedagogy.
3. Reflect on how the structure of OER-enabled Pedagogy may impact student development of internally regulated motivation and the benefits this represents.

Speakers
avatar for Eric Werth

Eric Werth

Professional Development Manager, University of Pikeville
I am the Professional Development Manager at the University of Pikeville, where I work on campus-wide initiatives aimed and improving student learning in face-to-face, blended, and online courses and research into open education. Specifically, my research has focused on motivation... Read More →
avatar for Katherine Williams

Katherine Williams

Professional Development Educator, University of Pikeville
I am the Professional Development Educator at the University of Pikeville in Pikeville, KY. My current research at the institution focuses on Open Pedagogy and OER-enabled Pedagogy as means to promote equity in learning, particularly when looked through the lens of Critical Pedagogy... Read More →


Friday November 13, 2020 11:00am - 11:25am EST
Concurrent 3
  Practices, Presentation
 
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