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Social Justice [clear filter]
Monday, November 9
 

3:00pm EST

Using Open Content to Create a Culturally Relevant Classroom
The experience students have in the college classroom and with faculty are one of the most important factors in determining whether they persist in their courses, feel a sense of belonging on their campuses, and ultimately earn a degree. However, far too often classroom instruction is not designed in such a way that reflects the lived experiences and cultures of non-traditional and traditionally underserved students, an omission that only exacerbates the achievement gaps that persist between Black, Hispanic and low-income students and their white and wealthier peers. To improve the classroom experience for these students, faculty need to intentionally design and teach courses that acknowledge and embrace student diversity in all its forms by employing culturally relevant teaching practices.

Culturally relevant teaching practices position the learner's cultural identities at the core of the learning process and use the learner's cultural knowledge, experiences, and frames of reference to help the them succeed in the course. Culturally relevant teaching practices can be extended to the course materials as well when used with openly licensed content. Because it is openly licensed, OER can be adapted by faculty or students in ways that reflect students’ experiences and cultural identities and support the culturally relevant classroom.

During this session, Ruanda Garth-McCullough, Associate Director of Teaching and Learning for Achieving the Dream, and Richard Sebastian, Director of Open and Digital Learning for Achieving the Dream, will describe the culturally relevant teaching framework, why it is an effective strategy to employ, especially for traditionally underserved students, and how openly licensed materials can be used to enable and support culturally relevant teaching in the classroom.

Learning Outcomes:
During this presentation attendees will be able to:
* Explain what culturally responsive teaching (CRT) is and why it is an effective teaching strategy
* Describe the unique ways openly licensed content can be used to facilitate and enable CRT
* Share relevant examples of how college faculty have used openly licensed materials to support CRT in their classrooms

Speakers
avatar for Richard Sebastian

Richard Sebastian

Director, Open and Digital Learning, Achieving the Dream
As Achieving the Dream’s Director of Open and Digital Learning, Dr. Sebastian helps ATD’s Network colleges advance open and digital teaching and learning practices to support equitable outcomes for students and facilitate whole college transformation. Dr. Sebastian is a national... Read More →
avatar for Ruanda Garth-McCullough

Ruanda Garth-McCullough

Associate Director of Teaching and Learning, Achieving the Dream
Ruanda Garth-McCullough, Ph.D.,  is an Associate Director of Teaching and Learning at Achieving the Dream. For 12 years, Ruanda was a faculty member in the School of Education at Loyola University of Chicago. Her expertise in culturally relevant teaching guides her professional... Read More →


Monday November 9, 2020 3:00pm - 3:25pm EST
Concurrent 1
  Social Justice, Presentation

4:30pm EST

Reimagining Inclusive Design/Policies with OER & Open Pedagogy: Going Beyond Affordability
Open Educational Resources (OER) and Open Pedagogy have been shown to increase affordability, credit hours taken, and other issues related to retention. However, faculty and administrators often do not think of these resources as a part of the solution to address more systematic equities. Administrators, in particular, often do not consider drafting policy to include OER in campus initiatives beyond affordability.
Anti-Racism, Diversity, Inclusion, and Social Justice are at the forefront of our societal conscience as we navigate these turbulent times. Many institutions of higher education are placing requirements for training, change, and accountability in addressing these issues within their educational communities. This discussion will lead participants through examples showing how OER and Open Pedagogy can be incorporated in this important work. Specific examples of initiatives being engaged at two different academic institutions will include drafting OER into a campus-wide Inclusive Excellence Action Plan and innovative training workshops for faculty. These examples will provide the foundation for discussion. Participants will have access to materials that will help them plan and develop policy and/or training for their own institution.


Learning Outcomes:
Participants will...
Identify examples of how Open Educational Resources (OER) and Open Pedagogical approaches facilitate diverse and inclusive course materials

Identify methods for incentifying faculty to evaluate their own courses for diversity, inclusion, and anti-racism issues

Identify examples of how policy can help frame Open Educational Resources to include diversity, inclusion, and anti-racism goals



Speakers
avatar for CJ Ivory

CJ Ivory

Assistant Professor & Librarian, University of West Georgia
CJ Ivory is Assistant Professor and Learning & Research Support Librarian at the University of West Georgia where she teaches Information Literacy & Research. She also serves as a campus liaison for Affordable Learning Georgia, a statewide initiative to support the implementation... Read More →
avatar for Dawn (Nikki) Cannon-Rech

Dawn (Nikki) Cannon-Rech

Librarian AC, Georgia Southern University Libraries
Research services librarian and liaison to College of Science and Mathematics.
avatar for TaJuan Wilson

TaJuan Wilson

Associate Vice President, Inclusive Excellence and Chief Diversity Officer, Georgia Southern University
Dr. TaJuan R. Wilson is a 14 year higher education administrator. Dr. Wilson earned a Bachelor of Arts in Political Science and Communications (2007), a Master of Public Administration with an emphasis in Government Management (2009), and a Doctorate of Education with an emphasis... Read More →


Monday November 9, 2020 4:30pm - 4:55pm EST
Concurrent 4
  Social Justice, Presentation

5:00pm EST

#HonouringIndigenousWriters: Engaging Communities in Transforming Wikipedia
In December 2015 Daniel Heath Justice began a Twitter campaign to share the names of Indigenous writers. The reason for his efforts was to: "...push back against the frequent assumptions that our literary history is any less complex, robust, or diverse than that of other peoples" (Daniel Heath Justice, Why Indigenous Literatures Matter?, p.298).
In solidarity with his efforts, in 2018 a group of interested individuals from the First Nations and Indigenous Studies Program, UBC Library, and the Centre for Teaching and Learning Technology at the University of British Columbia came together to develop the first #HonouringIndigenousWriters Wikipedia Edit-a-Thon.

Wikipedia is a multilingual, web-based, free encyclopedia based on a model of open community-generated knowledge. The community-driven nature of Wikipedia is meant to support Wikipedia’s goal of providing “…every single person on the planet is given free access to the sum of all human knowledge” (Wikipedia, Prime Objective, para 1). However, well documented systematic bias including information gaps, exclusions, diversity of articles and editors, and assumptions about neutrality and notability, greatly impacts the information that can be found in an information source with millions of views per day.

The #HonouringIndigenousWriters Wikipedia Edit-a-thon was seeking to:
  • build a partnership that would increase the visibility of Indigenous writers in Wikipedia;
  • engage the community in open practices using Wikipedia;
  • improve the quality of Indigenous writers Wikipedia pages;
  • ensure the planning processes and practices work in good faith with the Indigenous writers identified for article editing.

In 2019, the edit-a thon expanded to include satellite events in other post secondary institutions, educational organizations, and a public library. We are currently adapting an online version of the event for 2021.

This session will detail the process of developing an experience for participants that aligned with the social justice principles of open pedagogy- that of the collaborative, transparent, and open creation of knowledge for the improvement of an openly accessible information source. The session will outline the process of creating the event, how the design of the event focused on principles of good faith, and the ways that participation from diverse communities highlighted complimentary but unique interests in engaging with open knowledge creation.

Learning Outcomes:
1. Describe the value and importance of engaging diverse communities in open practices.

2. Describe the value and importance of improving and diversifying open information systems.

2. Find and apply resources for planning an #HonouringIndigenousWriters Wikipedia Edit-a-thon at your own institution.

Speakers
avatar for Erin Fields

Erin Fields

Open Education & Scholarly Communications Librarian, University of British Columbia
UBC
avatar for Donna Langille

Donna Langille

Community Engagement Librarian, University of British Columbia Okanagan


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

12:30pm EST

Let Us In!: Utilizing Decolonized OERs to Increase Learner Acquisition
WE WILL ATTEMPT TO RESCHEDULE THIS SESSION

Activist Angela Davis has written extensively on abolitionism as well as diversity, particularly in relation to capitalism and how it structures society. The classroom, whether it takes places in a traditional building, virtually, or a combination of the two, is a microcosm of all societal ideologies, whether or not learners and instructors are cognizant. This panel will examine the historical usage of OERs, and how they evolved, as well as how pivotal it is to select OERs that reflect the needs of all learners.

The concept of OERs was born in the 1970s, and, while they originally existed for only certain disciplines, have been created in most disciplines today. Attending a public university was significantly cheaper in the 1970s, as the state and federal government funded the majority of the costs. As the cost of textbooks has risen astronomically, so has the need for quality OERs. Even when cost is not a factor for students, studies have shown that students prefer courses that use OERs (Fischer, Hilton, Schaffhauser, Stout), not only in lower level class, but in higher level classes too. Even though some instructors are resistant to utilizing OERs, studies demonstrate a greater need to implement them. Even more beneficial, student grades are typically higher in courses that use OERs.

That said, as is the case with any textbook, the type of OERs makes the definite difference. Students and educators often hear the term "diversity" used, but, one must ask, what is diversity? Different groups of people? Davis proposes the notion "that diversity must be combined with justice" and that we must strive for "diversity that makes a difference." By comparing sample OERs for a variety of disciplines, the importance of visual representation and the usage of language will be clearly delineated. Even though we all have our own biases and see the world through our own lens, OERs that allow for a variety of viewpoints and do not embrace any political agendas can foment a discussion on the importance of respectfully discussing issues with others who do not share the same viewpoint, regardless of the particular course content. OERs that favor one viewpoint over another, in the long run, inhibit critical thinking, a goal of learning in general.

As the United States becomes an increasingly more heterogeneous nation, selecting OERs that embrace Davis' notion of diversity may increase student learning and refine critical thinking skills.

Learning Outcomes:
After listening to this presentation, it is hoped that the members of the audience will: 1)recognize how the usage of Open Educational Resources (OERs) can easily remove traditional barriers to the classroom and increase learner acquisition; 2)learn strategies for selecting OERs that reject the traditional paradigm and aim for Crenshaw's concept of intersectionality; 3)how the usage of OERs can foment the creation of a more inclusive classroom and raise critical awareness.

Speakers
avatar for Dennis Miller

Dennis Miller

Associate Professor, Clayton State University
avatar for Reine Turcato

Reine Turcato

Assistant Adjunct Professor, St. Francis University


Tuesday November 10, 2020 12:30pm - 12:55pm EST
Concurrent 4
  Social Justice, Presentation

1:00pm EST

Accessing Open: Leveling the Playing Field for Students with Disabilities
In any given U.S. classroom, approximately twenty percent of our students have a documented disability. Still more may not have an official diagnosis but face other barriers to accessing learning. Open Educational Resources (materials that can be freely shared, reproduced, and revised) provide educators with an opportunity to reach the greatest number of learners through its flexibility and support of inclusive design decisions. After this session, participants will be able to see the nexus between Open Education and accessibility and begin to think about how OER and Open Pedagogy can help remove barriers to learning. Participants will also be encouraged to (re) consider our definitions of ‘access’ and seek to understand how Open Education aligns with intersectional approaches to social justice.

Learning Outcomes:
-Understand the classroom experience of students with disabilities
-Reflect on the potential of OER and Open Pedagogy to promote accessibility and help remove barriers

Speakers
avatar for Hannah Davidson

Hannah Davidson

Accessibility Specialist, Plymouth State University


Tuesday November 10, 2020 1:00pm - 1:25pm EST
Concurrent 2
  Social Justice, Presentation

2:00pm EST

Opening a Space and Place for #WOCinOER: Stories, Experiences, and Narratives

Open Educational Resources (OER) adoption in higher education institutions has grown exponentially in the last ten years. While a great deal of focus is on the benefits of OER to students (affordability and access) and faculty (agency and freedom), less attention is given to those doing the work to implement and manage these projects. Across many institutional OER programs, the person leading and managing these initiatives tend to be women and librarians who do not necessarily have this role as their sole responsibility. It relies on the passion and energy of the librarian OER champion to grow the initiative and yet, their efforts are largely hidden and sometimes invisible. As a result, burnout ensues alongside feelings of being undervalued and unsupported for the hard work that they do.

As women of color (WOC) leading open education programs in our institutions, this interactive discussion will provide a space where other WOC could share their experiences, stories, and narratives that for the most part, have remained hidden and unheard. While the open education community espouses openness, diversity, equity, and inclusion, #WOCinOER are still underrepresented in leadership and in the community writ large. Our hope is that our stories bring about change rooted in solidarity through our shared experiences as #WOCinOER.

Participants will crowdsource and share ideas for creating a manifesto of what #WOCinOER want to see in a truly inclusive, equitable, and transformative open education:
- What is it like to navigate spaces steeped in whiteness and racism?
- How do we increase participation and amplify voices of #WOCinOER?
- What would an inclusive, equitable, empowering, and affirming environment look like for women of color (WOC) leading open education initiatives?

Learning Outcomes:
1. Share and/or actively listen to counterstories around OER work as/from women of color.
2. Share and contextualize their own lived experience as WOC in OER with other participants within the dominant narrative.
3. Question existing OER infrastructure and strategize for an inclusive and transformative open education community.

The session Jamboard will be available through the end of day Friday and will be hosted on the Michigan State University institutional repository: http://bit.ly/WOCinOER

Speakers
avatar for Ariana Santiago

Ariana Santiago

OER Coordinator, University of Houston
avatar for Cynthia Orozco

Cynthia Orozco

Librarian, East Los Angeles College
avatar for Regina Gong

Regina Gong

OER & Student Success Librarian, Michigan State University
I'm the Open Educational Resources (OER) & Student Success Librarian at Michigan State University (MSU). I've had extensive experience leading an OER program from the ground up at a community college where I used to work, and now at a land-grant, research university. You can ask me... Read More →


Tuesday November 10, 2020 2:00pm - 2:55pm EST
Concurrent 1
  Social Justice, Interactive Discussion

5:00pm EST

Evoking Curiosity for Curated, Collaborative, and Consumer-Created Content
While Open Educational Resources (OERs) are adopted at rates comparable to traditional publishers in lower division courses, adoption lags behind in niche content areas and pre-professional courses of study. This session highlights efforts to review and increase the availability of OERs in pre-professional and professional training sequences across multiple US universities, with emphases on both curated and student-generated content.
Strategies presented during this session will include:
(1) The Behavior Analysis Matrix Project, curating and aligning limited available open access and open educational video resources with course competencies.
(2) The Task List Glossary Project, a project to crowd-source student generated examples of the professional principles across disciplines, cultural contexts, and learning histories
(3) The Open Behavior Artifacts Project, a project designed to support students as content creators in creating mixed format resources to describe and expand examples and reflect diverse student voices.
(4) The creation of Special Topics in Applied Behavior Analysis, an openly-licensed textbook created in partnership with graduate students through open enabled pedagogy, limiting the effort involved in creating a brand new resource while maximizing student learning.

These strategies, which employ inductive models for OER content creation, emphasize the intentionality of including experiences that represent the learning histories, cultures, and values of a wide variety of developing professionals. Applications of these strategies are discipline-universal, applicable across multiple subject areas.


Learning Outcomes:
Participants will be able to: describe examples of OER curation and student-generated creation, articulate the role of cultural context and anti-bias approaches, and consider ethical replication of similar strategies.

Speakers
avatar for Veronica Howard

Veronica Howard

Associate Professor, University of Alaska Anchorage
avatar for Rachel Potter

Rachel Potter

Director, Applied Behavior Analysis & Autism Studies, Mary Baldwin University
avatar for Maggie Pavone

Maggie Pavone

Assistant Professor of Behavior Analysis (ABAI OER SIG President), Lindenwood Univeristy & ABAI OER SIG


Tuesday November 10, 2020 5:00pm - 5:25pm EST
Concurrent 3
  Social Justice, Presentation

6:30pm EST

OER and Open Pedagogy in a Native Hawaiian Place of Learning
This session focuses on ongoing ʻŌiwi (Native Hawaiian), Pacific Islander, and Indigenous-centered OER and Open Pedagogy projects at the University of Hawaiʻi at Mānoa, a university designated as a Native Hawaiian Place of Learning. Hawaiʻi Review arts journal, a Native Hawaiian-led journal at UH Mānoa, engages in multiple ʻŌiwi-centered OER and Open Pedagogy projects, including the Mauna Kea Syllabus Project, inspired by the Standing Rock Syllabus and the BLM syllabus. The editorial board of Hawaiʻi Review comprises ʻŌiwi, Pacific Islander, and Indigenous women, men, and queer people who recognize the politics of publishing and have intentionally created outreach projects to encourage ʻŌiwi scholarship: creative writing residencies, and an OER textbook for English Studies and Humanities.

The Mauna Kea Syllabus contributes to the growing body of scholarship produced around the efforts of Kanaka Maoli to protect their mountain Mauna a Wākea from continued desecration. In Native Hawaiian epistemology and ontology, Mauna Kea is the piko (umbilical connection and center of Hawaiian worldview). The most recent proposal of the Thirty Meter Telescope (TMT) desires to build a 4.1 billion dollar observatory eighteen stories high in a designated conservation zone ignoring numerous environmental concerns; the mauna is part of the national Hawaiian lands set aside for Kanaka Maoli, exacerbating unresolved land and sovereignty claims.

Hawaiʻi Review is creating an OER Textbook grounded in Hawaiʻi-based pedagogies and community-centered forms of scholarship and research. The Hawaiʻi Review OER textbook will promote Hawaiian epistemologies through several important components: 1) introduction to teaching writing here in Hawaiʻi, 2) selection of teaching curriculum and literary materials that will come from Hawaiian writers, be situated in Hawaiʻi, and/or contain Hawaiian themes; 3) lesson plans to showcase possibilities for ʻŌiwi to share their curriculum to a wider audience, thus ensuring a Hawaiian Place of Teaching.

Learning Outcomes:
*Discuss the OER activities and Open pedagogies of Hawaiʻi Review arts journal and the Mauna Kea Syllabus Project
*Consider the role of OER and Open Pedagogy in ʻŌiwi (Native Hawaiian), Pacific Islander, and Indigenous learning systems
*Access resources on equity and liberation in education with a Native Hawaiian, Pacific Islander, and Indigenous focus
*Analyze institutional programs at their own institutions for potential Indigenous equity projects

Speakers
avatar for LynleyShimat Lys

LynleyShimat Lys

PhD Student, Graduate Assistant, University of Hawaiʻi at Mānoa
avatar for Māhealani Ahia

Māhealani Ahia

PhD Student, Graduate Assistant, University of Hawaiʻi at Mānoa


Tuesday November 10, 2020 6:30pm - 6:55pm EST
Concurrent 1
  Social Justice, Presentation

7:30pm EST

Ethical Dilemmas in an Open Technical Communication Textbook: Lessons in Audience Awareness
Sarah Lambert provided us with a thorough analysis of OER literature, resolving that it is “aligned to social justice principles, starting with the first UNESCO definition of [OER]” (2018). Open education is both grounded in and positioned well for social justice progress, in more ways than one. But what happens when your attempts to challenge students with analyzing social justice issues in your OER are flagged for insensitivity by students?

When the Open Technical Communication team began development of its highly successful textbook, we were working to achieve social justice-oriented goals both explicitly and implicitly. Explicitly, we were working to create a resource that would provide an essential skill to anyone who wished to gain it, regardless of social status. With textbook adoption in at least 14 states and large download numbers in other countries, this initial goal has been and continues to be met.

On the other hand, we worked to make our text inclusive and representative of the wide variety of people and cultures in the U.S.—with encouragement to readers to learn about and respect global cultures. We were surprised, then, when one of our ethics case studies was flagged by a student as insensitive. Based on real events, these case studies were provided in the textbook as a way for faculty to touch on ethical problems related to social justice issues, such as mascots named after Native Americans and discrimination against people on the basis of race, gender, religion, and sexual orientation. These case studies of unethical behavior were designed so that students were challenged to analyze them and propose ethical solutions.

Hodgekinson-Williams and Trotter advocate for “’re-acculturation’…which would respect alternative epistemic positions and acknowledge alternative authorities on what is considered to be worthwhile knowledge and dispositions” (2018). In this video, we will raise the question of how to share ethics cases in this rapidly changing cultural environment that is the U.S. while also respecting that some examples may be too close to home for a student to analyze objectively.

Lambert, S. R. (2018). Changing our (dis)course: A distinctive social justice aligned definition of open education. Journal of Learning for Development, 5 (3).
Hodgkinson-Williams, C. A. and Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the global south. Journal of Learning for Development, 5

Learning outcomes:
  • Participants will be able to identify various definitions of open educational resources and how they relate to social justice
  • Participants will be able to identify an OER titled Open Technical Communication
  • Participants will be able to describe the complications of ancillary materials that asked students to analyze ethical dilemmas
  • Participants will be able to explain the lessons the creators learned about levels of social justice in open educational resources

Speakers
avatar for Tamara Powell

Tamara Powell

Director, KSU CHSS ODE, Kennesaw State University
student success in online courses, teaching online, faculty development for online and hybrid teaching, instructional technology, how much they love their pets, favorite beaches, dancing to '80s music
avatar for Tiffani Reardon

Tiffani Reardon

Affordable Learning Georgia Program Manager, University System of Georgia
Talk to me about: instructional design, tech com/writing, accessibility, oer, open pedagogy, dogs, cats, geek stuff


Tuesday November 10, 2020 7:30pm - 7:30pm EST
View Anytime
  Social Justice, Lightning Talk

7:30pm EST

Transforming the lesson
In this discussion, examples of small steps taken to transform the traditional lesson into an open and inclusive learning experience will be shared. Participants will be invited to challenge the process. This session provides participants an opportunity to explore what they could do in their practices to achieve open and inclusive learning spaces for all their learners.

Learning Outcomes: Ideas to transforming lessons to become open and inclusive for all students

Speakers
avatar for Carolee Clyne

Carolee Clyne

Open Education Advisor/PhD Candidate, BCcampus/University of Northern British Columbia
Carolee has been supporting faculty in higher education for over 20 years in a variety of roles including computer, library systems, web support, instructional design and registrar systems. Modeling life long learning, Carolee is presently a doctoral candidate at the University of... Read More →
avatar for William Gottschall

William Gottschall

Instructor (Sociology, Criminology, Women's Studies and Anthropology, College of New Caledonia


Tuesday November 10, 2020 7:30pm - 7:30pm EST
View Anytime
  Social Justice, Lightning Talk
 
Wednesday, November 11
 

10:00am EST

Embedding Mental Health and Wellbeing in Open Pedagogies
Growing numbers of students at schools, colleges and universities are experiencing mental health issues. The COVID-19 pandemic has further heightened anxiety and stress for many learners of all ages, especially those learners facing a significant change to the way in their education is delivered. While the act of learning can be extremely positive for student mental wellbeing, in other cases it can exacerbate or cause mental health difficulties. Any pedagogy of care (Bali, 2020) will need to address the relationship between curriculum and mental health. Fortunately, educators can do much to embed mental wellbeing in their teaching in order to prevent or mitigate mental health issues, including through the adoption of an open pedagogy strategy.

Various aspects of open pedagogy have the potential to support student mental health and wellbeing. For example, connecting learners with the wider world can support their sense of belonging, while renewable assessment offers relevance, authenticity and value that can support student motivation. Empowering students in co-creating curricula and resources offers similar potential benefits in respect of autonomy, motivation and wellbeing. However, open pedagogy also raises potential barriers to student wellbeing. For example, students with social anxiety may find the emphasis on collaboration uncomfortable and students with low self-esteem and/or self-efficacy may find it difficult to manage the degree of autonomy often involved in open pedagogy approaches. In addition, connecting students with the wider world online brings safety and surveillance issues that could compromise their wellbeing, leading to stress and anxiety.

Most of these barriers can be managed, however, by paying careful attention to learners’ specific needs. This presentation draws on current research from The Open University and elsewhere to underpin an exploration of the relationship between open pedagogy and mental wellbeing, and the strategies that educators might employ to evaluate and manage the potential impact of any open pedagogy approach. The presentation discusses how Universal Design for Learning (UDL) can be used as a guiding framework within which to locate open pedagogy strategies in order to evaluate their impact on student mental health and to ensure that open pedagogy-informed teaching, learning and assessment supports, rather than undermines wellbeing for diverse learners in diverse contexts.


Learning Outcomes:
•Demonstrate knowledge and understanding of the relationship between mental health and learning in diverse global contexts.
•Identify some of the ways in which open pedagogies can support mental health and wellbeing.
•Identify some of the barriers to mental health and wellbeing connected with open pedagogies and the ways in which they might be managed.

Speakers
avatar for Leigh-Anne Perryman

Leigh-Anne Perryman

Senior Lecturer, The Open University
I'm passionate about open education, about social justice, about redressing the imbalance between the world's most and least privileged people, about teaching and learning, about openness and about women's empowerment.
avatar for Kate Lister

Kate Lister

Lecturer, The Open University


Wednesday November 11, 2020 10:00am - 10:25am EST
Concurrent 5
  Social Justice, Presentation

5:00pm EST

Designing a Queer-Inclusive Human Sexuality Course Using OER
As an instructor for Human Sexuality, I have had a difficult time finding a traditional textbook that contained the content and language I wanted so that my course could be inclusive of queer and trans bodies and experiences. This summer, I redesigned my course to feature OER rather than a traditional textbook while participating in an OER Learning Circle hosted by the Minnesota State System. In this session, I will walk through the steps I took during the design process, including setting course-level and module-level learning objectives, creating new assessments aligned with the objectives and supported by the OER, and collaborating with peers in the learning circle. Additionally, I will discuss how you can determine the level of queer and trans inclusion in your sexuality and gender content, how to find new sources for OER related to sexuality and gender, and how to create a sexuality course that is not only queer-inclusive, but intersectional, centering folks marginalized by racism, ableism, and classism, among other systems of oppression.

Learning Outcomes:
1) Identify new sources for Human Sexuality OER
2) Critique the level of inclusivity in existing Human Sexuality course instructional materials

Speakers
avatar for Kathryn Klement

Kathryn Klement

Assistant Prof of Psychology of Women & Gender, Bemidji State University
If you'd like a copy of my presentation materials, they're in this dropbox folder: https://www.dropbox.com/sh/juwbezqhwkk34ic/AAA1Q_ozVa8eIPhxSyHB-_Fra?dl=0


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

11:00am EST

Bringing Racial Justice to Affordable Learning at Ohio State
As with most of our peers, a social justice mission is at the heart of textbook affordability efforts at Ohio State. Open educational resources not only help to reduce student spending, but they also increase equity, inclusion, access and diversity of voices in course materials and learning experiences. In June 2020, The Affordable Learning Exchange (ALX) Team at Ohio State decided to leverage the strength of our existing textbook affordability program to encourage faculty to not only evaluate their course materials for cost-saving opportunities, but to expand their scope to encourage deep conversation and reflection for students related to issues facing Black Americans and other marginalized groups in America today. We launched a new Racial Justice Grant pilot, limited to former ALX affordability grant winners, with a goal of expanding to include this grant as a permanent part of our program starting in Spring 2021. Funding for this pilot was provided to nine faculty across four Ohio State campuses to incorporate assignments and resources related to racial justice in Autumn 2020. Our presentation will include the “how, what and why” from both the administrative perspective (how we found grant participants, gained support from leadership and quickly launched this pilot), and the faculty perspective (why this matters, student response and how topics were woven into a Human Biology course). This new and exciting work ties in well with this year's conference theme, “Reimagining Open Education” as the ALX team and our faculty partners work to broaden the scope of our work beyond simple textbook affordability. Speakers for this presentation will include grant winner Dr. Adrienne Hopson, Biology and Education Senior Instructor, as well ALX team members Ashley Miller (program administrator) and Amanda Postle (project manager).

Learning Outcomes:
Attendees at this session can expect to leave this presentation with the following:
Concrete examples of how affordability advocates can incorporate racial justice work into their mission.
How to gain support from leadership, department chairs and faculty partners to further this important work.
How to create a structure of support (including administrators and students) for faculty who incorporate racial justice topics into their classrooms.

UPDATED 11.17.2020

For documentation from this session and our grant awards, please visit: go.osu.edu/rjgrantresources

Speakers
avatar for Ashley Miller

Ashley Miller

Associate Director, Affordability and Access, The Ohio State University
Affordable Learning Exchange, The Ohio State University
avatar for Amanda Postle

Amanda Postle

Project Manager, The Ohio State University
With nearly a decade of service at Ohio State, my current role is Project Manager with the Affordable Learning Exchange (ALX) Team, in the Office of Disance Education and eLearning. Our team works to build excellent and affordable learning materials at Ohio State. In my role as Project... Read More →
avatar for Dr. Adrienne Hopson

Dr. Adrienne Hopson

Biology and Senior Education Instructor, The Ohio State University Mansfield


Thursday November 12, 2020 11:00am - 11:25am EST
Concurrent 4
  Social Justice, Presentation

12:00pm EST

Rebuilding Open Courses for Equity, Diversity, and Inclusion: A Community College Perspective
Although equity is often identified as the major motivation for open course development, affordability of content is just one of the many decision points that need to be considered when expanding access. Community colleges have long been adopters of open materials for affordability reasons, however, equity, diversity and inclusion (EDI) initiatives at many institutions are just now examining how we can use open practices to build equity for our community college students. In 2017 CCCOER launched our EDI Blog series, which led to the establishment of our EDI Committee in 2020. Our goals include examining issues of EDI within our organization, our field, and promoting work from our member institutions that advances EDI through openness. We know that openness isn’t equity, but many colleges are leveraging conversations about equity and access as a starting point in order for their open classes to better meet EDI goals. Join us for this interactive discussion about how we can rebuild open courses to be more equitable and create open development processes that truly support equity for underserved students.

Learning Outcomes:
Participants will:
Discuss principles of equity-minded decision making to transform open courses.
Explore and affirm our commitment to centralizing EDI in enhancing open course design & development.


Speakers
avatar for Shinta Hernandez

Shinta Hernandez

Department Chair, Montgomery College
avatar for Tonja Conerly

Tonja Conerly

Professor of Sociology, San Jacinto College
- Former OER Director (ATD Grant)-Houston Area OER Consortium Founder-Diversity and Inclusivity Facilitator-OpenStax - Introduction to Sociology contributor
avatar for Quill West

Quill West

Open Education Project Manager, Employee Learning and Development, Pierce College
avatar for Ursula Pike

Ursula Pike

Associate Director, Digital Higher Education Consortium of Texas
I am the Associate Director of the Digital Higher Education Consortium of Texas (DigiTex). I have worked in higher education in Texas for over a decade. As coordinator for Austin Community College’s Open Educational Resources (OER) initiative, I supported OER course options as they... Read More →


Thursday November 12, 2020 12:00pm - 12:55pm EST
Concurrent 1
  Social Justice, Interactive Discussion

1:00pm EST

Looking Beyond Cost: OER as Intentionally Engaged Social Justice
This session will explore core concepts from my forthcoming article "Not Just About the Cost", which looks at how recent projects at the University of Idaho's Think Open Fellows have intentionally engaged OER as social justice intervention. To complete this case-based approach, we will discuss how these goals are informed by Black Feminisms. Finally, I will conclude with a black feminist call to action to engage OER for social justice.

Learning Outcomes:
Participants will leave with specific inspiration on how academic OER can engage with core concepts in social justice via troubling standard curriculums by including marginalized histories.

Speakers
avatar for Marco Seiferle-Valencia

Marco Seiferle-Valencia

Open Education Librarian, University of Idaho
Please find my presentation at: https://tinyurl.com/OERasSocialJustice


Thursday November 12, 2020 1:00pm - 1:25pm EST
Concurrent 2
  Social Justice, Presentation

2:00pm EST

Renewable Texts/Renewable Assignments: Interrogating Race, Gender, and Class Assumptions in OER
This panel presentation will strategize methods for reimagining OER and open education/open enabled pedagogy, taking for its example an English literature anthology published by the University of North Georgia Press in partnership with Affordable Learning Georgia. Encouraging the interrogation of explicit and implicit racist, gender-biased, and classist assumptions in OER is necessary to support OER’s goals for equitable and accessible learning environments.

That racist, gender-biased, and classist assumptions can be found in already published OER is exemplified in the medieval section of UNG Press’s English literature anthology. That these assumptions can pass such peer reviewed texts as this should alert instructors to the need for interrogating OER, especially on its possibly outdated scholarship.

As OER is and should be always available to reuse, revision, and remixing, such gaps and assumptions in published OER need not be overlooked or passed by. Rather, they may provide objective sites for interrogation, critique, and recuperation. This process can be facilitated by revision and annotation as well as by strategic open enabled pedagogy assignments.

Lainie Pomerleau will exemplify such revision through her new introductions to the medieval era section of UNG Press’s English literary anthology. These introductions address the racist implications of identifying literature as Anglo Saxon, an anachronistic term that would be unrecognizable during the period it purports to represent and that has been used by white supremacists and hate groups. These revisions model how OER may work to avoid reinscribing canonical and systemic gaps while also offering sites for interrogating such gaps.

Bonnie J. Robinson will consider how interrogating OER, particularly through open enabled pedagogy assignments that encourage inclusivity, can engage collective efforts to address structural issues of racism, sexism, inclusiveness, and representation. Asking students to critique constituent elements of OER, for example, can provide insight on how scholarship shapes pedagogical tools like textbooks and can allow objective critique of OERs’ purpose and effect and the discrepancies that may exist between them.

And Corey Parson will consider how OERs' online presence provides unique opportunities for audience awareness. This awareness stresses the importance of not equating open with neutral (Approaching Open Pedagogy in Community and Collaboration).

Learning Outcomes:
From this presentation, attendees will learn how and why to interrogate assumptions of OER as neutral; model such interrogations on recent revisions to an open access peer reviewed British literature anthology; frame such interrogations structurally and objectively to encourage respecting issues of gender, race, and class; match such interrogations with constituent element assessment rubrics and categories; and apply strategies of audience awareness unique to OER.

Speakers
avatar for Bonnie Robinson

Bonnie Robinson

Director, University of North Georgia Press
avatar for Corey Parson

Corey Parson

Managing Editor, University of North Georgia Press
avatar for Lainie Pomerleau

Lainie Pomerleau

Honors Program, University of Georgia


Thursday November 12, 2020 2:00pm - 2:55pm EST
Concurrent 1
  Social Justice, Panel

6:00pm EST

A Case Study: How Do We Compensate Minoritized Social Justice Authors and Still Use an Open License?
If you missed it, here is the link: https://youtu.be/zTzySBflQjo
As the session begins you'll hear from the first of three speakers addressing the concerns about OER and those who speak and educate on topics related to social justice topics, in this case anti-racism. We will discuss how the book, “FROM RACIST TO NON-RACIST TO ANTI-RACIST: BECOMING PART OF THE SOLUTION by Dr. Keith L Anderson came into being. All too often the author is not compensated well or expected to do the work and no charge. We are looking for solutions for this issue. With some assistance from technology and open licensing concepts we will talk about this case study where a book on anti-racism was published with an open license, through an often used tool but at the same time was made available to be at a pay service which can provide compensation for the author. We will discuss technical aspects of editing the book, once it is written, as well as using print on demand services and local printing services. We will discuss various challenges and opportunities that came along the way. Look at the idea that the OER portion of this author's work is a primer or catalyst for additional work, at which point the author can be compensated for directly. The idea here is to get the information out to as wide a possible audience as available and at the same time provide resources for the learners that enable them to take in the author's work the way that is best for them. At the same time giving the author a chance to lead various workshops, and lectures, and presentations in hopes of creating further work in this area, providing insight to those who may need additional opportunities for understanding and clarity of such topics.

Learning Outcomes:
In this case study, learners will come away with an understanding of: How to create OER in several formats, including print on demand and digital. Also, have the work be openly licensed and create an avenue of compensation for the author. Create an avenue for the author to address future work by offering work via OER as catalyst for more opportunities and future work.

Speakers
avatar for Bob Casper

Bob Casper

Instructional Design Consultant, Boise State University Center for Teaching & Learning
Bob Casper has been at Boise State University, in Idaho's capital, for over a decade. He currently serves a unit of the University's Center for Teaching and Learning (CTL) called Instructional Design and Educational Assessment (IDEA Shop) as an Instructional Design Consultant working... Read More →
avatar for Federick Johnson

Federick Johnson

Graduate Assistance, OER, Center for Teaching and Learning, Boise State University
avatar for Keith L. Anderson

Keith L. Anderson

Educational Specialist, Center for Multicultural and Educational Opportunities, Boise State University


Thursday November 12, 2020 6:00pm - 6:25pm EST
Concurrent 3
  Social Justice, Presentation

7:30pm EST

Does relationship building hold the key to the inclusion of Indigenous Traditional Knowledge in OERs?
This presentation will examine the question of the role relationality places in how Indigenous Traditional Knowledges could be included ethically, respectfully and legally into OERs. The key problems that have excluded Traditional Knowledges from OERs have been Intellectual Property concerns. In theory, it should be possible for faculty members and librarians to form relationships with Indigenous communities in order to apply the Traditional Knowledge labels created by Local Contexts in conjunction with open licenses to OERs with the goal of fostering culturally appropriate uses of Traditional Knowledge in non-Indigenous contexts. This topic is based on a graduate-level research paper that was grounded in the Indigenous concept of relationality (the connections that exist between all people and things) while acknowledging that the primary concern of faculty members and Indigenous communities isn't that the Traditional Knowledge will be shared but how it is shared.

Learning Outcomes: After this session, you will:
- Identify what Indigenous Traditional Knowledges are
- Be able to identify what Traditional Knowledge Labels are and how they are used
- Understand the key issues that have so far kept Indigenous Traditional Knowledge from being included in OER material
- Understand the importance of relationship-building when working with Indigenous Traditional Knowledge

Speakers
avatar for Lauren Bourdages

Lauren Bourdages

MLIS Student/Copyright and Reserves Supervisor, University of Alberta/Wilfrid Laurier University


Thursday November 12, 2020 7:30pm - 7:30pm EST
View Anytime
  Social Justice, Lightning Talk

7:30pm EST

Driving Change in Sexual and Reproductive Health and Rights with Open Education
Since 1992, the International Federation of Medical Students Association (IFMSA) has been representing the voices of 1.3 million medical students coming from 134 countries worldwide. IFMSA advocates for Sexual and Reproductive Health and Rights (SRHR), with a designated Standing Committee acting as the driving force in these efforts.

IFMSA works on pursuing “A world where every individual is empowered to exercise their sexual and reproductive health and rights equally, free from stigma and discrimination” and equipping medical students with the necessary knowledge, skills and tools to take action and engage in change-making processes locally, nationally and globally. IFMSA has a large focus on building capacities in the field of SRHR, with various workshops closing the gaps in knowledge of topics oftentimes not covered enough in SRHR related educational resources globally.

The session will focus on presenting 2 of the aforementioned workshops: Youth act for safe abortion (a training developed in collaboration with Ipas on Women’s reproductive Rights and Access to Safe Abortion) and H.E.A.T. (the HIV Education and Advocacy Training). Medical students from different cultural and regional backgrounds and experiences took part in an education initiative that covered medical, social and advocacy-related aspects. The workshops are based on manuals that are available for use and can be used for medical students, by medical students worldwide to build their capacities on relevant SRHR topics - anytime, in different settings and multiple languages.


Both workshops highlight the role of relevant non-formal education methods when it comes to creating a safe space for participants necessary to discuss the diverse topics that the workshops entail. Examples of such methods are simulations, role-plays, debates, and project planning and development by participants themselves was deemed one of the cornerstones that makes participants engage and become proficient in the content of the training. This is reinforced by a small number of participants per workshop and giving them the opportunity to interact in addition to expressing their points of view and personal experiences without fear of being judged. Participants are chosen in a way that promotes intercultural learning- the students taking part in the workshop come from diverse regions and cultural backgrounds, keeping gender representation in mind.

Learning Outcomes: 1) Showcase concrete ways to use open education methods to deliver SRHR knowledge to medical students worldwide and highlight the benefit of different implementation formats.
2) Display specific examples of how SRHR education initiatives approach taboo and stigmatized topics by creating safe spaces.
3) Empowering future healthcare professionals to engage in advocacy efforts, therefore raising awareness about SRHR issues in the general public.

Speakers
avatar for Eglė Janušonytė

Eglė Janušonytė

Liaison Officer for SRHR Issues, incl. HIV and AIDS, The International Federation of Medical Students Associations (IFMSA)
avatar for Ieva Berankytė

Ieva Berankytė

Liaison Offcer for SRHR issues, incl. HIV and AIDS, International Federation of Medical Students' Associations


Thursday November 12, 2020 7:30pm - 7:30pm EST
View Anytime
  Social Justice, Lightning Talk

7:30pm EST

Learner Empowerment through Canada's 94 Calls to Action
In this Lightening Talk, Jess O’Reilly walks participants through an example of OER-enabled pedagogy that she has implemented in an asynchronous online course titled Truth and Reconciliation, a course devoted to supporting learners as they confront the myriad harms caused by Canada’s residential school system specifically, and settler colonialism generally. The culminating project in this course invites learners to contribute to a public-facing website dedicated to educating youth about Canada’s 94 Calls to Action, and grassroots efforts to support reconciliation, reclamation, and restoration across Turtle Island.

This example of OER-enabled pedagogy forms the basis of Jessica’s ongoing doctoral research project and intended research output for the Open Ed Group’s OER Research Fellows program.

Learning Outcomes: Participants will be able to:

- Observe an example of a renewable assignment implemented in service of learner empowerment and increased awareness of existing social justice issues facing Indigenous persons in Canada

- Consider how renewable assignments influence learner motivation, self-directedness, and group cohesion

- Explore an example of a for-credit postsecondary course actively implementing OER-enabled pedagogy

Speakers
avatar for Jessica O'Reilly

Jessica O'Reilly

Professor, Cambrian College
I’m Jess O’Reilly – Algonquin and European wiisaakodewikwe, post-secondary educator, program coordinator, instructional designer, faculty support professional, and emerging open researcher.I'm interested in the intersections between open educational practices such as OER-EP... Read More →


Thursday November 12, 2020 7:30pm - 7:30pm EST
View Anytime
  Social Justice, Lightning Talk

7:30pm EST

The Femedtech Quilt of Care and Justice in Open Education
The Femedtech Quilt of Care and Justice in Open Education project began in mid-2019 and it was originally intended that the physical quilt would debut at the UK OER20 conference in April 2020. Whilst we had always anticipated that a digital version of the quilt would be part of the story, the importance of that element has increased significantly. Sadly the physical quilt has yet to make it's actual debut in the world, but the stories of the squares, and of the construction of the quilt can still be shared.

The FemEdTech quilt is a quilt of activism, and makes material concerns and practices of our community. Inspirations for this work include the Quilts of Gee’s Bend, Faith Ringgold, the Digital Embroidered Commons , Geek Art, the Quilted Banner displayed at https://britishtextilebiennial.co.uk/, Stitching the Border, The Colorful, Radical Quilts of Chawne Kimber, the LearnHigher Quilt and the Quilt of Comfort.

The quilt is made up of squares produced by open practitioners across the globe, and many of the personal stories behind each square have been recorded on the website. The quilt was always intended to exist in physical and digital form, to be as accessible and open as possible, so please do browse the quilt website, explore each section of the quilt, and read many of the stories of it's creation.
You may enjoy this video about the quilt that was premiered at the online OER20 conference.

Learning Outcomes: Explore the stories behind a collaborative quilting project that has spanned across the globe and networked a community of open practitioners.

Speakers
avatar for Anne-Marie Scott

Anne-Marie Scott

Deputy Provost, ascott@athabascau.ca


Thursday November 12, 2020 7:30pm - 7:30pm EST
View Anytime
  Social Justice, Showcase Gallery

7:30pm EST

Using Open Pedagogy to Support Inclusive, Student-Centered Open Educational Practice: Lessons From the Field
Student agency, as embodied in values and practices such as learner-driven control of student work, critical understanding of and engagement with technology and privacy, and inclusive learning, is at the heart of open education and open educational practice (OEP). Unfortunately, many instructors feel unprepared to communicate these values and scaffold these skills in a way that their students can fully understand and engage with. As Open Education Fellows, we have been conducting research in order to help faculty and librarians partner to meet these needs and support broader discussion about student agency and equitable instruction.

This session presents the results of interviews with open pedagogy practitioners and their students. It also incorporates a content analysis of intellectual property policies at more than 100 institutions as a way of understanding how institutional policy does or does not support student agency in open licensing. Taken together, these findings offer an exciting set of approaches to open pedagogy that can be used by experienced practitioners to polish and update their course design and by new practitioners who need a blueprint to integrate agency and inclusivity from the beginning. Join us to get a better understanding of what we are doing well, what we can do better, and how the community can come together to build a blueprint for student agency that centers the values of open and offers concrete guidance for putting those values into practice.

Learning Outcomes: Discover best practices for supporting student agency based interviews with open pedagogy practitioners and their students

Get answers about who owns the teaching materials we often put an open license on, every day and during rapid shifts to online learning

Get a sneak preview of our upcoming work developing a Blueprint for Student Agency in Open Educational Practice

Speakers
avatar for Will Cross

Will Cross

Director, Copyright and Digital Scholarship Center, NC State University Libraries
I'm excited about the relationship between copyright, student agency, and open culture. Recently I've been focused on the Library Copyright Institute, the Open Pedagogy Incubator, the Scholarly Communication Notebook, and the Best Practices for Fair Use in Open Education... Read More →
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


Thursday November 12, 2020 7:30pm - 7:30pm EST
View Anytime
  Social Justice, Lightning Talk
 
Friday, November 13
 

10:00am EST

OE"ours": Inclusiveness in the OER classroom through Windows and Mirrors
As we know, just because a resource is open, doesn't mean it is inclusive to all learners. Through this workshop, participants will reflect on Emily Style's Windows & Mirrors Theory and examine ways it can be applied in OER classrooms to "open up" the OER to being more inclusive of all our experiences: yours, mine, and ours (OE"ours").

Mirrors (reflections of one's own self/experience) and windows (opportunities to view a different perspective/experience) challenges students to connect to the material in a deeper, more authentic, and uniquely personalized manner. Contrasting the polarizing environment in which many of our students live, this framework actually is not binary focusing on either/or, but instead grows rich in the middle ground where it is not one or the other, but both. It's not “Are we the same/different?” but “How are we the same and what can we learn from each other?” This humanistic teaching/learning strategy can be applied to a variety of disciplines, as well as across diverse content and course delivery methods, resulting in more open and inclusive education for all involved.

The workshop will allow participants to reflect, create, collaborate, adapt, devise, and integrate the theory into their own teaching & learning practices.

Learning Outcomes:
Participants will:
1) Differentiate between open and inclusive educational resources
2) Explore the Windows & Mirrors Theory by Emily Styles through personal application
3) Examine it as a teaching strategy in OER classrooms for greater inclusion and engagement of our diverse student populations
4) Reflect, create, collaborate, adapt, devise, and integrate the theory into their own teaching & learning practices. (Sounds overwhelming, but this is all part of the final workshop "activity".)

Speakers
avatar for Kari Frisch

Kari Frisch

Instructor and eLearning Coordinator, Central Lakes College


Friday November 13, 2020 10:00am - 10:55am EST
Concurrent 2
  Social Justice, Workshop
 
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