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Social Justice [clear filter]
Tuesday, November 10

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

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
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  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

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
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  Social Justice, Lightning Talk
Thursday, November 12

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

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
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  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.

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
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  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

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
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  Social Justice, Lightning Talk

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

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
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  Social Justice, Lightning Talk
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