Category Archives: My presentations

eCampus Ontario TESS 2017 keynote

On November 20, 2017, I’m giving a keynote at the eCampus Ontario Technology Enabled Seminar and Showcase 2017. They asked me to come and speak about students contributing to Open Educational Resources, so I wrote the following title and blurb:

Adding Value to the World: Students Producing OER

When speaking with students about open educational resources, reducing or eliminating cost of learning materials often resonates with them first; but we need not think of students only as consumers of OER. There can be significant learning benefits when involving students in creating or adapting OER, and they can thereby add value to the world outside of their classes as well. In this way we can reduce reliance on what David Wiley calls “disposable assignments” and practice open pedagogy. Christina Hendricks will discuss various ways of thinking about what “open pedagogy” might mean, provide examples of how students can be involved in producing OER, and share faculty and student perceptions of the benefits—and challenges—of doing so.

But as I was looking at the program, I noticed that the fantastic Heather Ross is speaking on virtually the same topic right after my keynote: “Open Pedagogy: Moving from the throw-away assignment to student creating learning resources.” Heather and I spoke and decided to move in slightly different directions with our sessions.

Mine has changed a little, as these things do–the title has changed entirely, though what I talk about sticks pretty closely to the description above.

I like to post the slides in editable format here on my blog in case anyone wants to reuse them, but the file is too big for this site! I stopped using SlideShare for various reasons, including that they stopped letting you re-upload slides to the same URL after editing them, and because you can only download slides if you have an account.

So until I figure out something else, I’m posting the slides in an editable PPTX format on my Open Science Framework account, here.

You can see them on Speaker Deck below (but that only allows PDFs, not editable files…clearly I need to reorganize my slide life!).

Oh, and here are some notes I wrote up to help me with some of the slides. There are only notes for slides for which I don’t already have the information in my head. This is not a transcript; it is mostly quotes from others to help me remember what to say about what they’ve done, or what they’ve said. URLs for all the quotes are included. The following are the same file in two different formats.

TESS-ecampusontario-Notes-Nov2017 (MS Word)

TESS-ecampusontario-Notes-Nov2017 (PDF)

Presentation: What’s open about open pedagogy?

On Oct. 26, 2017, I gave a talk at Douglas College in the Vancouver, BC, Canada area. This was for Open Access Week 2017. I have a number of blog posts with reflections on my thinking about this talk:

Here I’m posting the slides from the talk I gave!

You can see the slides on speakerdeck, and you can download them as power point here: WhatsOpenAboutOpenPedagogy-DouglasCollege-Oct2017

Here they are embedded from Speaker Deck…

Join us virtually at our session at #OpenEd17

laptop on knees of a person with a dog sitting next to them on a couch

Laptop & dog image licensed CC0 from pixabay.com

 

I am working with a fantastic group of people on a session at the upcoming Open Education Conference (Oct. 11-13, Anaheim, California), and we are looking for people who want to join us virtually.

Our session info:

Friday, Oct. 13, 3:30-4:25 pm Pacific time (California)

How can we destroy the open education movement? Conversations about ethics.

Openness is a process that requires and benefits from critical reflection. We believe that facilitating and stimulating critical discussion/debate about the contours and direction of the open education movement (OEM) is essential to its flourishing. In this spirit, the proposed session is intended as a space for participants to unearth and critically explore timely, perhaps uncomfortable questions that may not be at the surface of what we are doing as individuals or as collaborators within the OEM. The facilitators in this session do not have answers. Rather, we host an unconventional, interactive format designed to expose difficult topics and support innovative interventions. The session format supports both in-person and virtual (online) attendees working together on outlining and discussing pressing ethical questions in the OEM. This session allows participants to engage in a critical conversation that is liberating, paradigm challenging, constructive, and inspiring.

Session organizers/facilitators (the following list is those who have been active in planning during the last few meetings):

  • Karen Cangialosi
  • Robin DeRosa
  • Gill Green
  • Christina Hendricks
  • Rajiv Jhangiani
  • Jamison Miller
  • Tara Robertson
  • Scott Robison

Tara and I will not be onsite, but rather joining virtually.

We are looking for others who would like to join virtually as well

I volunteer with Virtually Connecting, but this isn’t quite the same thing: those conversations are usually live streamed on YouTube and also recorded; this one won’t be either live streamed or recorded. It’s just a matter of getting more voices in the room who couldn’t attend the conference in person.

There will be a bit of introduction to the session, but most of the time will be spent in small groups doing discussions, and we envision the virtual participants (including Tara and I) being one of the small groups. We will also have a discussion with the whole room, including the virtual participants, towards the end of the session.

Might you be interested in joining us? If so, please fill out this form to let me know and I’ll get in touch with you with details! We may have to limit the group to a certain number of people, so first come, first in! :)

Any questions? You could ask me on Twitter: @clhendricksbc

 

 

Mobile teaching and learning

On July 26 I participated in an elearning symposium at the University of Washington-Bothell, virtually, on the invitation of Todd Conaway. There were numerous presenters, many from far and wide, including Alan Levine in Arizona and Viv Rolfe in the UK.

Each of the presenters only had 15 minutes to speak, on something related to the symposium’s theme of “Learning Everywhere.” And since several of us were coming in virtually, we didn’t see the rest of the symposium. Fortunately, Todd did a writeup of the whole day, in a blog post.

I wanted to share here what I said in my 15 minutes, in case it’s useful to others.

college students sitting on stone steps of a building, three of them with phones in their hands

People of Berkeley – Meeting Place, shared on Flickr by John Morgan, licensed CC BY 2.0

The title and description of my short presentation were:

Teaching & learning on the go: students and faculty

Our students are learning pretty much everywhere: on the bus, at coffee shops, walking around town…. What can we as teachers to do facilitate that learning? And what can we ourselves do on the go in our teaching and learning practice? Christina will provide a few ideas on these questions, and ask for participants to share their thoughts too.

So yeah, that’s what I had planned. But I didn’t get to that last part of people sharing their thoughts too. I finished what I had planned to say with maybe 1 minute left, so there wasn’t time for discussion while I was there. 15 minutes is hard to squish things into, and I probably took on too much for that time slot. But anyway. Here are my thoughts on the two questions above, expanded a bit from what I actually said in the symposium.

Continue reading

Open Case Studies project

I am involved in an OER (Open Educational Resources) creation and sharing project called Open Case Studies that started about a year ago. I’m writing this post to give a general overview of the project to introduce it to new people who might want to participate.

This post will generally follow the format of a couple of presentations I’ve already given recently. Here is a set of slides from one of them, that goes over the basics of the project. You can download the slides as powerpoint, here: BCcampus-OpenEdWebinar-OpenCaseStudies-Feb2017

Motivation for the project

This project started from an idea by Daniel Munro, who was in 2015-2016 the Associate VP Academic for the student association at UBC, the Alma Mater Society. He wanted to start a project that would allow for several things:

  • Creation and adaptation of OER by both faculty and students at UBC, to be shared for revision and reuse by others
  • Interdisciplinary discussions and activities–students and faculty working across disciplines
  • Students avoiding “disposable assignments” and instead creating things that add value to the world; this is also connected to the idea of students as producers of knowledge rather than just consumers

You can see more about the objectives of the project on the “about” page of the Open Case Studies project website.

Project in a nutshell

Our project and site involve both faculty and students creating or editing case studies that are openly licensed (CC BY) to allow for revision and reuse by anyone with no restrictions except an attribution to the original source. See here for more about CC BY and other Creative Commons open licenses.

We held a two-day sprint in May 2016 in which faculty and students wrote the first set of case studies. You can see all about that sprint in my blog post about it.

How the case studies have been used in courses

In the 2016-2017 academic year, several faculty members used the case studies in their courses at UBC. There are many ways to do so! Here is what has been done so far:

  • One faculty member has assigned a case study “as is” in a course
  • One has asked students to add “action plans” at the end of one of the case studies (see here)
  • Several have asked students to write their own case studies
    • See the Forestry case studies on our site
    • And also this case study from Civil Engineering
    • A class in Gender, Race and Social Justice had students write case studies too, but they’re not on the site because we haven’t yet sought permission to give them a CC BY license. You can see them on the UBC Wiki, here.

We have a teaching guide for the project that shows some examples of assignment instructions faculty have used with the case studies. See the “sample assignments” on the Teaching Guide page for the project.

We are particularly interested in developing interdisciplinary activities involving the case studies. So far students in single disciplines have been approaching the case studies from those disciplines. But we would love it if students could approach existing case studies from a separate discipline and add their own perspectives. There are places in each case study where such perspectives can be added.

Or perhaps two classes could work together on creating case studies from two (or more) different disciplines.

Help with implementing open case studies into courses

This project is funded in part by a Teaching and Learning Enhancement Fund grant from UBC, which allows us to hire graduate assistants to help faculty design and implement assignments.

We also have access to help from the UBC Library and the Centre for Teaching, Learning and Technology in creating resources to help students understand how to write or otherwise contribute to the open case studies.

So anyone from UBC who would like to join has access to help in implementing open case studies into their course (at least for the next year or so)!

Anyone can contribute

We have focused most of our efforts so far on UBC faculty and students, but we are also opening out the project to anyone who would like to join in, from any post-secondary institution.

We are working on creating a form for people who are interested to fill out that will be posted on the site, but for now, please just email me if you would like more information or think you might be interested: c.hendricks@ubc.ca

And be sure to check out our website!

 

 

 

 

 

Survey of BC faculty on OER & open textbooks

While I was one of three Faculty Fellows with the BCcampus Open Textbook program, we conducted a survey of faculty in BC and beyond, focusing on their use of and attitudes towards Open Educational Resources and Open Textbooks. We got over 70 complete responses from faculty at various institutions, most of them from teaching institutions rather than research institutions.

Screen Shot 2016-04-13 at 4.47.23 PMWe published a white paper about the survey, which was released in January of 2016. You can read a brief summary of the report here.

Here is a link to the PDF of the full report.

 

 

We also presented the results of this survey at two conferences before the white paper was finished:

The BCcampus Open Textbook Summit, May 2015, Vancouver, BC. Here are the slides from that presentation.

 

The 2015 Open Education Conference, November 2015, Vancouver, BC. Here are the slides from that presentation.

Open Education Week 2016 panel at UBC

I like to keep track of various things I’ve participated in, such as giving talks, facilitating workshops, etc., and this post is part of doing that.

On March 10, 2016, I was part of an amazing panel of people talking about “Engaging Students in Open Education,” as part of Open Education Week at UBC.

Here is the description and panelists:


Open education is a hot topic on post secondary campuses these days. This year UBC saw the #textbookbroke campaign led by the Alma Mater society – advocating for the use of open textbooks and open practices in the classroom to reduce costs for students; the adoption of open textbooks and resources in large multi section physics and math courses; and the continuing development of open teaching practices with Wikipedia projects and student produced, openly published content.

How do we engage students with open educational practices that go beyond making their work public to making it re-usable or available for others to build on? Why is open education important to students and to what extent can it enrich the teaching and learning environment?

Lighting Talks: Each speaker will present for 8 minutes and respond to questions for 5 minutes. This will be followed by a broad panel discussion about open practice.

Panelists:

Christina Hendricks: Senior Instructor Philosophy
Jenna Omassi: VP Academic & University Affairs
Arthur Gill Green Postdoctoral Teaching Fellow, Geography, BC Campus Faculty Fellow
Rajiv Jhangiani, Psychology Instructor, Kwantlen Polytechnic University
Leah Keshet, Mathematics Professor
Eric Cytrynbaum, Associate Professor Department of Mathematics
Stefan Reinsberg, Physics instructor


 

This even was live-streamed and recorded, and I’ve been waiting for the recording to show up on YouTube. But I decided to just post the link to where it is now, in case I forget:

Link to the recording on the Ike Barber Learning Commons website.

 

I love doing these sorts of things because I get to learn about what interesting things others are doing on our campus and beyond!

A series of workshops on open education

One of the challenges in our "Open for Learning" challenge bank

One of the challenges in our “Open for Learning” challenge bank

I have been one of a team of facilitators for a series of workshops on open education that we’ve run at UBC from December 2015 to May 2016 (we haven’t done the last one yet!). The idea behind having this series is that we might be able to go into more depth into various topics than we could cover in a single workshop on the broad topic of open education. It has worked well for that, though of course the people that come to the later ones are not always the same as those who came to the earlier ones, so we still always have to do some intro work at the beginning. Still, I think this model works pretty well.

One thing I really like about what we’re doing is that we have used the model of the “assignment bank” from #ds106 and the challenge bank from #udgagora to create challenges that participants can do during the workshop. We were able to do this because Alan Levine kindly put some code up on Github to set one of these banks up as a WordPress theme. Now, I didn’t use that code to set up our challenge site (I only wish I could do that), but Lucas Wright of the Centre for Teaching, Learning and Technology at UBC did.

Here’s the challenge bank we’ve been using for our workshops–super cool!

We will keep this challenge bank and have people add their answers as we do this series again in the future (and we have one more workshop to go!).

Here is a PDF with the descriptions of our workshop series for 2015-2016: Open for Learning Workshop Final Descriptions

And I wanted to embed our slides, too. Here are the slides for the first three workshops (I’ll add the fourth when it’s done, if I remember).

 

Workshop 1: Open for Learning: Exploring the Possibilities for your Classroom

This was an introductory, overview workshop covering a number of things in open ed.

 

Workshop 2: Using and Remixing Open Resources in Your Courses

 

Workshop 3: Teaching in the Open

Presentation on SoTL research re: peer feedback

In mid-November I gave a presentation at the SoTL Symposium in Banff, Alberta, Canada, sponsored by Mount Royal University.

It’s a little difficult to describe this complex research, so I’ll let my (long) abstract for the presentation tell at least part of the story.


750-word abstract

Title: Tracking a dose-response curve for peer feedback on writing

There is a good deal of research showing that peer feedback can contribute to improvements in student writing (Cho & MacArthur, 2010; Crossman & Kite, 2012). Though intuitively one might think that students would benefit most from receiving peer comments on their written work, several studies have shown that student writing benefits both from comments given as well as comments received–indeed, sometimes the former more than the latter (Li, Liu & Steckelberg, 2010; Cho & MacArthur, 2011).

There are, however, some gaps in the literature on the impact of peer feedback on improving student writing. First, most studies published on this topic consider the effect of peer feedback on revisions to a single essay, rather than on whether students use peer comments on one essay when writing another essay. Cho and MacArthur (2011) is an exception: the authors found that students who wrote reviews of writing samples by students in a past course produced better writing on a different topic than those who either only read those samples or who read something else. In addition, there is little research on what one might call a “dose-response” curve for the impact of peer feedback on student writing—how are the “doses” of peer feedback related to the “response” of improvement in writing? It could be that peer feedback is more effective in improving writing after a certain number of feedback sessions, and/or that there are diminishing returns after quite a few sessions.

To address these gaps in the literature, we designed a research study focusing on peer feedback in a first-year, writing intensive course at a large university in North America. In this course students write an essay every two weeks, and they meet every week for a full year in groups of four plus their professor to give comments on each others’ essays (the same group stays together for half or the full year, depending on the instructor). With between 20 and 22 such meetings per year, students get a heavy dose of peer feedback sessions, and this is a good opportunity to measure the dose-response curve mentioned above. We can also test the difference in the dose-response curve for the peer feedback groups that change halfway through the year versus those who remain the same over the year. Further, we can evaluate the degree to which students use comments given by others, as well as comments they give to others, on later essays.

While at times researchers try to gauge improvement in student work on the basis of peer feedback by looking at coarse evaluations of quality before and after peer feedback (e.g., Sullivan & Pratt, 1996; Braine, 2001), because many things besides peer feedback could go into improving the quality of student work, more specific links between what is said in peer feedback and changes in student work are preferable. Thus, we will compare each student’s later essays with comments given to them (and those they gave to others) on previous ones, to see if the comments are reflected in the later essays, using a process similar to that described in Hewett (2000).

During the 2013-2014 academic year we ran a pilot study with just one of those sections (sixteen students, out of whom thirteen agreed to participate), to refine our data collection and analysis methods. For the pilot program we collected ten essays from each of the students who agreed to participate, comments they received from their peers on those essays, as well as comments they gave to their peers. For each essay, students received comments from three other students plus the instructor. We will use the instructor comments to, first, see whether student comments begin to approach instructor comments over time, and to isolate those things that only students commented on (not the instructor) to see if students use those in their essays (or if they mainly focus on those things that the instructor said also).

In this session, the Principal Investigator will report on the results of this pilot study and what we have learned about dealing with such a large data set, whether we can see any patterns from this pilot group of thirteen students, and how we will design a larger study on the basis of these results.


 

It turned out that we were still in the process of coding all the data when I gave the presentation, so we don’t yet have full results. We have coded all the comments on all the essays (10 essays from 13 participants), but are still coding the essays themselves (had finished 10 essays each from 6 participants, so a total of 60 essays).

I’m not sure the slides themselves tell the whole story very clearly, but I’m happy to answer questions if anyone has any. I’m saving up writing a narrative about the results until we have the full results in (hopefully in a couple of months!).

We’re also putting in a grant proposal to run the study with a larger sample (didn’t get a grant last year we were trying to get…will try again this year).

Here are the slides!

Engaging students with OER

Near the end of May I worked with Jon Festinger and Will Engle to do a 1.5 hour workshop on how using and creating Open Educational Resources (OER) can have pedagogical value in courses (beyond saving students money, which is also important). You can see the basic abstract for the session in the wiki page embedded below.

Click here to see our slides for the workshop, on Google Slides (or see below).

We also created a wiki page for the event, which has numerous link to resources. We also tried to get small groups to post answers to discussion questions on the wiki, but as the event was held in the late afternoon, a bunch of people left when it was time to do the small group activity (I guess many instructors, like many students, think the “real action” is in the presentation rather than the group discussion!).

The wiki page for the workshop is embedded below.

 

About this session


"Increasing Student Engagement through Open Educational Resources" is a workshop held during the CTLT Institute in May 2015.


Abstract

Open educational resources are educational materials (text, video, audio, and more) that are licensed to allow others to reuse, revise, remix, redistribute, and retain them free of cost. There are numerous pedagogical benefits to both using OER and creating OER in courses; this workshop will focus on a few of them, including the following.

Asking students to create OER in courses means, in part, asking them to create things that are available to and of use by other students in the course (both past, present and future) and by people beyond the course. Assignments that are read only by an instructor and/or teaching assistant can seem to be what David Wiley calls in a blog post “disposable”: “assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Resource here). If, instead, student work is adding value to the world, contributing to a larger body of knowledge that can be used by others, it is much more likely that they will be engaged in working on it and try to make it as good as possible. Examples of such assignments could be student blog posts, student-created web pages or wiki pages, videos, and more that others can see/hear/interact with and learn from. Another example that will be discussed in the session is having students edit an open textbook and share their edits openly.

Using OER in courses means asking students to read/watch/listen to/interact with educational materials for the course that are publicly available and licensed for reuse and (often) revision. Finding and assigning OER can allow for presentation of material in different ways: e.g., a textual resource can be augmented through finding and using a diagram, an image, a video, another text that explains things differently, etc. This can help both engage students and improve their understanding of course material. Further, if the OER are licensed to allow revision, students can edit them or mix them with other resources to create something new, both helping their own leaning and contributing OER for others to learn from.

In this session we will all discuss together the various kinds of open educational resources, including open textbooks, how to find OER for your courses, and several of the pedagogical benefits of creating and using OER.


Facilitators


Will Engle is a strategist for open education resources at UBC's Center for Teaching, Learning & Technology. He engaged with projects that are leveraging emerging technologies, approaches, and pedagogies to support open learning. With a background in library science, Will is interested in understanding and supporting the removal of barriers that limit access to education, information, and knowledge.

Jon Festinger, Q.C. (LL.B., B.C.L. 1980 McGill University) is a Vancouver, British Columbia based counsel and educator. He is an SFU Professor of Professional Practice and a faculty member of the Centre for Digital Media. Jon has taught media, entertainment and communications law topics at the UBC Faculty of Law for over two decades, as well as teaching at various times at the UBC Graduate School of Journalism, the Thompson Rivers University Faculty of Law and the University of Victoria Faculty of Law. He is the author of the first edition of “Video Game Law” published by LexisNexis in 2005, co-author of the 2nd Edition published in 2012. The open and on-line components of his courses can be found here & here. Jon was named a member of Creative Commons’ “Team Open” in 2014.

Christina Hendricks is a Sr. Instructor in Philosophy at UBC, and she also regularly teaches in the Arts One program. She has been a proponent of open education for several years, having participated in and few open online courses and been part of the design and facilitation team for others, including one with Peer 2 Peer University called Why Open?, and a course on Teaching with WordPress. She uses as many open educational resources in her teaching as she can, and posts many of her teaching materials as open educational resources herself.


Agenda and session outcomes

Agenda

  1. Introductions--to us, to you
  2. Defining openness and open educational resources (OER) in groups
  3. Discussion of openness and OER
  4. Presentation on pedagogical benefits of OER and open courses
  5. Groups: take a "traditional" assignment and discuss how you might use what we've talked about today to transform it (and why)
  6. Conclusion


Session outcomes

By the end of the session, you should be able to:

  • Give a definition of “open” and/or open educational resources
  • Explain at least two pedagogical benefits to using and/or creating OER in teaching & learning
  • Explain one or more courses/projects at UBC using/creating OER
  • Say how you might adapt an activity or assignment to make it more "open," and why this would be pedagogically a good thing to do

Group activities

Click on your group number to go to the page where you can type in your answers to the questions in the group activities during the session.

To see all the groups' notes from the activities, click here: http://wiki.ubc.ca/Sandbox:Student_Engagement_Through_OER/Group_Resource

You can also see how the group wiki pages look when embedded into a WordPress site, here: http://willdev.sites.olt.ubc.ca/


Resources, links from the session or relevant to the session


Slides from the session

The slides used during the session can be found here (on Google Slides).


Examples of open courses or OER

A list of some examples can be found on the open.ubc.ca website, here: http://open.ubc.ca/learning/

Please add other examples that you know of, below!


At UBC


Elsewhere


Open Education

Creative Commons licenses

True Stories of Open Sharing

Watch some amazingly true stories of open sharing--the great stuff that can happen when we share our work openly: http://stories.cogdogblog.com/

source: http://wiki.ubc.ca/sandbox:Student_Engagement_Through_OER