Tag Archives: open pedagogy

OERI and some literature on open pedagogy

Open as in Not Closing Open, photo by Alan Levine, shared on Flickr under CC0.

I’m excited to be giving a lightning talk at the Open Education Research Institute hosted by Kwantlen Polytechnic University this week–thank you so much to Rajiv Jhangiani and Urooj Nizami from KPU for the invitation. I’ll also be acting as an OE research mentor for a group of participants in the Institute, which is a wonderful honour though to be honest I still feel a bit of a novice myself in this area. I was trained as a researcher in philosophy, with no information about empirical research with people, which is what I’ve had to try to learn along the way as I do research on open education. Not that all research on open edu has to be empirical…there is a good deal of theoretical research of great significance as well!

But I have done some empirical research on open educational resources in particular, and I must say a big thank you to Rajiv Jhangiani, Jessie Key, Clint Lalonde, and Beck Pitt for my first intro to such research, as we worked on the 2016 BCcampus report: Exploring Faculty Use of OER in British Columbia Post-secondary Institutions. This was part of the work that Rajiv, Jessie and I did during our 2014-2015 BCcampus Open Textbook Fellowship program. I am also grateful to have received an Open Education Group OER Research Fellowship in 2015, where I learned a lot from John S. Hilton and the many other OER Research Fellows as we met and discussed projects.

Of late, I’ve been working with a couple of colleagues on a research project about student perceptions of an open pedagogy project. Specifically, we surveyed students who created case studies for Forestry and Conservation courses, most of which were shared openly and with an open license, on the UBC Open Case Studies website. We started this research back in 2018, when we administered surveys to students in three courses, in Fall 2108 and Spring 2019. Then in 2019 we began coding the data, finishing up around the end of 2019 if memory serves, and then…COVID-19 and we dropped it altogether for a year.

We recently picked this project back up and are excited to report the results and write up an article to submit for publication. The lightning talk at OERI will be the first time I’ll be talking about this project to a wider audience. We’re not completely ready with full results; we have coded the data and have started pulling out a few themes, but we haven’t done a full analysis yet. So the lightning talk will focus on:

  • motivations, including (at the time) not a lot of research literature on student perceptions of open pedagogy projects
  • methods
  • a few preliminary results

That should be easily enough to fill the seven-minute time slot I have!

In the rest of this post, I’m basically starting on the literature review for the article we’ll be working on, by reviewing some of the literature on open educational practices, open pedagogy, and student perceptions of open pedagogy. What follows is a not exhaustive review of literature with some quotes, about open pedagogy, open educational practices, students as producers, and student perceptions of open pedagogy. I can’t imagine we’ll use all of this in our article, but it’s useful to have it in one place!

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OER and OEP at Open Art Histories

In January of 2020 I gave a presentation talking about the basics of open educational resources, open educational practice, and open pedagogy: “It’s not just about the money: Open educational resources and practices” (downloadable and editable slides).

This was for an event called “Open Art Histories” at Langara College in Vancouver, BC.

 

 

Four presentations on OER in 2019

I have been trying to make a habit of keeping track of all my presentations here on this blog, but sometimes I get behind. Here are four I did on OER in 2019 that aren’t yet on this blog.

I was invited to speak at an Open Education Week event at Vanderbilt University in Nashville, Tennessee, in February of 2019: Open Educational Practices: What, Why and How (downloadable and editable slides).

 

Then in May of 2019 I was invited to speak to the British Columbia Philosophy Articulation Committee meeting on OER: “OER in Philosophy” (downloadable and editable slides).

 

In September of 2019 I was invited to speak at an event on open pedagogy at Langara College: “Open Educational Practices: What, Why and How” (downloadable and editable slides).

 

In November of 2019 I was invited to give a keynote talk on OER at an event called “Bridging Open Education and Faculty Development” at the Justice Institute of British Columbia: “Getting Started with OER: What, Why, and Some Mythbusting” (downloadable and editable slides).

Davidson College workshop on Open Educational Practices

In May of 2018 I facilitated a two-day workshop at Davidson College, in Davidson, North Carolina, on Open Educational Practices. I created a site for the workshop on my domain (I have a domain with Reclaim Hosting) where I posted the schedule, learning objectives, and all resources.

Go to that site to see everything; if you just want to see the slides, see below! The slides are available in an editable, power point format on the resources page on the website for the workshop.

[I can’t see the embedded slides on my version of Firefox with Privacy Badger enabled. If you can’t see the embedded slides, there may be an add-on issue. You could try a different browser or turn off a privacy add on. Or you can use the links to see the slides.]

Day 1 slides

See the Day 1 slides on Speakerdeck

Day 2 slides

See the Day 2 slides on Speakerdeck

Tweets about open pedagogy & open edu practices

I’m archiving some Storify stories, since Storify is going away May 16 and deleting all content. I am following Alan Levine’s very helpful process and using his link extractor tool discussed towards the end of that post.

What I can’t easily figure out is where on this site I already have Storify embeds that are going to disappear. I tried to do a search for “storify” through the search function, but that probably only works if I actually say “storify” in the post. Which I don’t know if I did for each of those.

So, until I find posts where these Storify stories are, I’m going to create new posts so I at least have the tweet links in one place! Then hopefully later I can find where I put the darn things here on my blog. (Thanks a lot, Storify, for making our desire to archive really, really hard).

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Presentation on open pedagogy and open edu practices, Mt. Royal University

Poster for this event

For Open Education Week (March 2018) I was invited to give a keynote presentation/workshop on open educational practices and open pedagogy at Mount Royal University in Calgary, Alberta, Canada. I titled it “Beyond cost savings: The value of OER and open pedagogy for student learning.”

They asked me to speak about open educational practices (OEP) and open pedagogy because, while the adoption, adaptation, and creation of Open Educational Resources (OER) was pretty well understood at their institution, the ideas of OEP and open pedagogy were not.

Being a philosopher, and based on my thinking about open pedagogy and OEP over the last year (see my blog posts on these topics), I used this opportunity to try to push my own thinking further around just how we might conceptualize these two topics. I also provided examples of what others had called OEP or open pedagogy.

There was a worksheet that accompanied the session, that people worked on individually and discussed in groups; we didn’t get as much time on this as I had planned (my fault…I talk for too long!)

OEP at Mt Royal, worksheet (MS Word)

And here are some notes I wrote up with plans for the session:

OEP at Mt Royal U, notes (MS Word)

 

Here are the slides from the talk…

You can download them in an editable Power Point file: Beyond Cost Savings, Mt Royal U, slides (pptx)

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 is a video recording of the talk.

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…

 

Perceptions of Open Pedagogy

I am doing a presentation at the eCampus Ontario Technology Enhanced Seminar and Showcase in a couple of weeks, and one thing I’ll be talking about is student and faculty perceptions of the benefits and challenges/barriers to open pedagogy. I’m focused on college and university education, but am also interested in responses from those who teach and learn at other educational institutions.

I have some information along those lines, but I’m writing this post for people to comment on to provide more if they wish.

So, if you are willing, please answer one or more of the following in the comments below. If you want to be anonymous you can use a pseudonym and also a false email address when signing in to provide your comment.

Thanks!

Questions:

  1. Are you a student who has engaged in an open pedagogy project, or a faculty member who has asked students to do so? Or maybe a staff member who has helped design one?
  2. What kind of open pedagogy activity were you involved with?
    1. If you want, you can say what kind of course it was (topic, year level)–though note that this might identify you if you don’t want to be identified.
  3. What were the benefits of this activity?
    1. If you were a student, what did you get out of it?
    2. If you engaged in open pedagogy as a teacher or staff member, what did you hope students got out of it? Why did you ask them to do this? Do you have any evidence, formal or informal, of the benefits of the activity?
  4. What were some challenges or barriers you faced?
    1. What could have or did go wrong?
    2. What potential problems with this kind of activity should others be aware of?
    3. Any advice?

 

Remember that you can remain anonymous by not giving your real name or email address, if you want.

Note that quotes from these answers may be used in my presentation at the event linked above, and may be on slides that are publicly viewable. If you want to provide comments without them being seen here, but you wouldn’t mind me paraphrasing from them, please email me: christina.hendricks@ubc.ca

Update Nov. 11 2017

I got a fantastic set of comments from a student via email. She gave me permission to post them here, which I really am happy to do because they are so helpful. Here they are as a PDF: StudentComments-OpenPedagogy-Nov2017

 

 

Open Pedagogy, shared aspects

This post is part of my reflection on an upcoming talk I’m giving at Douglas College about open pedagogy: “What’s Open about Open Pedagogy?” I an earlier post I started collecting some examples of activities that people have put under the umbrella of open pedagogy. Then I did some reflecting on possible differences between open pedagogy and open educational practices . In my last post I looked at open education in the 60s and 70s.

Here I’m trying to summarize what I’ve got so far around open pedagogy. This is an extension of work I did in a series of posts on open pedagogy earlier this year, all of which are linked in the last one: Navigating Open Pedagogy Part 2. In that post I did a good deal of pulling together of various threads of how people define open pedagogy, and here I’m going to try to refine it even more.

So reading that post might be a useful precursor to this post, because I’m going to do some shorthand here, based on what was discussed there. I’ll also be adding some things based on what else I’ve read since then.

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