Workshop on Open Education at UBC, June 2014

In early June of 2014 I facilitated a workshop on open education during the CTLT Institute (Centre for Teaching, Learning and Technology). I have a few slides that I used in the workshop, which are embedded below.


Also, with the help of Will Engle, Strategist for Open Education Initiatives at CTLT, I made a wiki page for this workshop, that has most of the workshop information on it. Through the magic of UBC blogs, I’m embedding that wiki page here. There’s this cool thing on the UBC wiki that allows you to get a shortcode to embed wiki pages, and then the info below should update when the wiki page is updated. Neat, hey? If you want to see the original wiki page instead, it’s here.

The agenda for the session is probably of the most interest to people; that’s the first item below. There are also results from an informal survey I did on open education (which is still open until about July 28, because I’m doing another workshop at the end of July, so feel free to add your response too!), links to what people said in their groups during the workshop, links to sites talked about by the panelists who spoke at the session, and more.

The attendance at this session was not as great as I would have liked, so the groups pages on the wiki are not as populated as they might have been if there had been more people. But we had interesting discussions nonetheless!

One lesson learned: we need to market sessions like this not so much as ‘open education,’ because that only tends to attract people who are already interested in and often already doing open educational activities. Rather, we should advertise them as ways to improve your teaching (b/c if teaching work is open, people feel pressure to make it as good as possible), ways to improve student engagement and quality of student work (same thing), and ways to incorporate the “students as producers” idea into classes (if open educational activities involve students creating part of the course content). That might attract more people who may not initially be interested just in open education, and open education can be valuable for these and other, generally-applicable pedagogical reasons!