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Educational Design and Open Pedagogy

Will Engle

Gill Green

Christina Hendricks

Rajiv Jhangiani

Lucas Wright

Cascadia Open Education Summit

April 18, 2019

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Overview of Session

Think-Pair-Share: Open Pedagogy Starter Kit
Introduction to Open Pedagogy
Activity: Worldcafe
Group Work: Creating an Open Pedagogy Starter Kit

These slides: http://bit.ly/2019opendesign

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Beginning thoughts

What would an “open pedagogy starter kit” ideally include?

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Tom Woodward in an excerpt from an interview in Campus Technology

Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.

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OER-enabled pedagogy

“the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.”

-- Wiley & Hilton (2018)

The 5Rs of open content.

David Wiley, CC by 4.0

Added by Christina; this is very similar to the previous slide

“In introducing the idea of OER-enabled pedagogy, we ask what it means to add the 5R permissions to these public entities - to be consciously engaged in either building upon work previously done by another or to construct a new public entity that explicitly offers other learners permission to publicly transform and adapt it. When student works are openly licensed, granting others 5R permissions in their use of the artifacts, each work becomes the beginning of an ongoing conversation in which other learners participate as they contextualize and extend the work in support of their own learning. Open licensing also ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning.”

We propose the following four-part test to determine the extent to which a specific teaching and learning practice qualifies as OER-enabled pedagogy, as exemplified by the idea of renewable assignments:
Are students asked to create new artifacts (essays, poems, videos, songs, etc.) or revise/remix existing OER?
Does the new artifact have value beyond supporting the learning of its author?
Are students invited to publicly share their new artifacts or revised/remixed OER?
Are students invited to openly license their new artifacts or revised/remixed OER?

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Quotes about open pedagogy

“shift the student emphasis to contribution to knowledge as opposed to simple consumption of knowledge” (Heather Ross)
“the ability for learners to shape and take ownership of their own education” (Devon Ritter)
“connect with a broader, global community” (Tannis Morgan)
“teacher as ‘the’ authority vs. students being able to bring other sources of authority” (Jim Luke)
“a social justice orientation – caring about equity, with openness as one way to achieve this” (Maha Bali)�

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5 R’s for open pedagogy

See Jhangiani 2019

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Student as producer

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Students & Open Textbooks

Antologia Abierta de Literatura Hispana, cover licensed CC BY 4.0

Environmental Science Bites,

Cover licensed CC BY 4.0

Models and Mechanisms of Public Health, cover licensed CC-BY-NC-SA

Christina

Links:

Antologia Abierta de Literatura Hispana: https://press.rebus.community/aalh/
Environmental Science Bites: https://ohiostate.pressbooks.pub/sciencebites/
A guide to making open textbooks with students: https://press.rebus.community/makingopentextbookswithstudents/

The following is from Rebus’ Guide to Making Open Textbooks with Students:

Dr. Julie Ward, an assistant professor of twentieth- and twenty-first-century Latin American literature at University of Oklahoma…. In the fall 2016 semester, she embarked on a project in her Spanish-language literature course, Introduction to Hispanic Literature and Culture, in which groups of four to five students selected ten texts from the fifteenth century to the twentieth century to include in a critical edition.
Ward and a graduate student “research guide” had pre-established lists of texts students could review and choose from.
For each work, the student groups compiled context in the form of an introduction, at least ten annotations on the text about style, references and colloquialisms, an image and a biography about the author… and a bibliography.
The content of the critical edition was developed in the class, but the work on the text didn’t end there. In the subsequent semester, two students were paid to take the critical edition, verify the facts and public domain licenses, and format it using Pressbooks.

Environmental Science Bites

From Letter to Readers:
“This book was written by undergraduate students at The Ohio State University (OSU) who were enrolled in the class Introduction to Environmental Science. The chapters describe some of Earth’s major environmental challenges and discuss ways that humans are using cutting-edge science and engineering to provide sustainable solutions to these problems. Topics are as diverse as the students, who represent virtually every department, school and college at OSU. The environmental issue that is described in each chapter is particularly important to the author, who hopes that their story will serve as inspiration to protect Earth for all life.”

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Students & Open Textbooks: Annotations

See 10 Ways to Annotate with Students

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Student-produced learning resources

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Noba project

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Wikipedia projects

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UN SDG open pedagogy fellowship

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Students contributing to curriculum

Creating assignments, exam questions, tutorials:

DS106 assignment bank
Rajiv Jhangiani’s Social Psychology course
Video tutorials, Digital Photography course�

Creating learning outcomes, assignments, grading policies & rubrics

Robin DeRosa’s First Year Seminar

Added by Christina

Links:

Ds106 assignment bank: http://assignments.ds106.us/
Jhangiani Social Psychology course: https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/
Student video tutorials explained: http://www.irrodl.org/index.php/irrodl/article/view/3022/4222
DeRosa First Year Seminar: http://robinderosa.net/higher-ed/extreme-makeover-pedagogy-edition/

From above article on student video tutorials:

“… at certain points in the course where students have struggled in the past, all students are given the opportunity to raise their grade if they create a tutorial video for a particular assignment. These tutorial videos are evaluated and a few of these are selected to be placed into the course.
“Finally, after demonstrating high levels of mastery, strong students are offered the opportunity to be a teaching assistant for the upcoming semester. These students create notes for each unit, study guides for exams, tutorial videos, and review presentations and games that are all added to the course and released as OER.”

From Jhangiani’s blog post:

The students were asked to write 4 questions each week, 2 factual (e.g., a definition or evidence-based prediction) and 2 applied (e.g., scenario-type).
For the first two weeks they wrote just one plausible distractor (I provided the question stem, the correct answer, and 2 plausible distractors). They also peer reviewed questions written by 3 of their (randomly assigned) peers.
For the next two weeks they wrote two plausible distractors; For the next two weeks they wrote all 3 plausible distractors; For the remainder of the semester they wrote the stem, the correct answer, and all the distractors.

From DeRosa:

“In OpenSem, I decided to let students design the grading process. It took a couple of weeks (while we simultaneously did other things as well) to hammer it out. Basically, they designed a competency-based model where they would have unlimited time within the confines of the course to improve each assignment if it initially they did not “achieve the competency.” Achieving the competency would require them to meet all of the parameters of the rubrics, which were often designed by the students as they crafted the assignments.”

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Outcomes

Quality of work went up significantly�
Authenticity increased; Viewing went from few to thousands�
Engaging with communities other than their peers; negotiating and learning the rules of those communities, opening their ideas up to public scrutiny�
Students learn open culture, critical digital literacies�
Students learn to see themselves as scholars and as part of the university mission �

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Question

What are we asking students to do when they are working in the open?

Image:

UCSB's Art, Design, and Architecture Museum Club work on wiki - Samantha (Wiki Ed) CC-BY-SA

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Risks

Privacy and student data

Bullying & harassment

Digital

tattoo

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Challenges/

considerations

Supporting Students
Assessing Learners
Student Privacy/Vulnerability
Designing the Right Assignments
Supporting Faculty

5 minutes

World Cafe Guidelines by Avril Orloff CC-BY

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Supporting Students - https://v.gd/Open1

Assessing Learners - https://v.gd/Open2

Student Privacy - https://v.gd/Open3

Designing the Right Activity - https://v.gd/Open4

Faculty Support - https://v.gd/Open5

Photo: Novak Rogic, CC-BY-NC

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Thank You!

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Credits

Slides theme from slidescarnival.com, licensed CC BY.

Icons purchased with subscription to The Noun Project.