Presentation slides from the Open Textbook Summit 2017 with Michael Dabrowski, Marianne Gianacopoulos and Christina Hendricks

1. Open Pedagogy
Case Studies
Michael Dabrowski /Marianne Gianacopoulos /Christina Hendricks

2. Welcome!
Christina Hendricks (UBC): Open Case Studies project- openly licensed
case studies written by professors and students, for anyone to revise
and reuse.
Marianne Gianacopoulos (Langara): experience moving past the
traditional textbook and LMS to enable students to build skills that will
serve them beyond the classroom walls.
Michael Dabrowski (Athabasca): a collaboration project to take students
beyond the core subject matter. Involves 6 Western Canadian
Universities, professors, graduate/undergraduate students, and
members of the Canadian Hispanic community, in open collaborative
pedagogy/andragogy of courses.

3. Introducing Slido
Audience interaction: Q&A, Polls,
Slides...
▪ We want to answer your questions and concerns at today’s
event. We’ll be using Slido and invite you to join in via the below
instructions:
▪ Connect to WiFi using any device, open a browser, Google,
Firefox, Opera, etc. and go to www.slido.com
▪ Enter the event code #OER2017
▪ You can post questions, vote for the best ones, and participate
in polls

4. Opening Question
Before we begin…
What does Open Pedagogy mean to
you?
Also, ask additional questions at:
https://www.sli.do/ Event Code: OER2017

5. Agenda
1. Why or How we are involved in open pedagogy & open
textbooks
a. Our stories – in brief
2. Understanding and Elaboration of Open pedagogy
a. How it applies to our individual contexts
3. Our projects
4. Questions, Polls, Discussion
5. Highlights, benefits & why we will each continue with
Open Pedagogy

6. Our stories
How we got involved in open textbooks and open pedagogy...

7. Open Pedagogy
There are many overlapping
views of open pedagogy.
How do we each think of open
pedagogy in the context of our
projects?
Threads image licensed CC0 on pixabay.com

8. Open Case Studies
Christina Hendricks
Professor of Teaching, Philosophy
University of British Columbia-Vancouver

9. A question
that drove the
project
How can we
facilitate the
creation of a set of
OER, written by
faculty and
students from a
variety of
disciplines, that
promotes
interdisciplinary
interactions?

10. Daniel Munro: Associate VP Academic
Undergraduate Student Government
(now graduated)
Students as
Producers
Open &
Interdisciplinary
Non-disposable
Assignments
Open Case
Studies
UBC Teaching & Learning Enhancement Fund grant

11. May 2016
http://is.gd/ocs_s
print_2016_blog
(note underscores)
Two-day
sprint

12. UBC Wiki
The cases are
written on the UBC
Wiki, then
automatically
embedded on the
Open Case
Studies WordPress
website

13. http://cases.open.ub
c.ca
Funded by
BCcampus OER
grant
Wordpress
website

14. How cases used in courses so far
As course readings
● Economics 4th year course
Adding action plans to a case
● Poli Sci 3rd year course
Writing new cases
● Civil Engineering 4th year course
● Forestry graduate course

15. Recruiting new
participants
At UBC or elsewhere
New courses
New cases
More interdisciplinary
activities
c.hendricks@ubc.ca

16. Crowdsourcing
Learning
Michael Dabrowski
Academic Coordinator, Spanish
Athabasca Univeristy

17. http://ocw.lms.athabascau.c
a
Funded by ABOER
creation/disseminatio
n grant
Moodle
website

18. The move from ME to WE
A world of intelligent, creative, and willing
contributors to the educational process.
(Under)graduate students are brilliant
Open collaborative teaching.

19. From CREATOR to CURATOR
Academics as creators of knowledge
Paradigm shift from CREATORS to CURATORS
We assemble, catalogue, and manage knowledge to
then present it for the learning community

20. Beginner Spanish OER Text
(2015-16)
A fully digital open Moodle-based
on-line textbook
Development funded by Alberta
Innovation and Advanced Education
Housed by Athabasca University

21. Spanish OER in the Classroom
(2016)
Adoption and Implementation, once
again, funded by Alberta Innovation
and Advanced Education
Pilot and control classes at the
University of Calgary

22. Multiple technological platforms are
integrated into the textbook/courseware
to improve and accelerate language
acquisition at a distance…
…and in the classroom.

23. THE SPANISH OER VISION
Multiple publicly funded institutions in Alberta in strategic partnerships within
Alberta and with other jurisdictions for the assembly, use, development, and
assessment of OER Spanish materials.
Open Contributor Hierarchy (professors, graduates and students as equals)
Involving Hispanic-Canadian community associations and individuals
Curriculum Creation
Existing OER Assessment
OER Modification
New OER Creation and Curation
Continuous Editing and improvement

24. The Project Tools
Moodle (open LMS)
Google Maps (open technology)
Google Voice Recognition (open technology)
Google Translate (open technology)
Video, images, texts (licensed or created using CC)

25. Speaking and Listening Skills
Training
Traditional
Listening to self (subjective self-analysis)
Compare self to native speaker (subjective)
Listening to native speaker
Pre-formatted mechanical drills
Teacher centered
Structured learning
Open Tools
Voice Recognition (objective self-analysis)
Speech - > Text (objective)
Listen to any text via Text -> Speech
Free flow activities
Student centered
Inquiry based

26. The Open Mobile Language
Laboratory

27. Digital Literacy…
is no longer a challenge for
the majority of our students
… but it can be a challenge for the professorate to promote
its use and to integrate it into the classroom.

29. “In the end, the best use of
technology occurs when the
academic not only has a deep
understanding of the subject but
also has an imagination and a
vision of how the subject could be
taught differently with new
technologies.” - Tony BatesBates, A. W. (2003). Managing technological change: Strategies for College
and University Leaders. San Francisco: Jossey-Bass.

30. If we set them free with open tools…
they will leap over any hurdles.

32. Recruiting new
participants
From anywhere with
Internet access
Spanish Language
Hispanic Literature
Cultural Studies
Interdisciplinary Texts
dabrowsk@athabascau.ca

33. Open Learning
Flirting with open
Business Management class:
Organizations & Change Spring
2017
Marianne Gianacopoulos
Instructor Business Management
Advisor Education Technology
Langara College

34. Program Context
Post Degree Diploma Program (PDD)
International students: India, increasingly Brazil, SE Asia
(Vietnam, Philippines), China
Program developed by Colleges & Institutes Canada Student
Partners Program
Prerequisite: Completed bachelor's or graduate degree
Course of study: FT mandatory curriculum, over 24
consecutive months
Purpose: access to employment in Canada with ultimate goal
of citizenship

35. Challenges for Students
Away from home & country, many for the first time
On own for the first time, independent
New culture - independence oriented
New education system - self-driven learning
Low digital competence, despite access to technology

36. Traditional Model Expected by Students &...
usually

37. Impetus for Change
Students bored, not engaged, waited with mouths open
Lacking in skills 4C’s Collaboration-Communication-
Creativity-Critical Thinking
Not purchasing pub. textbook
LMS environment does not enhance/contribute development
Students need to learn and use tech tools

38. My Challenge as Instructor
● to develop 4C’s competencies to aid and guide students
beyond school
● To enable students to be active participants in their own
learning

39. Decision: Challenge the Education
Status Quoteaching and learning needed overhaul
Students need to co-create knowledge and content
Created a Remind.com account to enable instant communication
Created class folder on Google Drive for individual and group work
All materials accessible by everyone, real time, build and create
Padlet as class repository for tools, tutorials and research Your
Technology Skill Enhancing Launch
Encouraged students to engage in means other than print to convey
meaning and understanding: mind mapping, podcasts, eposters
Asked students to learn simple tech tools video, audio, infographics, etc.
LMS - for grades (privacy)... and for me a safety net => What if I fail?

43. It was hard for everyone, including me

44. End Result
Incredible engagement: attendance, collaboration, interest and learning
Students went well beyond their comfort zones in learning new technology,
demonstrating understanding, working with others, co-creating knowledge for
future students, research and critical thinking
The class built a web site Orgs and Change

45. Thank you! Questions and
Comments?