Rejuvenating Open Education through Open Pedagogy
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Michael Dabrowski's presentation at GO-GN, Galway, April 2019
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Rejuvenating Open Education through Open Pedagogy
- 1. REJUVENATING OPEN EDUCATION THROUGH OPEN PEDAGOGY MICHAEL DABROWSKI Academic Coordinator, Spanish, Athabasca University Spanish Sessional, University of Calgary Ed.D. Student, Athabasca University
- 2. ACKNOWLEDGMENTS I would like to thank the Global OER Graduate Network (GO-GN) for transportation, accommodation and registration for OER19, which allowed me to participate in this conference.
- 3. AGENDA • Background and Overview (4-5 minutes) • Rejuvinating the Learning Objectives (10 minutes) • Open Educational Practices and Resource • Language, Literary Appreciation, Cultural Awareness • Research Skills, Technical Skills • Social awareness, Self-reflection, Global citizenship • Risks, Drawbacks, and Reflections (5 minutes) • Questions and Discussion
- 5. THE ISSUE - DISPOSABLE ASSIGNMENTS • What does this mean? Learning starts Many hours of student work, alone Teacher time for marking Student may read comments 1 match 5 minutes of fire hazard End of ALL learning Image Credit: _Alicja_ under standard Pixabay license Wiley, D., 2013. What is Open Pedagogy? [WWW Document]. iterating toward openness. URL https://opencontent.org/blog/archives/2975 “Not only do these assignments add no value to the world, they actually suck value out of the world.” (Wiley)
- 6. I WANTED TO DO SOMETHING DIFFERENT A flipped classroom where the students do the teaching and I work as a facilitator. 5 Written Assignments (5%, 8%, 12%, 12%, and 20%) 4 Collaboration Assignments (2%, 2%, 4%, 4%) Ice Breaker Presentation (3%), Sociocultural Issue Presentation (10%) Personal Reflections on Learning (5%) + Class Participation Why not create an Open Educational Resource (OER) in the process?
- 7. I WANTED TO DO SOMETHING DIFFERENT Why not expose students to a world of ideas, BIG ideas! The traditional course focuses on grammar and writing in an academic context.
- 9. REJUVINATING ASSIGNMENTS Building a strong teacher student collaborative relationship of inquiry Active engagement of cognitive Sharing personal knowledge and skills with others in a collaborative online setting. Other student’s work becomes example and benchmark Students create, edit, expand, and remix Crowdsourcing a Text David Wiley, the inspiration behind the Open Pedagogy approach at OpenEd17,Anaheim, CA
- 10. STUDENT PROFILE • A 50%/50% mixture of legacy Spanish speakers/2nd year grammar track students. (25-2018, 21-2019) • Expected Majors: Spanish, Archeology, International Business, International Relations, Education • The Unexpected Diversity: Biological Sciences, Chemistry, Natural Sciences, Visual Studies, Actuarial Sciences, Marketing, English, Philosophy, Psychology, Sociology, Exercise and Health Physiology, Multi-Disciplinary • Some undeclared majors and a visiting student
- 11. STUDENTS HELPING STUDENTS LEGACY SPANISH SPEAKER • Exceptional speaking ability • Grammar “sounds correct” • Vast vocabulary • Read and write for pleasure with spontaneity • Live a particular culture SPANISH STUDENT • Reluctant to speak Spanish • Detailed grammar rule knowledge • Limited vocabulary • Read and write critically and methodologically based on models • Explore multiple cultures/perspectives
- 12. COLLABORATIVE TECHNOLOGIES • Class Discussions (in-class, online) • Collaborative Group Work (in-class, online) • Content creation, editing, glossary, assignments (online)
- 13. STUDENT’S COLLABORATIVE CONTRIBUTIONS • For each example and individual student work submitted, peers provided: • Detailed grammar peer-review with discussions • Glossary of difficult words • Short textual questions • Questions about topics in the texts • Global discussion themes emerging from the texts
- 14. CONTENT CREATION
- 15. GLOSSARY OF DIFFICULT WORDS
- 18. SOCIAL AWARENESS •13 weeks, 17 Sustainable Goals • Short Fiction • Case studies • Research Essays • Daily Discussions Spanish Langauge + Global Awareness
- 22. RISKS AND DRAWBACKS • Dealing with past trauma • Discussing marginalized groups • Focusing on issues and not the solutions • Privacy vs. being open
- 23. REFLECTIONS ON THE SEMESTER “¡Gracias por un sorprendente semestre! Fue realmente una alegría venir a clase y disfruté cada momento del curso.” “Thanks for the great semester! I really enjoyed taking this class, I thought you did a great job with it. I enjoyed the many discussions/debates had as a class, I am like you and I like to just debate things. ” “Tu clase siempre fue una de las que esperaba con impaciencia ya que hiciste que la clase fuera muy estimulante e hizo de mi preguntar mi propio punto de vista. Espero verte en el futuro y desearos lo mejor. ” “Best wishes for the future, I hope we can meet again and talk about worldly issues. I loved your class. Thanks for the excellent semester. ”
- 24. KEY INSIGHTS FOR OER DESIGN OERs are never finished, just continuously improved. Students are very grateful for OUR efforts to reduce their cost of education, and are willing to contribute where they can. There are millions of potential collaborators, if you ask. If you can imagine it, they can create it… Remember to Share!
- 25. SOME LESSONS FROM THE COURSE • Student don’t object to hard work, just to pointless work • Students co-create meaningful learning spaces if given freedom • Classrooms are anywhere with a connection •Publishers beware… the students are coming!
- 26. FUTURE PROJECTS • Survey of Hispanic Literature • 1100-1900 (before © becomes an issue) • Latin American Civilization and Culture • Peninsular Civilization and Culture We want YOUR Help!
- 27. PRESENTATION WHAT IT MEANS TO BE “OPEN”
- 28. MY RESEARCH QUESTION (A WORK IN PROGRESS) I am interested in if/when/how/why, through the process of creating and editing open publications, students improve their language skills, engage in, and benefit from, collaborative practices, and deepen engagement with the global community.
- 29. Methodology I have yet to determine a methodology for the research – that’s the next course (EDDE 805 – The Proposal) Progress 2 years of coursework almost complete Finishing 2nd cohort of Spanish students Publishing 1st edition of OER for online self-study in the next year (https://ocw.lms.athabascau.ca/course/view.php?id=134) Issues I’m not getting younger and I’m looking for a fast way through the thesis process, so I can graduate before my retirement.
- 30. ED.D. REFLECTIONS • Finishing 2nd year of coursework. • I have met incredible people along the way • Openness does not come naturally to people • Head swimming in theory. Any advice on how to pick one? • How to go through the process faster?
- 31. OPEN RESEARCHER Human knowledge is a common good and must be available to all Cooperation and Collaboration in Teaching, Learning, and Research To explore OPEN To advocate for OPEN To publish in the OPEN To be OPEN Image Credit: Scottsdale, AZ - Michael Dabrowski CC BY-SA
- 32. MICHAEL DABROWSKI DABROWSK@ATHABASCAU.CA 403.217.6002 (OFFICE NUMBER) 403.585.4494 (CELL, TEXT FRIENDLY) Questions and Discussion
Editor's Notes
- Not only do these assignments add no value to the world, they actually suck value out of the world.
- To Help students learn more advanced grammar requires a lot of practice. So there are many assignments during the course. While it’s primarily a writing course, this part is taken online so that the students can also focus on conversation and use of language in discussion and debate.
- My first doctoral (Ed.D.) course questioned our sociopolitical impact on our students. The more I thought about it, the more frustrated I was that while learning a language does expose students to a new culture, a new world, I could do so much more. This course exposes students to a world of ideas, BIG ideas!
- Much of this reconceptualization is based on David Wiley’s exemplar of Open Pedagogy. I had the pleasure of meeting David in 2017 and was inspired by his passion for open pedagogy. A strong Teacher Student relationship is built upon both coming from an area of strength to collaborate on assignments. The instructor possesses the Spanish grammar and vocabulary authority, but the students each bring their individual backgrounds and experience as subject matter experts in the topics covered during the course. In many cases the teacher is completely out of their element in these areas. This reduces the distance between thee two, building a strong teacher student collaborative relationship of inquiry. Active engagement of cognitive strategies in class in the form of creating questions, identifying areas of difficulty, anticipating challenges for others. Other student’s work becomes example and benchmark Students create, edit, expand and remix
- These are very broad generalizations, but you can see the potential for these vastly different students to teach each other, broaden each other’s perspectives, and all emerge with benefits from the interactions. All of these are made possible thanks to the licenses offered under Creative Commons.
- From the very beginning of the course, students were introduced to the UN Sustainable Goal #4 “Education for all”, the costs and difficulties associated with the creation of educational materials and how their participation in collaborative publishing can democratize this process. In 2018 the students worked on the basis of an informal agreement between us that our common goal was to provide materials which could be used in the future to advance Spanish language learning. In 2019 the students were able to work from a skeletal framework of the textbook with some content already edited and published which made the end goal and possible benefits more tangible. To harness and direct the talent and energy of language students, we adopted Open Educational Practices (OEP) incorporating reusable or meaningful open assignments (Wiley, 2013) into the language classroom. The assignments are reusable because students perfect the living text through various collaborative editorial and pedagogical practices (Paoletti, 1995)
- Dealing with past trauma. Some Hispanic students saw/lived some of these realities that we confronted when dealing with hunger, poverty, and political violence. Sadly, in a class comprised mostly of female students, past experiences of sexual trauma and gender inequality touched on nerves. Dealing with marginalized groups. Canada is working through postcolonial issues with the indigenous people of Canada. We are also coming to grips with gender, sexual preference, racial and religious marginalization, and immigration. All these issues are contentious and have the potential to damage the collaborative environment. Approaching these issues with openness and tolerance is crucial. Focusing on issues and not the solutions. Sadly, it’s very easy to fall into a sense of despair when exploring the 17 Sustainable goals. For many of these 2nd year students this can be the first exploration of these issues, and coming to grips with the severity and lack of easy solutions to these problems can lead to feelings of hopelessness. Directing student attention to the small projects that are working to change this reality focusses on the positive rather than dwelling on the negative. Privacy vs. being open. This is an ongoing culture shift. We have been raised in a competitive society, a dog-eat-dog world and being open in all aspects of the term bumps up against the privacy boundaries. Giving students options as to what licensing and use to give their works alleviates some of the stress. I now give students the option to also use a pseudonym, if they desire anonymity.
- Revitilize the traditional survey textbook with young eyes exploring seminal texts and reflecting on what these dated texts can still offer new generations about how little is new to the human experience and the value in exploring the lessons of history as part of becoming a fully realized human being.