A tag-team introductory presentation for the Open Pedagogy & Social Justice Track at Digital Pedagogy Lab Vancouver 2017 (Jhangiani/DeRosa)

1. #DPLopen @actualham @thatpsychprof

3. Emergency services key box by Dennis van Zuijlekom, CC-BY-SA 2.0

5. 0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010
Hours@MinimumWage
Hours of Work Required to Afford Tuition
(University of Minnesota)

7. Private sector “reforms”
are not the cure for the
college cost disease--
they are the college
cost disease. They set
up a devolutionary cycle
that shifts resources
away from education
while raising rather than
containing costs.

9. • Private market benefits
of college degree:
$31,174 per annum
(2007 dollars)
• NONmarket private
benefits: $38,080
• Social benefits (direct
and indirect): $31,180
The personal monetary
benefit
of a college degree
is about 1/3
of the overall value.
(Economist Walter W. McMahon)

10. • A generation ago, public colleges/unis got
an average of 75% of budget from state.
Today, it's about 50%.
• 23% of low-income sophomores worked a
job between the hours of 10pm-8am.
• Survey at 10 community colleges (4312
students responding): 1 in 5 students was
hungry, 13% were homeless.
• 50-80% of sticker price comes from non-
tuition costs.
• More than 3 in 4 students attend colleges
within 50 miles of their homes. Esp. true
for low-income and minority students.
• The average net price for a year at
community college equals 40% of a low-
income family's annual income.
• A year at public university ranges from 16-
25% of a middle-class family's annual
income.
• 60% of Americans ages 25-64 don't have a
college credential, but 22% of them earned
credits trying to get one.

13. Untitled image by Aleksi Tappura, CC0

14. Turn Towards Open to Overcome the Control Valve by Alan Levine, CC0

16. #TextbookBroke

17. – University of Minnesota student
“I figured French hadn't
changed that much”

18. 54% Not purchase the required textbook
30% Earn a poor grade
27% Take fewer courses
26% Not register for a specific course
17% Drop or withdraw from a course





Jhangiani, R. S., & Jhangiani, S. (2017). Investigating the perceptions, use, and impact of open textbooks: A survey of
post-secondary students in British Columbia. The International Review of Research in Open and Distributed Learning.

19. 67% Do not purchase a req'd textbook
48% Take fewer courses
46% Do not register for a specific course
38% Earn a poor grade
26% Drop a course
20% Fail a course






Florida Virtual Campus. (2016). 2016 student textbook and course materials survey. Tallahassee, FL: Author.

20. 1
“Inclusive Access”

23. Access, broadly writ.
It’s not a movement about textbooks; it’s a movement about access.

24. Revise Remix
Retain Redistribute
Reuse

25. Creative
Commons
Reuse
Retain
Redistribute
Revise
Remix

26. Source: Creative Commons, 2016 State of the Commons report

27. rijksmuseum.nl

28. ted.com
YouTube.com

29. phet.colorado.edu

30. gutenberg.org

31. open.bccampus.ca

32. I would not have bought the text book for
this course because it's an elective. I
would have possibly walked away with a
C, now I might actually get an A-
It is easily accessible and convenient.
Material is easy to understand and follow
I personally really like the convenience of having the
complete set of chapters on my computer and even
accessible from my phone if I need it. I like that I don't
have to lug around another text book
It's free and it's a great money saver

33. Student Success
“students who use
OER perform
significantly better on
the course throughput
rate than their peers
who use traditional
textbooks, in both
face-to-face and
online courses that
use OER.” (2016)
openedgroup.org/review

34. In which domains does your teaching
engage?

35. It’s not only about
access to knowledge.
It’s about access to
knowledge creation.

36. My Story

37. “Beginnings
to
1800”
AMERICA

38. Collaboratively Built:
Alums, Incoming Students, Professor

39. Constantly
Evolving:
Students &
Teachers
Add,
Improve,
Share

40. MultimediaContributions

41. Interactive and Public
Annotation

42. An Open
“Textbook”
Can Be:
• Interactive
• Collaborative
• Dialogic
• Dynamic
• Empowering
• Contributory
• Current
• Accessible
• Multimedia
• Public
• (Free)

43. Rebus, Funded by Hewlett Foundation
Managing Editor Tim Robbins
@20 additional academic contributors so far

44. Co-Creation: OERs, Knowledge, Higher Ed
Interdisciplinary Studies:
A Connected Learning Approach
Opensem: A Student-Generated
Handbook for the First Year of College

45. "Recycling Water Bottles" by Mr.TinDC is licensed under CC BY-ND 2.0

47. Source: Creative Commons, 2016 State of the Commons report

49. 22,000
37,000+
97%
Students who have taken on
Wikipedia assignments since 2010
New articles that students have
created
Instructors who say they will, or
plan to, teach with Wikipedia again

52. Why have students
answer questions
when they can write
them?

53. Students
Topics
Questions
35
10
1400

55. • Create and submit
an assignment
• Complete an
assignment and
share your work
• Help someone else
do the assignment
by creating a
tutorial

56. Open
Educational
Practices
• Open gates to learning
• Center access in their
design
• Connect learners to their
communities of practice
• Thrive in learner-designed
architectures
• Leverage the open license
• Enable learner
contributions to the
knowledge commons
• Approach tools and
technologies critically, with
a focus on privacy
• Build toward a publics-
oriented vision for Higher
Education

59. Domain of One’s Own
• Drag ’n Drop → Design
• Digital consumer → Digital
creator
• Data mining → Data control
• Audience of 1 → Public impact
• Web as broadcast station →
Web as open lab
• Work attached to course →
Work attached to student
• ePortfolio → ePort
http://kayleighbennett.com/

60. Twitter

61. IDS taught me to be responsible for my learning and growth.
You learn to expand your returns. We do not post our
“homework” to a hidden, school controlled website. We share
our work for all of the world to see. This idea of owning your
own domain allows you to be confident in your work and take
responsibility for what you are learning, how you make
connections in the world, and how you share your knowledge.
To me, this style of learning and sharing is a good idea for
Interdisciplinary Studies and all other majors. Academic settings
need to work on sharing each other’s work, and being engaged
in the world outside of classroom walls.
madisongroberge.plymouthcreate.net
from I’m not graduating
“on time” & that is OK.

62. These ePorts are a way for us to really explain the
type of future we want to lead. They express who we
are, how we feel, how we learn and SO much more.
Personally, I have found my ePort to be a way to cope
with my illness. Before this school year, I was so lost,
sad, angry and essentially broken. I was given six
months to live and felt okay, why should I even try to
further my life if it’s just going to end. Well, here I am,
almost TWO years later doing great things with both
my education and my life.
Tiffanyrichards.plymouthcreate.net
from
IDS REALIZES $H!T HAPPENS!

63. Twitter was a way for us to expand our knowledge and
let our voices be heard all throughout the country. We
share our personal goals and share how we feel about
certain issues going on in the world. We follow people
who surround the field we are pursuing. I constantly
have TweetDeck open on my laptop now, go figure.
For example, I follow @PatientsRising. They advocate
the importance of access to vital therapies and
services for patients facing life-altering diseases. Get
this, they followed me BACK. I just think it is so cool
how PLN’s can build yourself a name.Tiffanyrichards.plymouthcreate.net
from
IDS REALIZES $H!T HAPPENS!

64. Free vs.
Freedom

65. Evolution vs.
Revolution

66. Resources vs.
Practices

67. The Digital
Divide &
Digital
Redlining
are real and
insidious.
Open is not
the opposite
of private.
EdTech is
selling
something.
Open is
a process,
not a panacea.