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Ohio State University Psychology Department

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Ohio State University Psychology Department

  1. 1. University  Teaching  Fellow  &  Psychology  Instructor,  Kwantlen  Polytechnic  University Senior  Open  Education  Advocacy  &  Research  Fellow,  BCcampus Rajiv  Jhangiani,  Ph.D. @thatpsychprof Serving SOCIAL  JUSTICE  & PEDAGOGICAL  INNOVATION by GIVING  PSYCHOLOGY  AWAY
  2. 2. “higher education shall be equally accessible to all”
  3. 3. The  cost  barrier  kept 2.4  million low  and  moderate-­‐income  college-­‐qualified   high  school  graduates  from  completing  college   in  the  previous  decade The Advisory Committee on Student Financial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf
  4. 4. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 $10,000 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 US  Higher  Education  Funding   -­‐ $/FTE State Funding Tuition Revenue http://www.sheeo.org
  5. 5. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 $10,000 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 Ohio  Education  Funding  -­‐ $/FTE State Funding Tuition Revenue http://www.sheeo.org
  6. 6. 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  @  Minimum  Wage Hours  of  Work  Required  to  Afford  Tuition (University  of  Minnesota)
  7. 7. 66.5% Not  purchase  the  required textbook 47.6% Take  fewer  courses 45.5% Not  register  for  a  specific  course 37.6% Earn  a  poor  grade 26.1% Drop  a  course 19.8% Fail  a  course 2016  Florida  Student  Textbook  Survey 16
  8. 8. open =  permissions
  9. 9. gocognitive.net
  10. 10. rpsychologist.com
  11. 11. teachpsychscience.org
  12. 12. ted.com /  ed.ted.com
  13. 13. nobaproject.com
  14. 14. opentextbc.ca/researchmethods
  15. 15. open.umn.edu
  16. 16. 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
  17. 17. 13 Peer  Reviewed  Studies  of  Efficacy http://openedgroup.org/  
  18. 18. 119,720 Students http://openedgroup.org/  
  19. 19. 95%  Same  or  Better Outcomes http://openedgroup.org/   openedgroup.org/review
  20. 20. “I can imagine nothing we could do that would be more relevant to human welfare and nothing that could pose a greater challenge to the next generation of psychologists than to discover how best to give psychology away”
  21. 21. – G.  A.  Miller GeorgeA. Miller (1920-2012)
  22. 22. ~1.6 million take Introductory Psychology >90,000 Bachelor’s degrees in Psychology ~25% pursue graduate work ~5% enroll in a doctoral program Gurung et  al.  (2016);  Halonen (2011)
  23. 23. "France  in  2000  year  (XXI  century).  Future  school." by Jean  Marc  Cote is  in  the Public  Domain
  24. 24. JohnW. Gardner (1912-2002) “All too often we are giving young people cut flowers when we should be teaching them to grow their own plants”
  25. 25. "Recycling  Water  Bottles" byMr.TinDC is  licensed  under CC  BY-­‐ND  2.0
  26. 26. Examples
  27. 27. Open  Pedagogy:   HOW Deeper  learning (Farzan &  Kraut,  2013) Evaluate  and  defend  credibility  of   sources  (Marentette,  2014) Write  more  concisely  and  think   more  critically  (Farzan &  Kraut,  2013) Collaborate  with  students  from   around  the  world (Karney,  2012) Provide  and  receive  constructive   feedback (Ibrahim,  2012) Enhance  digital  literacy  (Silton,   2012) Communicate  ideas  to  a  general   audience  (APS,  2013)
  28. 28. 22,000+ 37,000+ 97% Students  since  2010 Wiki  articles Instructors  who  plan  to   teach  with  Wikipedia   again
  29. 29. “The students also realized they were a valuable asset toWikipedia. Their thinking and writing skills as well as their access to an extensive academic library were not broadly shared. As knowledge translators,they could also provide a service to the general public by clearly communicating basic concepts about language acquisition.They wondered who their readers might be:parents? teachers? students in developing countries? One thing that the students uniformly loved about this project was the possibility of other people seeing and recognizing their work.” (Marentette, 2014, p. 37).
  30. 30. “They felt their work was meaningful because their contributions are shared with the entire world,rather than just their instructor.They liked that their contributions will not end up in a drawer after the semester ends,but will continue to be available to many people as a useful resource. Some students even noted with pride that their contributions might have wider use than some articles published in academic journals.” (Ibrahim, 2012, p. 29)
  31. 31. PM4ID
  32. 32. Why  have  studentsjust answer  questions  when   they  can  write them?
  33. 33. Students Topics Questions 35 10 1400
  34. 34. "GB  Airways  A320" by Tony  Evans is  licensed  under CC  BY-­‐ND  2.0
  35. 35. "IMG_1007" by Erica is  licensed  under CC  BY  2.0
  36. 36. Researchers in developing countries can see your work More exposure for your work Practitioners can apply your findings Higher citation rates Your research can Influence policy The public can access your findings Compliant with grant rules Taxpayers get value for money CC-BY Danny Kingsley & Sarah Brown
  37. 37. bit.ly/openbookproject
  38. 38. Table of Contents Acknowledgements vi Contributors vii Introduction 1 Introduction to Open (Robert Biswas-Diener and Rajiv S. Jhangiani) 3 A Brief History of Open Educational Resources (T. J. Bliss and M. Smith) 9 Open Licensing and Open Education Licensing Policy (Cable Green) 29 Openness and the Transformation of Education and Schooling (William G. Huitt and David M. Monetti) 43 What Can OER Do for Me? Evaluating the Claims for OER (Martin Weller, Beatriz de los Arcos, Rob Farrow, Rebecca Pitt and Patrick McAndrew) 67 Are OE Resources High Quality? (Regan A. R. Gurung) 79 Open Practices 87 Opening Science (Brian A. Nosek) 89 Open Course Development at the OERu (Wayne Mackintosh) 101 iv Table of Contents From OER to Open Pedagogy: Harnessing the Power of Open (Robin DeRosa and Scott Robison) 115 Opening Up Higher Education with Screencasts (David B. Miller and Addison Zhao) 125 Librarians in the Pursuit of Open Practices (Quill West) 139 A Library Viewpoint: Exploring Open Educational Practices (Anita Walz) 147 How to Open an Academic Department (Farhad Dastur) 163 Case Studies 179 The International Journal of Wellbeing: An Open Access Success Story (Dan Weijers and Aaron Jarden) 181 Iterating Toward Openness: Lessons Learned on a Personal Journey (David Wiley) 195 Open-Source for Educational Materials Making Textbooks Cheaper and Better (Ed Diener, Carol Diener and Robert Biswas-Diener) 209 Free is Not Enough (Richard Baraniuk, Nicole Finkbeiner, David Harris, Dani Nicholson and Daniel Williamson) 219 The BC Open Textbook Project (Mary Burgess) 227 TeachPsychScience.org: Sharing to Improve the Teaching of Research Methods (David B. Strohmetz, Natalie J. Ciarocco and Gary W. Lewandowski, Jr.) 237 DIY Open Pedagogy: Freely Sharing Teaching Resources in Psychology (Jessica Hartnett) 245
  39. 39. @thatpsychprof Rajiv@kpu.ca slideshare.net/thatpsychprofWWW