CCCOER Open Pedagogy Nov 12 2014

Opening up Pedagogy in Communication & History

Class

Christie Fierro, Tacoma Community CollegeBrent Riffel, College of the Canyons

James Glapa-Grossklag, College of the Canyons

Nov 12, 2014, 10:00 am PST

Collaborate Window Overview

Audio & Video

Participants

Chat

Tech Support available at:1-760-744-1150 ext. 1537, 1554

Agenda

• Introductions• CCCOER Overview• Open Pedagogy in Communication Class• Audience Discussion• Adopting OER in History Class• Questions & Answers

WelcomePlease introduce yourself in the chat window

Christie FierroCommunication Professor

Tacoma Community CollegeWashington State

Brent Riffel, PhDHistory Professor,

College of the CanyonCalifornia

Co-Moderator: Una DalyDirector of Community College Consortium

Open Education Consortium

James Glapa-GrossklagDean, College of the

CanyonsPresident, CCCOER-

AdvisoryCalifornia

• Expand access to high-

quality materials• Support faculty choice

and development• Improve student success

Community College Consortiumfor OER (CCCOER)

http://oerconsortium.org

Come In, We're Open gary simmons cc-by-nc-sa flickr

250+ Colleges in 18 States & Provinces

Open Pedagogy

• Faculty and Student Roles

• Student Ownership

• Faculty as Facilitator

• Collaboration Image: Engineering Expo 10, licensed by Westpoing CC-BY-NC-ND

Open Pedagogy in Communication

Christie FierroCommunication Professor

OPEN by Matt Katzenberger is CC BY NC SA https://flic.kr/p/8mwwzk

Dr. David Wileyhttp://opencontent.org/blog/

Books by John Liu is CC BY https://flic.kr/p/9qJTTP

PH-EZC KLM cityhopper by Pieter van Marion is CC BY NC https://flic.kr/p/bBUQaC

Paper Shredder by Sh4rp_i is CC BY https://flic.kr/p/akYANr

Establish Trust

Hummingbird by Rachael Moore is CC BY NC https://flic.kr/p/4Ym9fq

If possible, provide examples &always teach the licenses

A tutorial discussing copyright and Creative Commons

https://www.youtube.com/watch?v=2aI1JiNggCg

The student submits a proposal.What is realistic for the time frame?How will this project demonstrate meeting the learning objectives?

Proposal-writing-bade by Daniel X. O’Nell is CC BY https://flic.kr/p/kecJ6q

Let the student write the rubric

Rubric Highway by Jen Hegna is CC BY NC SA https://flic.kr/p/9cBJr4

Provide feedback and allow time for revision

Feedback checklist by AJ Cann is CC BY SA https://flic.kr/p/fzviyT

Celebrate Learning

Volunteering in Salishan

To see the whole video, visithttp://tinyurl.com/ld5e2gj

Demonstrating

To see the whole video, visithttps://

www.youtube.com/watch?v=66-bqAyFeBg

Trophies by Snap is CC BY https://flic.kr/p/HgoTx

TCC Multimedia Crew

http://www.cptc.edu/fifty-wise/

“As a student, I came to learn from others. I assumed that my voice was not a part of my education process. I assumed that what I read from my text books was, and is, the definitive word. OER taught me that my perception was incomplete.”Joanne Eller

“OER changed how I view my self as a student. Now, I am more engaged in my education. I feel empowered. Being a part of the process increases my desire to learn.”Joanne Eller

Option by Hope For Gorilla is CC BY NC https://flic.kr/p/7jQRo

Except where otherwise noted, this work by Christie Fierro is licensed under

a Creative commons Attribution 4.0 International License

Christie Fierrocfierro@tacomacc.edu

Audience Discussion

Adopting OER in History Class

Brent Riffel, PhDHistory Professor

Developing OER in History Courses

Brent Riffel, Ph.D.Associate Professor of HistoryCollege of the CanyonsValencia, California

• The Pros and Cons of OER

• Engaging Students with OER

• Identifying OER Texts• Useful Resources• Lessons Learned

• Closing Thoughts/ Looking Ahead

Objectives

• Expanded Access (Students can learn anywhere around the world, around the

clock)

• Scalability (possibility of wide distribution)

• Enhancement of existing class materials (with OER, faculty can reach various

intelligences)

• Cost (if not free, then often substantially reduced)

• Ongoing Improvements (Through constant sharing and collaboration, OER is never static, and it’s getting better all the time!)

OER Pros

OER Cons• Fatigue (It’s hard to sustain OER since faculty

have few incentives to update materials)

• Quality Control (Many resources may be of dubious quality and accuracy)

• Access barriers (Significant roadblocks remain in terms of distributing material that is

culturally relevant and accessible to all types of learners.)

• Technology concerns (OER generally require that students be versed in basic software knowledge. Returning students may be daunted

by the idea of replacing the traditional text with something “high-tech”)

Engaging Students with OER

As instructors,

we’re competing

for our students’

time, so developing

engaging course

material is essential.

This is especially true when

we consider

that students

often multitask

when working on class

material.

In terms of identifying valuable OER texts, the same rules apply as when selecting a

traditional set of readings:

• Cost• Course Alignment

• Reading Level• Is the material engaging, value-added

material?

One more thought . . . It’s been useful to think of a text as not only a book, but also a

narrative that can be delivered in virtually any medium

Identifying OER Texts

This OER text served as the template from which I’ve developed readings for my courses. I thought this would be plug-and-play. A year later, I’m still tinkering with this text to fit my students’ reading comprehension levels.

History Instructors have

a lot of options for open source

primary documents that

can often be woven into the

narrative you’re building from

secondary material.

Lessons Learned •The Wealth of OER is daunting - collaboration is key to making sense of it all (reaching out to colleagues was highly beneficial)

•Process is often as important than Product (Developing OER is an ongoing effort)

•Texts aren’t the core of the course. Without realizing it, I was already mixing and matching for years to adapt to student needs

Another early lesson learned . . . a flipped classroom that assigns lengthy open source

videos isn’t likely to be very engaging.

Note the length

Lots of good material here, but I consider

this to be an a la carte menu, as

almost all OER has to be tailored

to fit your course. The

lesson learned here was that

one size does not fit all.

YouTube is mostly useless for my video

needs, primarily because of

captioning issues and lack of content

quality.

Video sites like IntelecomOnline

require a license, but offer high-

resolution material at a reasonable

price.

Keeping current is key. . . There is a mountain of amazing new podcast material available every week, usually via iTunes, and students can access them via their mobile phones.

Note the length, however!

Lecture capture has come a long way, including several free options that allow for a variety of formatting options. This is where my “flipping” and online instruction efforts are headed.

This one is free, but

clunky. My college has

excellent, free lecture capture

Another lesson learned : Look for thelogo!

It’s common knowledge for most of us by now, but still worth repeating: Because OER are remixed and reused, shared and re-shared, standard Fair Use protections don’t apply.

One more lesson: I’m not a technophobe, but I’m not

Steve Jobs either. Asking for technical support almost always yields dividends.

Closing Ahead/ Looking AClosing Thoughts/ Looking Ahead

Those of us who see the value of OER might consider evangelizing to our peers.

Sources 1. Ubuntu, open source platform, http://www.ubuntu.com2. Time Use on Average Weekday for full-time University and College Students,

http://cdn.theatlantic.com/static/mt/assets/business/Screen%20Shot%202012-06-25%20at%205.11.35%20PM.png

3. Annie Murphy Paul, “You’ll Never Learn,” http://www.slate.com/articles/health_and_science/science/2013/05/multitasking_while_studying_divided_attention_and_technological_gadgets.html

4. Catherine Locks, et al. History in the Making: A History of the People of the United States of America to 1877, http://upnorthgeorgia.org/?page_id=2181

5. History Matters, The U.S. History Course on the Web, http://historymatters.gmu.edu/

6. David Blight, HIST 119: The Civil War and Reconstruction Era, 1845-1877, http://oyc.yale.edu/history/hist-119

7. National Repository of Online Courses, http://www.thenrocproject.org/#/8. MIT Open Courseware, http://ocw.mit.edu/index.htm9. Intelecom Online Resources Network, https://intelecomonline.net/10.Dan Carlin, Hardcore History Podcast,

http://www.dancarlin.com/hardcore-history-series/11.Screencast-o-matic,, http://www.screencast-o-matic.com/ 12.College of the Canyons, Distance and Accelerated Learning,

http://www.canyons.edu/Offices/DistanceLearning/Pages/default.aspx 13. Rhea Kelly, "Two-Thirds of Faculty Unaware of Open Education Resources,"

Campus Technology, http://campustechnology.com/articles/2014/10/29/two-thirds-of-faculty-unaware-of-open-education-resources.aspx

Next CCCOER WebinarWed, December 10

OER Research and Open Access

Christie Fierro: cfierro@tacomacc.edu

Brent Riffel: brentriffel@canyons.edu

James Glapa-Grossklag: James.Glapa-Grossklag@canyons.edu

Una Daly: unatdaly@oeconsortium.org

Thank you for coming!

Questions?