Learning and Letters: A Course and OER Development Journey
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The document outlines a course developed by Lisa D'Adamo-Weinstein that focuses on women’s letter writing across American history, emphasizing creative non-fiction and ethical writing practices. The course is structured in five modules, each addressing different historical periods and themes related to letter writing, and utilizes open educational resources (OER). It aims to enhance students' understanding of narrative techniques while engaging in reflective and creative writing based on primary source letters.
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“[W]omen's letters rarely just exchange
information. Instead, they tell stories; they tell
secrets; they shout and scold, bitch and
soothe, whisper and worry, console and advise,
gossip and argue, compete and compare. And
along the way, they - usually without meaning
to - write history"
(Grunwald and Adler, p.1).](https://image.slidesharecdn.com/learningandletters-211215043409/85/Learning-and-Letters-A-Course-and-OER-Development-Journey-2-320.jpg)
Learning and Letters: A Course and OER Development Journey
- 1. Learning and Letters: A Course and OER Development Journey Lisa D’Adamo-Weinstein SUNY EMPIRE STATE COLLEGE FALL ACADEMIC CONFERENCE OCTOBER 27, 2022
- 2. 2 “[W]omen's letters rarely just exchange information. Instead, they tell stories; they tell secrets; they shout and scold, bitch and soothe, whisper and worry, console and advise, gossip and argue, compete and compare. And along the way, they - usually without meaning to - write history" (Grunwald and Adler, p.1).
- 3. The beginning… In the Spring of 2020, I proposed and designed the narratives course based on an in-person group study I offered several years ago. The inspiration for the original and this new course was a book I picked up at Old Sturbridge Village in 2014 – Grunwald and Adler (2005) Women’s Letters: America from the Revolutionary War to the Present. Since Spring 2021, the course is now 100% OER. 3
- 4. Challenges Revisioning the Original Course • Modality and pedagogical approach • Prose to creative non-fiction • Textbook cost increase and going out of print • Research • Module goals and assessment • The letters themselves • Wanting a larger platform 8 / 0 5 / 2 0 X X 4
- 5. Course Description & Outcomes Introductory Level Catalog Description - What do we really know about the narratives of American women? What stories do they tell about themselves at different periods of time? What does it mean to be female in America? This course will engage students in the exploration of women’s letter writing from the Colonial Period to the present day. Students will not only read primary source letters written by women, but they also will engage in epistolary (letter writing) activities and creative non-fiction writing assignments to imagine the time, space, and place in which these women lived. Students will use the tools of storytelling and character development in their dialectic interaction with the texts as they analyze and react to these women’s letters in writing and other forms of creative engagement. During this study, we will cover the themes of letter writing; communication; creative non-fiction; first person narrative; and the concept of public versus private discourse. Learning Outcomes 1. Discuss and analyze the ethical implications of writing from life and demonstrate clear strategies for handling factual information ethically in their own writing for public vs. private audiences. 2. Demonstrate in their own writing, the various techniques available to creative nonfiction writers, and draft and revise several different forms of creative nonfiction writing. 3. Compose constructive feedback to essay drafts in progress. Advanced Level Catalog Description - This study will build upon and enhance students’ understanding of the craft of creative nonfiction and how to make use of literary techniques inspired by real life events and the reading of women’s letters written from the Colonial Period to the present day. From reading primary source letters, students will refine their writing craft through epistolary (letter writing) activities and other creative non-fiction assignments to capture the time, space, and place in which these women lived. Students will move beyond the tools of storytelling and character development to scene development and dramatization, dialogue, and description. During this study, we will cover the themes of letter writing; communication; creative non- fiction; first person narrative; and the concept of public versus private discourse. Learning Outcomes 1. Discuss and analyze the ethical implications of writing from life, and demonstrate clear strategies for handling factual information ethically in their own writing for public vs. private audiences. 2. Experiment with the elements/nature of creative non-fiction and subgenres (e.g., memoir, portrait, essay of place, narrative journalism, personal essay, short short). 3. Evaluate techniques available to creative nonfiction writers in multiple drafts of their own writing through a process of self- reflection, critical evaluation of feedback, and extensive revision.
- 6. Course Modules Module 1: Introduction to Letter Writing & Creative Nonfiction In this module, we will discuss two key elements of the course: 1. the art of letter writing and explore how women communicate through letters. 2. the genre of creative nonfiction, sub-genres, key elements, techniques and research methods. We will delve deeply into each of these areas throughout the entire course, but for this first module, we will cover these foundational concepts which will be explored in more detail in the other modules of the course. Module 2: Colonial Times through Reconstruction In this module, we will explore ethics and research in writing creative non-fiction as well as the differences between public and private discourse in letter writing. You will read women's letters from Colonial times through the Reconstruction era. Drawing upon these letters, you will analyze the themes outlined or identify other themes that reveal themselves to you. Utilizing what you learn and your own research, you will create your own works of creative non-fiction in response to the letters and respond to the letters written by other classmates. Module 3 – Industrial Revolution through World War II In this module, we will discuss the changing roles of women in American society during the first half of the 1900s and you will experiment with one or more elements of creative nonfiction. Module 4 – 1950s to present In this module, we will explore letters from the end of WWII through the Civil Rights Movement, the Kennedy assassination, the 1970s and 1980s, as well as discuss the impact of changes in technology on communication . Module 5 – Future of Letter Writing & Women’s Narratives In the final module of this course, we will discuss the future of letter writing. You will reflect on what you have learned throughout this course and make predictions on what letter writing will be in the future.
- 7. Open Educational Resources, also known as OER, "are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation." UNESCO 7
- 8. 8 Image credit: "Six Steps to OER" by Northwestern Michigan College (NMC) Librarians, used under Creative Commons Attribution 4.0 International License / Text modified from the original by Lesley University Library.
- 9. 8 / 0 5 / 2 0 X X 9 Year long project – June 2021 start Fall 21 focus • OER – further develop inside of course Spring 22 focus • Develop open platform outside of course Scholarship & Professional Development CMLAI - IMTL Grant Writing Course Teaching with OER & OER-enabled Pedagogy 9 week intensive fellowship – September 2021 start 5-week course – October 2021 start SUNY for ESC cohort
- 10. 8 / 0 5 / 2 0 X X 1 0 Platform Exploration Google Sites YouTube Playlist Padlet
- 11. Key takeaways Takes time – intentional and dedicated time Build OER scholarship around course development Seek out professional development opportunities and grants Engage students in the process and engage with EBIP and OER Pedagogy 1 1
- 12. Questions? 8 / 0 5 / 2 0 X X 1 2