University of Colorado system OER Collaborative
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This document provides an overview of open educational practices and resources from Rajiv Jhangiani. It discusses how education can promote social justice and activism. It highlights the barriers high costs pose for many students and how open educational resources can help address the issue of affordability. Research evidence is presented showing positive learning outcomes and cost savings associated with OER adoption. The need for digital literacy and data privacy is also discussed. Overall the document promotes open practices and resources as a way to increase access to education and knowledge.
University of Colorado system OER Collaborative
- 1. OPEN EDUCATIONAL PRACTICES @thatpsychprof Serving SOCIAL JUSTICE & PEDAGOGICAL INNOVATION with University Teaching Fellow & Psychology Professor, Kwantlen Polytechnic University Open Education Advisor, BCcampus Associate Editor, Psychology Learning and Teaching Rajiv Jhangiani, Ph.D.
- 2. Increasingly, I think the work of education is activism not teaching Jesse Stommel, July 30, 2017, Digital Pedagogy Lab Vancouver My commitment to engaged pedagogy is an expression of political activism bell hooks, 1994, Teaching to Transgress: Education as the Practice of Freedom
- 3. Emergency services key box by Dennis van Zuijlekom, CC-BY-SA 2.0
- 4. Higher education replicates and reinforces existing power structures
- 6. The Advisory Committee on Student Financial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf The cost barrier kept 2.4 million low and moderate-income college-qualified high school graduates from completing college in the previous decade.
- 7. http://www.sheeo.org $1,000 $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 2016 US Higher Education Funding - $/FTE State Funding Tuition Revenue
- 8. $1,000 $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 Colorado Education Funding - $/FTE State Funding Tuition Revenue http://www.sheeo.org
- 9. Cost of attendance = $30,180 at $9.30/hour (minimum wage) = 3,245 hours (62 hours/week)
- 16. Untitled image by Aleksi Tappura, CC0
- 17. Turn Towards Open to Overcome the Control Valve by Alan Levine, CC0
- 20. 66.5% Do not purchase a req'd textbook 47.6% Take fewer courses 45.5% Do not register for a specific course 37.6% Earn a poor grade 26.1% Drop a course 19.8% Fail a course Florida Virtual Campus. (2016). 2016 student textbook and course materials survey. Tallahassee, FL: Author.
- 23. rijksmuseum.nl
- 26. gutenberg.org
- 30. Fischer et al. (2015) • Quasi-experimental design • Propensity-score matched groups • 16,727 students taking 15 courses at 10 institutions • OER students: – Lower withdrawal rates – More likely to pass with a C- or better – Enrolled in more courses (current & subsequent semesters) Fischer, L., Hilton, J., Robinson T. J., & Wiley, D. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students. Journal of Computing in Higher Education, 27(3), 159-172. doi:10.1007/s12528-015-9101-x
- 31. “Mad” “Glad” “Sad” “Rad” Cost Completing with C or Better Commercial OER Student Success per Dollar 0 100% $200
- 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. The Z-Degree REMOVING TEXTBOOK COSTS AS A BARRIER TO STUDENT SUCCESS THROUGH AN OER-BASED CURRICULUM Decreased cost to graduate by 25% Increased pedagogical flexibility
- 34. Commercial vs. OER Hilton et al. (2016)
- 37. It’s not only about access to knowledge. It’s about access to knowledge creation.
- 38. "France in 2000 year (XXI century). Future school." by Jean Marc Cote is in the Public Domain
- 39. …it turns them into ‘containers’ to be ‘filled’ by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes the act of depositing, in which the students are the depositories and the teacher is the depositor. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Paulo Freire, 1970, Pedagogy of the Oppressed
- 41. The LMS is a piece of administrative software. There’s that word “management” in there that sort of gives it away . . . that this software that purports to address questions about teaching and learning but that really works to “manage” and administer, in turn often circumscribing pedagogical possibilities. Audrey Watters, 2014, Un-fathomable: The Hidden History of Ed-Tech
- 48. PM4ID
- 56. 1. Create a campus OER working group 2. Raise awareness about textbook unaffordability + availability of OER 3. Collect data about student textbook behaviours 4. Key partners: Library, student association, Teaching & Learning Centre, campus store, institutional research office STRATEGIES
- 57. 5. Lobby for resources to support training, an open textbook review program, OER grant program 6. Make OER easily discoverable (library catalogue, guides) 7. Advocate to faculty (ask to speak at Department, Faculty, & Senate meetings) 8. Identify, support, & recognize early adopters STRATEGIES
- 58. If you want to go fast, go alone If you want to go far, go together Photo by Matteo Vistocco on Unsplash
- 59. Sometimes Open Needs a Push by Alan Levine is in the Public Domain, CC0
- 61. “If we emphasize the consequences of differential access, we see one facet of the digital divide; if we ask about how these consequences are produced, we are asking about digital redlining” Chris Gilliard & Hugh Culik, 2016, Digital Redlining, Access, and Privacy Photo by Robert Haverly on Unsplash
- 62. Photo by Markus Spiske on Unsplash There is no such thing as harmless collection of data. Or benevolent collection of data. Much of what we collect could be used in ways we do not want it to be used, to harm or imperil our students. This disproportionately affects our most vulnerable students. Low-income students, students of color, LGTBQ+ students, students who are immigrants…their data are most at risk to surveillance, discrimination. And many of our vulnerable students are less likely to have experience with digital literacy skills. Amy Collier, 2017, Platforms in Education: A Need for Criticality and Hope
- 64. "Open Textbook Summit 2015” by BCcampus_News is licensed under CC BY-SA 2.0