• Academia - Pedagogy

    Pivots, Pirouettes, and Piqués: Gracefully Managing the Anxieties of Remote Teaching and Learning

    Reblogged from the KPU Teaching & Learning Commons blog. As we should all know by now, pivoting rapidly to remote delivery of teaching and learning over the course of a few days to is not the same thing as designing an effective online course. However, as many of you will also now experience, designing an online course with a few weeks notice (perhaps also while you are pivoting for your Spring semester’s final weeks and final assessments) is not quite the same thing as having four months to plan for teaching online in the Fall. Before you read any further,…

  • Pedagogy

    5Rs for Open Pedagogy

    I have been thinking about the values and ideals that underpin open pedagogy for me. I say for me because these are personal, subjective, and contextual. This is similar to the concept of open pedagogy itself, which most of us are quite happy to have multiple definitions and understandings of (here’s one take from Robin and me, along with many others curated by the wonderful Maha Bali). In this iteration I am choosing to impose a constraint on my thinking by repurposing David Wiley’s structure of the 5R permissions of open educational resources to form a parallel construction. In doing…

  • OER - Pedagogy

    Open Educational Practices in Service of the Sustainable Development Goals

    On October 23, 2018 I had the privilege of speaking at the United Nations Headquarters at OpenCon UN. My presentation focused on how open educational practices can support progress towards the sustainable development goals. I am sharing a video recording of my presentation, my slides, and the full text of my talk here (it begins around 15:30): Link to my slides: Good morning. It is a privilege to be here with you. Territorial acknowledgements are customary where I come from in Canada and an important element of truth and reconciliation, so I’d like to begin by acknowledging that we are in…

  • OER - Pedagogy

    Openness, Gateways, and Agency

    Consider the following personas: First, picture a faculty member who has just learned about the existence of open educational resources. Imagine that this faculty member then also learns about how many students (including by extension their own) are unable to afford required course materials. Assuming they are able to locate a relevant, good-enough quality, and openly-licensed resource, they may adopt OER in order to dampen the relationship between affordability and performance, motivated by concerns for student access and success. They may learn lessons from this first foray that—if not overly negative—may lead them to make incremental changes to their practice in all of…

  • OER - Pedagogy

    Definitions vs. Foundational Values

    At #OER17 (where the theme was the “Politics of Open”) there were several excellent, vigorous, and thoughtful discussions about borders, boundaries, and the future of the open movement. Between racist legislation that inhibits that free movement of people and xenophobic attempts to withdraw from the global community I can fully understand how definitions are often written or co-opted as instruments of exclusion. After David Wiley first wrote about open pedagogy and I began dabbling with it, I immediately began to notice examples of practice that reflected what I saw as the spirit of openness (if I may use that phrase) but…

  • Pedagogy - Students

    Why have students answer questions when they can write them?

    I recently trialled a new assignment in my Social Psychology class: During each of the 10 weeks when there was no scheduled exam I asked my students to write multiple-choice questions. That’s right, they wrote questions instead of merely answering them. From a pedagogical perspective, I really wanted my students to achieve a deeper level of understanding (e.g., the level it takes in order to craft three plausible distractors). However, this assignment also served a pragmatic purpose in that the open textbook that I use for this course (and that I helped revise) does not yet have a readymade question bank.  By asking my students to craft…

  • OER - Open textbooks - Pedagogy

    Are open textbooks the end game?

    “I don’t want to be part of a movement that is focused on replacing static, over-priced textbooks with static, free textbooks.” I hope Robin DeRosa’s thoughtful post about open textbooks provokes some reflection on the tone and goals of the open textbook movement and its advocates. It begs the question of whether we are waging the wrong war here, at least in part.

  • Academia - OER - Pedagogy - Students

    Pilot testing open pedagogy

    This summer, as has become usual practice for me, I adopted open textbooks for my Introductory Psychology and Social Psychology sections (produced by NOBA and the BC Open Textbook Project, respectively); however, my desire to enjoy a semester entirely free from traditional textbooks was challenged by the absence of a high quality open textbook for Cognitive Psychology.

  • OER - Open textbooks - Pedagogy

    OER for Psychology

    Later this week Farhad Dastur and I will present at a symposium at the Annual Conference on the Teaching of Psychology in Atlanta, organized by the Society for the Teaching of Psychology. Our symposium is titled “Opening up psychology: Adopting open textbooks, open pedagogy, and an open philosophy in the classroom.” The following is a list of some Psychology-specific OER for those who attend our symposium. It is not an exhaustive list by any means but is a start: [Click here to download the list: Psychology OER] NOBA Project: http://nobaproject.com/ BC Open Textbook Project: http://open.bccampus.ca/ Resources for Teaching Research and Statistics in Psychology: http://www.teachpsychscience.org/ Go Cognitive: http://www.gocognitive.net…