open education: ownership, access, & the place of pedagogy
TRANSCRIPT
Open Education: Ownership, Access, & the Place of Pedagogy
Robin DeRosa@actualham
Presentation CCBY Robin DeRosaImages CC0 Alan Levine
• 56% of students pay more than $300 per semester
• 20% pay more than $500 per semester
• Students worry more about paying for books than they worry about paying for college
Effects of Textbook Prices• 67% did not purchase
a required textbook• 38% earned a poor grade• 20% failed a course• 48% occasionally or
frequently took fewer courses
• 26% dropped a course• 21% withdrew from a course
2016 Survey of 22,000 students, Florida Virtual Campus, comprised of the
12 universities and 28 colleges in the Florida state system.
Student Success“students who use OER perform significantly better on the course throughput rate than their peers who use traditional textbooks, in both face-to-face and online courses that use OER.” (2016)
Throughput Ratean aggregate of:drop rates, withdrawal rates, C or better rates.
Quality“The classes with traditional published textbooks I study and memorize to pass tests. In this class I have a greater appreciation for the things I learned because I actually experienced the material and lesson as opposed to simply passing a test. This knowledge will last a lifetime.”
Tidewater Community College (2015 Report)
An Open “Textbook”Can Be:• Interactive• Collaborative• Dialogic• Dynamic• Empowering• Contributory• Current• Accessible• Multimedia• Public• (Free)
Open Pedagogy•Improves access to education.
•Treats education as a learner-driven process.
•Stresses community and collaboration over content.
•Connects the college to the wider public.
CCBY Jonathan Brodsky https://flic.kr/p/37z2C2
Access, broadly writ.digital divide & redlining, accessibility, online safety & harassment,
privacy & surveillance
Domain of One’s Own (#DoOO)
• Drag ’n Drop → Design
• Digital consumer → Digital creator
• Data mining → Data control
• Audience of 1 → Public impact
• Web as broadcast station → Web as open lab
• Work attached to course → Work attached to student
• ePortfolio → ePort
http://kayleighbennett.com/
Open Your Syllabus: Beyond OER• Class-source outcomes• Co-create policies• Empower students to build their
own LMS• Iterate open textbooks• Class-source curated content• Use student-designed assignments
and assessments• Publish student writing and projects
and data (with open licenses if desired!)
• Explore grading options
Pedagogy Drives Tools, Tools Change
My Toolbox• Hypothes.is• Twitter/Tweetdeck• Domain of One’s
Own• PressBooks/Rebus• GoogleDocs &
Sheets• Wiki Education
Foundation• Appear.In
OPEN IN APREtrumpPOSTERA• What kind of data does your
university collect on students and how has it pledged to protect it?
• Are your domains protected? Can students work anonymously?
• How do you prepare students to handle trolling and online harassment?
• What access issues (hardware, broadband, accessibility, redlining, literacy) challenge your good intentions?
• How does your open pedagogy reinscribe unequal power dynamics?
• How is academic labor made visible & compensated in the production of OER?
Advocating for privacy is part of the open ethos; it is not contrary to it.