OEP@TWU Conference
Permanent URI for this communityhttps://hdl.handle.net/11274/13653
The TWU Open Pedagogy Community held our first Open Educational Practices Conference on April 20 - 21, 2022, featuring Keynote Speaker, author and librarian Jessie Loyer.
The conference featured conversations about Open Educational Practices (OEP), including Open Educational Resources (OER) and other relevant topics. OEP create learner-driven educational environments involving students co-writing course sections, such as assignments, schedules, rubrics, and policies. OEP might also include students writing or editing Wikipedia articles or developing video clips to share on YouTube. Students can participate in these public scholarship activities with instructor support.
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Item From Adoption to Publication: Tips and Tricks for Instructors and Authors(2022) Zerangue, Amanda; DeJong, Trey; Ahmed, ShaziaYou’ve successfully adopted or created an Open Educational Resource (OER) for your class. Are you wondering if this transition impacted your students? Would you like to encourage your colleagues to join the OER team or use your data to paint a picture for your university administration? In this interactive presentation, we will discuss tips and tricks from a librarian, data analyst, and instructor for using your experience and data to tell your story and perhaps even publish.Item Building an OER eBook: Lessons From a Student-Centered Collaboration(2022) Wainscott, SarahFor some content and disciplines the transition to open access materials requires the development of extensive new resources, presenting a daunting task in terms of time commitment and scope. This presentation walks through a semester-long project of building an eBook in real-time with a cohort of diverse and interdisciplinary graduate students. The product created addressed an unmet need in the field, contributed to student ownership and application of content, while shaping the professional development of the instructor in unexpected ways. Lessons learned through the process are shared with participants to apply to their own journey in OER and include: The importance of “role release”, how to frame the discourse, following a logical progression, addressing learners with varied backgrounds, building knowledge and skills concurrently, and engaging students at the formative level. The session will include examples of successes and missteps, narrative feedback from the students, and an outline of recommended steps in taking on a similar project.Item A Shared Journey to Make Science Accessible in the Division of Chemistry and Biochemistry(2022) Kohan, Nasrin; Taylor, AlanaThis presentation will discuss how we have successfully incorporated Open Education Resources and Practices (OER and OEP) in various science courses. OER was first implemented in Principles of Physics in the fall of 2014. Since then, we have successfully adapted both OER and OEP in Climate Change: A Human Perspective; Water in a Changing Environment; General Chemistry, and Environmental Chemistry. Each year, we continue to adopt and adapt OER(P) to more courses. The Sciences tend to have many fees associated with classes. For instance, traditional books retail around $100, and there are laboratory fees for the students. Therefore, we have mainly adapted both OER and OEP to remove financial roadblocks for our students, and this effort is ongoing to include other subjects. As a result, we have collectively saved over $150,000 for our students and their families. In this presentation, we will share our journey in OER(P), including personal experiences, challenges, benefits, and plans for the future. In addition, topics will cover how OER(P) provides opportunities for course content to be relevant and include up-to-date research. We also describe how OER provides an equitable platform for all learners from diverse backgrounds and how OEP fosters undergraduate research that benefits the community.Item Interventions in Art History and Visual Art: A Professor's and Graduate Teaching Assistant's Journey to OEPs(2022) Ishii, Sara; Selman, HannaThis presentation shares the experiences and motivations of Dr. Sara Ishii, Art History and Visual Culture professor, and Hanna Selman, MFA candidate and Understanding Art instructor for using and adapting Open Educational Resources (OERs). Dissatisfied with World Art History commercial textbooks’ limited discussion of global art history, Ishii began her path to Open Educational Practices (OEPs) by adapting existing OERs for her classes. In her portion of the presentation, she will discuss her work on remixing OERs, publishing on this work, and further developing OEPs through the TWU Heart Initiative Grant. Selman, dissatisfied with the culture/gender inequities and the financial inaccessibility of commercial Art Appreciation textbooks, found through working with Ishii, that she can reformulate the TWU Understanding Art course to use OEPs. In her portion of the presentation, she will highlight the process of finding OER’s and implementing them in an accessible way within the digital learning space. Through their interwoven efforts to incorporate OEPs into the visual arts and art history curriculum, Selman and Ishii reflect on the benefits of developing and adopting open access materials in order to address social justice concerns and better serve our students.Item ESL Goes Online and Global: Integrating OERs into TESOL Courses(2022) Kilpatrick, Cynthia; Semingson, PeggyThis session provides an overview on ways that two instructors in the field of TESOL (Teaching English as a Second or Other Language) integrate OERs into their undergraduate teaching methods courses and graduate level courses on TESOL education. A broader trend in the field of TESOL education includes 1) the shift to online and digital teaching spaces prior to, during, and post-pandemic and 2) the need for TESOL students to be able to transition into digital teaching long-term as a workforce trend while being able to curate their own OER resources for teaching. The first presenter will share about the recent growth of OER resources for undergraduate TESOL and ESL teaching, specifically for university level academic ESL. In addition, resource curation will be discussed as a knowledge-building activity that supports the ideals behind open resources, and provides ESL teachers with a wealth of relevant resources at their fingertips. Participants will gain access to some examples of student-curated resources and suggestions for helping students curate their own resources effectively. The second presenter will share how she leverages OER and principles of open pedagogy in graduate courses: OER as an approach for TESOL methods. Graduate students read about OER, it is modeled and demonstrated, and students apply it to applied linguistics and TESOL lesson tasks.Item Creating the Commons: Tools to Make and Create(2022) Dhakulkar, Amit; Olivier, JakoTools of production in the form of software applications are crucial to create and edit digital resources. But what type of tools of production should educators learn and use to create their own resources? If we truly want the commons in education to prosper, the tools of production should be available and accessible to everyone. Any restriction on the tools of production, whether it is about the restrictions of use, or financial aspects, or restrictions on distribution will be detrimental to the participation of the potential creators. Given both the push and a need for creating and adapting open educational resources (OERs), such software application become crucial. We argue that the philosophy behind Free and Libre Open Source Software (FLOSS) presents a compelling case for use in this context. FLOSS software is not owned by any single entity but by the community of users such that anyone can use, access, modify and (re)distribute them. In this talk, we will look at a few tools which enable their users to create and edit some of the common media formats such as text, images, audio and video to help create OERs. We argue based on pedagogical, social and political dimensions to make a strong case for the use of FLOSS tools of production in educational contexts.Item OER for Health Science: Next Step After Core Curriculum Subjects(2022) Levitt, JuneCurrently, Open Educational Resources (OER) development focuses on core curriculum subjects. After completing the core curriculum, students must pursue upperclassman subjects to complete the bachelor's degree. Many professions in health science require graduate degrees to be certified as allied health professionals. The demand for OER is high to reduce these many years of higher education costs in various health science majors. In contrast, the supply of OER in these areas is limited. My co-authors and I developed three OER textbooks since the beginning of the COVID-19 Pandemic in 2020. The books include "remix" portions, and therefore, we did not write everything from scratch. In addition, I received TWU's OER mini-grants to develop these books for three different courses in the Department of Communication Sciences and Oral Health (CSOH). This presentation will discuss the key points to design, organize, refine, compile, and publish OER materials for health science disciplines in two publicly available digital libraries, namely, OER Common (national-level) and OERTX (state-level). This presentation will also introduce available OER resources that allow "remix" and some format choices for OER materials.Item Chair Yoga: OEP@TWU 2022(2022) Whitmer, SusanDo you want to take a yoga break at your desk? Try this 20-minute chair yoga session with Susan. The health benefits of chair yoga include greater flexibility, stronger muscles, better posture, and reduced stress. Susan Whitmer is a librarian at Texas Woman’s University, she’s also a registered yoga teacher who specializes in gentle yoga and chair yoga.Item Open Science Principles for Teacher Education(2022) Dhakulkar, Amit; Ferreira-Meyers, KarenIn this presentation, the authors start from the importance of improved teacher education during and post-Covid19 pandemic. The Covid19 pandemic continues to exacerbate the lack of qualified teachers. Together with qualified staff, it is clear that relevant and local teaching-learning resources are essential if governments wish to enhance the teaching and learning processes. Solutions to the lack of qualified teachers/educators/ lecturers and to that of localised resources (such as Open Textbooks) are not easily encountered. The authors therefore propose a novel community-based approach (Ferreira-Meyers & Dhakulkar, 2021) to tackle this dual challenge by innovative use of technology. Our approach is based on the principles embedded in the Open Science Framework (OSF) and envisions creation of grassroot-level communities of practices via networking of teachers and students. We propose to share a model through which the principle of openness can be put into practice for teacher education. The model makes use of different OSF aspects to create a teacher-student community of practice with a peer network of “critical friends”. It offers the opportunity to extend “openness” to teachers and students by fostering sharing, collaboration while also focusing on self-directed learning and constructionist pedagogy.Item A Tour of Texas Learn OER: Ensuring Equity Through Collaboration(2022-04-20) Sebesta, JudithJoin me for a quick (virtual) tour of Texas Learn OER, an award-winning set of ten peer-reviewed, openly licensed, self-paced modules for faculty, staff, and administrators. My organization, the Digital Higher Education Consortium of Texas, worked with Carrie Gits, Associate Professor, Head Librarian, and Library Services OER Team Leader at Austin Community College, to adapt for a wider audience modules she created for ACC as a part of her capstone project for the 2018-19 SPARC Open Education Leadership Program. Texas Learn OER includes information on understanding OER; equitable Open Education practices; open licensing, including Creative Commons; finding and evaluating OER; accessibility; adapting, creating, and sharing OER; and OER policy and practice in Texas. Anyone completing the final assessment with an 80% or higher can earn a certificate of completion for free. Additionally, because it is licensed CC-BY, Texas Learn OER can be adapted for any local context -- including TWU!Item Using OERs to Flex your Professional Development Muscle(2024) Marshall, SophiaIn higher education, the implementation of OERs is often associated with textbook costs. However, this cost has varied implications for students and faculty. Students often enjoy a cost-saving benefit, while for faculty there is the cost of time. Many faculty members are not able to engage in the publishing process, which may be critical to gaining promotions within their field. OERs have been missing from this discussion and can be posited as having value within the promotion process. Therefore, advocating for the use of OERs and highlighting its role in faculty professional development should be discussed simultaneously. After all, for faculty, there are multiple benefits to the process of implementing OERs. This session will highlight the research supporting this and discuss how faculty can use OERs to flex their professional development muscles.Item OER at UTA: Lessons & Directions(2024) Allen, Lainie; Rowe-Morris, Morgan; Mekala, Tejavardhan; Misba, Asfiya; Streeter, Samantha; Zara, MeganThe University of Texas at Arlington (UTA) has published 26 open education resources (OER) to date and that number is still growing. UTA’s dedicated OER department provides financial support to faculty creating, adopting, and developing OER; educates faculty and students on the value of OER; and maintains a robust publishing infrastructure for open educational resources. Beginning in 2017 with one full-time staff member, UTA’s OER service has grown from an idea to a dedicated department with first-in-class resources. This presentation will examine the voyage of OER support at UTA. Using quantitative data like budgetary and publishing metrics as well as qualitative data from interviews and internal documents, we will describe the steps and missteps of UTA’s program. The lessons learned from our investigation can help libraries looking to start or grow their own programs.Item Students as Partners in the Development of Open Education Resources for Teaching Human Anatomy, Physiology and Pathophysiology(2024) Kong, Jennifer; Soon, ZoëIn creating a cost-free Open Education Resource (OER) textbook for required Pathophysiology courses in Health Care programs, we strove to implement many useful tools for both students and instructors. We are incorporating multimodal, Universal Design Learning (UDL) features in order to be accessible to all learners. The etext includes closed-captioned video clips, images, and a range of different types of interactive, repeatable student practice questions with auto-feedback answers. This provides students affordable access to engaging, up-to-date content that can be accessed at any time. The user-friendly reflowable layout allows for readability on multiple devices including screen readers and follows all accessibility guidelines. The project has benefited from collaborations between 3 faculties as well as grants allowing for student assistants to be hired and instill their feedback. To promote inclusivity in education and healthcare settings, the instructor and student resources contain patient narratives, a language inclusivity guide, case studies, as well as scientist spotlights, highlighting contributions to the field by individuals that have been historically overlooked. Although this OER is still a work in progress, the portions that have been completed were delivered to students this year with a mix of over 1000 practice questions for both instructors and students to pick and choose from. In order to gather feedback and incorporate it into the OER as it is being completed, reviewer focus groups and student satisfaction surveys are being conducted. Student satisfaction results and tips for creating OER and OER assessments will be shared in this presentation.Item Using ChatGPT in Open Pedagogy: Two Professors Share their Experiences(2024) Kelly, Alison; Clinton-Lisell, VirginiaIn this presentation, two professors will discuss the open pedagogy AI projects they collaborated with their students. One project addressed the lack of materials centering contributions from minoritized scholars in the history of psychology. In this project, students used ChatGPT to assist them in developing chapters about diverse pioneers in psychology and critically evaluated the accuracy of their ChatGPT output. These materials will be incorporated into future history of psychology courses. In the second project, students used ChatGPT to develop fictional vignettes about children with psychological disorders. The purpose of the assignment was to address the lack of materials beyond what is considered typical development in childhood. Students had the option to Creatively Commons license their vignettes for use in future child development courses. Both projects involved students providing reflections about their experiences using generative AI (or why they did not use generative AI if that was their choice) in creating these projects. For the chapter development assignment, feedback on the use of ChatGPT was mostly positive. Most students were fearful about using ChatGPT due to faculty bans in other courses, or not being aware of ways to use ChatGPT responsibly. All students had at least one piece of inaccurate information in their ChatGPT output, and many appreciated the assignment being an exercise in information literacy. For the fictional child vignette, feedback on the use of ChatGPT was mixed. Some students appreciated the opportunity to learn how to use a labor-saving tool. Other students indicated that the process of editing and fact-checking ChatGPT was more time-consuming than writing the assignment themselves would have been. In the presentation, we will share the logistics of how the assignment was structured, scaffolded, and graded. We will also discuss student feedback on the assignment and how we plan to revise the project in future courses.Item Open Pedagogy in Course Design for Art of Mathematics Course(2024) Musolino, LarryAt Penn State University, ART197 (Art of Mathematics) is a recently developed General Education course that asks students to explore and investigate the intersection of mathematics and art, music, dance, nature, architecture, and other fields. The course is intended to counteract negative perceptions about mathematics and illustrate the beauty and elegance of mathematics in diverse fields. As part of the course design, students are asked to explore new connections in mathematics and art and generate their own new knowledge which has not been published or documented to date. The students conduct their own research on a topic of interest and use this new knowledge to edit, revise, and update appropriate Wikipedia pages with their new knowledge, including citations and references. The proposal will demonstrate how to engage and motivate students in active learning aimed at the development and creation of this new student knowledge. The examples used will be focused on synergies between art and mathematics In this talk, I will review this aspect of the design of this student open pedagogy initiative which engages students and converts the course from teacher-centric to learner-centric focus. In particular, I will discuss the research methods used by students, the creation process, the editing process, and finally the publishing aspect of Wikipedia. Students use various technology tools such as visual editors and tools to tools to include images, links, and other dynamic content. The presentation will also review various technologies available to any faculty interested in including student Wikipedia-related editing and authorship in their courses. Feedback from students has been extremely positive. Students have indicated that the course activities expanded their knowledge outside of a traditional textbook and engaged the students as active parts of the learning center. The course was switched from a teacher-centric focus to a learner-centric focus. If possible, I would like to conduct several polls during the session to engage and ask attendees if they use active learning components in their courses if they have any examples of open pedagogy where students generate their own new knowledge, and if any faculty have used Wikipedia authorship as part of course assessments.Item Student-Generated OERs in the Art History Classroom(2024) Ishii-Bear, SaraThis presentation shares the experiences and motivations of Dr. Sara Ishii-Bear, Art History and Visual Culture professor, in guiding undergraduate students’ creation of open educational resources (OERs). The construction of OERs reflects her interest in feminist pedagogy and open educational practices, which aims to create a learner-centered classroom that values accessibility, equity, and cultural responsiveness. Ishii-Bear will discuss a scaffolded assignment that guided students in researching and writing open-access lesson plans, which resulted in the students’ work being published on the OERTX Repository website. Student-generated materials also give students the opportunity to focus on the topics that interest them the most. Such a move is especially valuable given TWU’s diverse demographics. Due to the historical marginalization of women’s and people of colors’ voices in art history, the inclusion of women students of colors’ research is valuable to art history pedagogy. Ishii-Bear will also discuss the results of an anonymous student survey to reveal the students’ opinions on working with a group to author an OER. In the last portion of the presentation, Ishii-Bear will reflect on how the project might be tailored for future iterations of the course.Item Using OER Reading Guides to Help Students Read the Textbook and Improve Exam Scores(2024) Shaffer, JustinWhile textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read the textbook or have a difficult time understanding the content within. To address these issues, course and textbook-specific reading guides can be used to provide students with a way to actively engage with the required readings for class. The OER reading guides direct students to read specific textbook passages and to define terms, explain concepts in their own words, summarize information with tables and drawings, and answer in-chapter questions. Examples of reading guides will be shown from different STEM disciplines (including biology, anatomy and physiology, chemical engineering, and biomedical engineering), and best practices for developing OER reading guides will be presented. Additionally, data and results from a prior study on the efficacy of using reading guides in a large introductory biology course will be presented. The results suggest that optional, no-stakes, OER reading guides which assist students with reading their textbooks may help students acquire course content in a transparent fashion which results in improved exam performance.Item OER Collaboration: Texas Digital Resources OER User Group(2024) Davis, SabrinaCommunity is vital for librarians and advocates of OER and open educational practices. At many institutions, advocating for usage and creation of OER is a solo endeavor, which can lead to loneliness and in the worst cases, burnout. In 2023, the Texas Digital Library (TDL) established the OER Users Group. This group not only provides resources and support for the whole of Texas, but its members also provide additional support for one another. During this presentation, I will discuss how the OER Users Group came to be, the group's charge, and my overall experiences facilitating the group as chair. I will also briefly discuss how groups like this can provide the sense of community and support that is needed for those working in the world of open education.Item How to be Open: Advancing OEP through Professional Learning Communities(2024) McClean, Jessica; Magruder, Karen; Chatterjee, Karishma; White, Joyce; Wigley, Shelley; Breuer, KimberlyEven as Open gains popularity as a means of providing equitable access to high-quality learning materials while empowering students to take an active role in their education, many educators lack the knowledge and expertise to effectively utilize OEP in their teaching practices. A Professional Learning Community (PLC) for faculty dedicated to “All Things OPEN” is an effective means of addressing this challenge. This roundtable will discuss our PLC journey over one academic year as we collaborate to develop and improve open resources and pedagogy whether we are new to the topic or have dedicated many years to OEP. Utilizing co-facilitators representing both faculty and library perspectives is key to the program’s success. From a faculty perspective, the PLC provides a platform to learn about resources and best practices, share knowledge and expertise, troubleshoot existing projects, and collaborate on new projects. From a library perspective, working closely with engaged faculty provides valuable insight into the current state of OER at the university, leading to shifts in the library’s service model to better address local needs. Also, PLC participation supports faculty in securing grants for their projects' development/ implementation. Outline Segment 1 Discuss individual open projects: overcoming barriers; OER content; tools/technologies; and/or OEP (varies among participants) How the group works; the importance of being housed in the Teaching Center as opposed to being a library initiative Q&A Segment 2 The learning journey – how we got started Mutual support/collaboration Changes in pedagogy, course development, and library support: our next steps forward Q&AItem Mentoring Undergraduate Women to Diversify Wikipedia: An Evolving OER Opportunity(2024) Stvan, LaurelWikipedia is an amazing crowd-sourced OER resource, but research has repeatedly shown that it needs tweaking to include more diverse voices. In both its topics and its contributors, many perspectives are left out: women, people of color, younger generations, the LGTBQ community, and folks with disabilities. It’s a familiar refrain. Fortunately, several organizations are working to remedy this. Taking just the under-representation of women as an example, I lay out where efforts already exist, where they overlap, and where there is more to be done through student contributions to open educational practices to better enable marginalized students to succeed. This talk highlights the intersection of existing work on improving the number of women as Wikipedia subjects (Women in Red); increasing the representation of women in specific fields; training students as new editors (WikiEdu); and creating a network for mentors of undergraduate women as editors. The latter aims to streamline the coordination of existing resources when editing training is an add-on task for full-time instructors. I discuss how instructors can better succeed at these projects without burning out by deploying existing networks and tailoring them to our students, leading to procedures for openly sharing successful teaching practices. These can assist in generating more varied Wikipedia content that incorporates more diverse, enthusiastic voices. Two long-term goals are balancing the alignment of on-wiki and off-wiki discussions to ensure that editor consensus is maintained and building the pipeline of young female editors through a network of instructors who work with them.