OEP@TWU Conference | 2022

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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.


Recent Submissions

Now showing 1 - 10 of 10
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    Chair Yoga: OEP@TWU 2022
    (2022) Whitmer, Susan
    Do 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.
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    ESL Goes Online and Global: Integrating OERs into TESOL Courses
    (2022) Kilpatrick, Cynthia; Semingson, Peggy
    This 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.
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    OER for Health Science: Next Step After Core Curriculum Subjects
    (2022) Levitt, June
    Currently, 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.
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    From Adoption to Publication: Tips and Tricks for Instructors and Authors
    (2022) Zerangue, Amanda; DeJong, Trey; Ahmed, Shazia
    You’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.
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    Building an OER eBook: Lessons From a Student-Centered Collaboration
    (2022) Wainscott, Sarah
    For 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.
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    A Shared Journey to Make Science Accessible in the Division of Chemistry and Biochemistry
    (2022) Kohan, Nasrin; Taylor, Alana
    This 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.
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    Open Science Principles for Teacher Education
    (2022) Dhakulkar, Amit; Ferreira-Meyers, Karen
    In 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.
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    Creating the Commons: Tools to Make and Create
    (2022) Dhakulkar, Amit; Olivier, Jako
    Tools 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.
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    Interventions in Art History and Visual Art: A Professor's and Graduate Teaching Assistant's Journey to OEPs
    (2022) Ishii, Sara; Selman, Hanna
    This 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.
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    A Tour of Texas Learn OER: Ensuring Equity Through Collaboration
    (2022-04-20) Sebesta, Judith
    Join 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!