Continue to identify OER and other no-cost materials for your course, using the backward design process if it is helpful.
Before our last session on Thursday, January 27, post a comment below with responses to following questions:
- What OER and other no-cost materials have you found and/or plan to use in your course?
- How do these materials support the incorporation of asset-based pedagogies (e.g., trauma-informed pedagogy, culturally sustaining pedagogy, open pedagogy) into your course?
- How do the materials address these two principles of universal design for learning (UDL)?
- multiple means of engagement
- multiple means of representation
2 thoughts on “OER and Other No-cost Materials for Your Course”
I am using OpenStax Calculus Vol. 3 as zero-cost textbook for my 2022 summer teaching. At the same time, I am using the computerized homework platform (https://imathas.helpyourmath.com) to give students daily homework assignments during the summer course study. By following my guidance, students will watch lesson videos and read my lecture notes to study the calculus concepts in the first step. In the second step, students will watch example videos and practice exercises to develop their problem-solving skills. Before tests, Exam Review Sheets and Exam Practice Worksheets will be posted to help students prepare for exams. During the course study, CUNY Discussion Board and CUNY Collaborate Room are activated for students to exchange ideas from each other. GroupMe Links on iPhone are created for students to work in group with peer support. Weekly online office hours are provided for Q&A.
I stated several weeks ago in my small discussion group that I wanted to use open Stax for Developmental Psychology. I found numerous information and opportunities for Introduction to Psychology on the OER site but not as much for Developmental. Specifically, I was seeking more interactive activities about different topics in development.
In discussing the Universal Design for Learning Video (I have seen other videos on this topic) and another workshop group, we discussed ways to turn activities into engagement, representation, action, and expression. For example, I have an activity called What would you do? About 80% of my students in Developmental Psychology are interested in Nursing, Physical Therapy, Occupational Therapy, or Human Services careers.
Students imagine that they are in their perspective careers and see a pregnant mother smoking. What Would you do? In the past, I would have students write a couple of paragraphs explaining and describing what approach they might take in perhaps speaking with the expectant mother(s).
With this activity, I now understand the flexibility of this assignment so that it can be inclusive of the skills and interests that students possess to complete the project. For example, I can have students create a video, design a PSA, create a poster, and create a resource website. I believe this will give students a chance to go beyond the surface of the materials I have provided to complete the assignment.
What have I learned from the OER/Redesign experience? Resources that I did not know before. But, more importantly, I can make adjustments (videos, links to websites, new letters, activities, etc.) and understand that what works in one class may not be as successful in another. Additionally, I know how to set realistic time expectations in finding resources and information.