WEEK 1 – June 2, 2020
Asset-based Pedagogies
Learning Outcomes
- apply learner-centered principles to the syllabus
- describe culturally sustaining pedagogy (CSP)
- design learning experiences with asset-based pedagogies
10:00am-11:30am
Welcome
Territorial acknowledgement (see https://usdac.us/nativeland)
Silent introductions – with shout outs
Workin’ Zoom (chat or voice)
Co-creation in the comments
Thinking about pedagogy, part 1
- From the beginning: Your syllabus (team time)
- Situating our work within asset-based pedagogies
- CSP in the class (team time)
2:00-3:30pm
Thinking about pedagogy, part 2
- Trauma informed teaching and learning (team time)
- Open pedagogy (team time)
WEEK 2 – June 9, 2020
Learning Outcomes
- Consider current and possible spaces for asset-based pedagogies in your courses
- Apply universal design for learning to course assignments and activities
- Use backward design to plan a unit or module
Pre-Zoom Activities
10:00am-11:30am
Welcome back
Thinking about pedagogy, part 3
- Universal design for learning (UDL)
- Backward design
2:00-3:30pm
Content for Learning Experiences
- What’s included in zero textbook cost?
- Creative Commons licensing
- Finding OER
WEEK 3 – June 16, 2020
Learning Outcomes
- Identify content needed for learning outcomes and learning experiences by applying backward design
- Find open educational resources (OER) for the content identified above
Pre-Zoom Activities
- Identify two learning outcomes and apply backward design to each (using the attached planner/worksheet if it’s helpful) to design learning experiences for your students. Locate OER or other no-cost sources that you might use to help your students achieve the learning outcomes. Come to the next session ready to talk about how you found the materials and how they contribute to your students achieving the learning outcomes.
- By Sunday, June 14, send an email to jean describing one or two examples of material that you’ve wondered if you could use without violating copyright in a past or present course. We’ll anonymize these and use them for discussion.
- Watch Creative Commons Licenses Explained, and read about CC licenses
- Watch Fair Use, and read about the Fair use Checklist.
- Bonus video: Copying Is Not Theft.
10:00am-11:30am
Welcome back
OER
- OER lightning round
2:00-3:30pm
No cost options
- Other no cost materials beyond OER
- Copyright and fair use
WEEK 4 – June 23, 2020
Learning Outcomes
10:00am-11:30am
Now what?
- Delivering OER to students
- Assessing your OER/ZTC course
2:00-3:30pm
TOPIC
Excited to begin!
Enjoying the course even before it begins!
TYPO: Week 4 should read “June 23”
I’m really good at finding other people’s typos but not my own! : (
Are there workshops for students to inform them about OER? How is this communicated to students besides through individual teachers?
I’d like to talk about what makes a good learning outcome, and how we can apply these good learning outcomes to the assignments we create. I’d also like to discuss whether there are ways to involve the students in the creation of learning outcomes and the adaptation of assignments, even after we have written a syllabus and made plans. I feel like it is important to adapt our plans to suit the particular group we have in our class.
The role and stance of publishers/academic journals in creating/maintaining/contributing to OER.
This makes me reflect on the music indusrty as it stepped inbto the digital age with napster. Couldn’t we find a similar solution? I hear they make more money now then before from subscriptions.
Some tangible consensus for CSP related improvements. Also having a FAQ for best practices at the end would be great.
I’m eager to understand what materials are available and legal to use, ie copyright issues with magazine/ textbook/ other excerpts – it looks like that is covered in depth.
Agreed! I want to make sure I’m doing this the *right* way!
First of all thank you so much for your warm welcoming. I would like to learn more about creating a visual lab for the chemistry class. How to make the virtual lab more competitive that the students don’t just copy data from each other and send to the instructor.
Is the OER course basically the collection of materials? Can this be embedded or linked to Bb?
How to ascertain whether an on-line source is fair-use or copyrighted. Obviously it’s Open resource or it wouldn’t be on-line? You may already have this covered. I’m thinking specifically of musical performances on Youtube.
I’d like to talk about how we can diversify our texts and requirements so that they acknowledge different ways of using language, even within English instruction. I’d also like to talk about whether there are ways we can empower learners who feel intimidated by material that is sometimes presented in a way that seems overly academic for them, to use respected texts that are also easy for the students to relate to. I’d also like to talk about whether there are ways to incorporate formats that the students are more familiar with, such as game-based learning or some form of social media that does not potentially infringe on students’ privacy.
Much of the material I teach is already in the public domain (or could be swapped for material that is), so I’m enthusiastic about OER/ZTC as a concept. My concern is with the delivery (mentioned in Week 4). As I mentioned in my intro video, I’ve found that screens can be incredibly harmful to the kinds of skills I want to teach. Could we build in some time to consider traditional literacy? How might we integrate these older (now embattled) forms of learning into this new model?
Most helpful thing is basically time to individually come up with new OER ways of remodelling our courses, then come back together and share;
Would be interesting and fun to have some written discussion-board style exchange on some of our readings (I could see better what that is like for my own students!)
Where to find the best OER material, and how to create and publish our own OER materials.
I’d like to have a session using Word Press. I was introduced to it as a TA, but don’t know much about it to even begin.
Also, maybe more on redesigning syllabi to leave room for student-instructor collaboration that adhere to the departments’ requirements.
With regards to learning outcomes, I’m thinking about more hands-on in how to access openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes. Simply reading instructions from a PDF doc is find, but can be confusing.
So much to learn. So many smart people to learn form. Very exciting. 🙂
Maybe encourage BlackBoard organizations that some of us course coordinators have created to share with faculty, or suggest a website under the Library maybe. Sharing materials and occasionally large files that cannot be emailed is essential.
Encourage assignments requiring complex thinking and/or independent research. Most students are never asked to do something that requires them to analyze and think deeper, they need the challenge and practice to succeed.
I’m having trouble disentangling the necessary online nature of our past semester with my vision of OER – I’m trying to keep in mind that one day we will be back in the classroom (I hope!)
The schedule looks great!
I look forward to the “Trauma Informed Teaching and Learning” and working with everyone.
Csilla
Resources for locating material that is specific to one’s discipline.
Addressing challenges that some students may have accessing/using some materials.
Using OERs in combination with Blackboard, Zoom, other technologies: challenges, benefits, risks.
can we get help – or at least can we be directed to where we get help with setting up our BMCC dropbox???
Here’s a link to more information about CUNY Dropbox if anyone needs it: https://www.cuny.edu/about/administration/offices/cis/technology-services/dropbox/
To add to and maybe clarify what I said above: most of my students are in desperate need of quiet time with actual (printed) books, and corresponding time to think, write, and discuss *away* from digital distractions. I’m all for using new tools, but I think redressing this lack is critical–especially for disadvantaged students.
I believe there are ways to print some OER books. Maybe we can talk about that?
Is the free OER material? can we make our own? by which software? please introduce some.
Thank you for this interesting workshop
Basically, my course materials are from publisher and all electronic files I posted on BB. Copy right is a question in mind.
I am also interested in how we can share power and be more collaborative with students who are developmental language learners (as are mine). How we can balance managing the needs of students who need a lot of scaffolding with the OER collaborative environment.
Will we be talking about co-creating with students the class?
I completed all the readings do not understand what is “asset-based”
I’d be willing to forgo the long break for a shorter one, only 1 hour say, to get out earlier at 3pm. Anyone else think this is a good idea???