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
4 thoughts on “OER and Other No-cost Materials for Your Course”
I WILL BE ADDING TO MY READINGS THE FOLLOWING :
AIRBNB BEFORE DURING AND AFTER COVID 19 BY SARA DOLNICAR
THE EFFECTIVENESS OF MANAGING SOCIAL MEDIA ON HOTEL PERFORMANCE
CHOICE HOTELS CONTINUES COMMITTMENT TO DIVERSITY/ FEMALE HOTEL OWNERSHIP W/ EXPERIENCE OF EMERGING
YNDERSTANDING SATISFIDED / DISSATISFIED HOTEL CUSTOMERS, TEXT MINING OF ONLINE HOTEL REVIEWS
The main thing I plan to use is a set of notes I have worked on over the past couple of years, especially in creating my asynchronous section. I plan to put them together and develop them so that I can use them as an alternative text for the course. After reading about open pedagogy I would like to have students contribute to writing the text. One idea I had was to have them write examples of concepts, hopefully that would be easier and more accessible for other students than my own examples. Another idea is to have them create exercises or assessments .
Regarding multiple means of representation it occurs to me that I can use my video’s from my asynchronous courses as another means of representation. I used the same notes in those videos. Indeed in my asynchronous courses each video has the corresponding bit of text as an attachment. I can do the reverse and attach the video to the text.
I put together these notes, and the videos based on them, with the idea of making the material in the course more accessible during the pandemic. In the first instance as a condensation of a wordy textbook that focused just on what I thought essential. So, I hope, that it makes it less work and time to read and get to the heart of the matter. For me, at least now, the trauma-informed aspect of my course are more at the level of course policies; no late penalties, re-do’s on assignments, negotiating when to do the exam. I also make all my asynchronous materials available to my synchronous classes, so students can review or catch up if they missed something.
I still have many irons in the fire as far as this decision-making process is concerned. I will undoubtedly be following through on plans to use “found” video, edits from podcasts, and moderate-length sections/ quotations from published texts that lend themselves to thematic insertion into the process of some of the key learning goals of my class(es). I have already written, and will continue to write more (!) summary texts that provide background material for whichever are the appropriate social science contexts, in order to fill any gaps our students may have in their learning backgrounds, and where I am able to.
For example, here is my something of the current state of ambition for this course: In order to gain an understanding (a “big” goal) of the possibilities presented by notions of “structural *and* historical causality”, “subject constitution,” and more, I’m working on setting up a unit or units that set out from the pandemic and work backwards toward a number of originating or “deteminative’ moments that have, in several senses, “produced” the onion-like layering of conditions in which we find ourselves. This would entail reading, discussion, and eventually writing about deindustrialization, the subsequent – or coterminous – emergence of the service economy – particularly that of industrially-scaled health care, the racialization and feminization of something approaching 60% of work in that sector, the increasing plunge into precarity of service work (contrasted with the previous mythically-celebrated postwar industrial era), and the contemporaneous growth of the civil rights struggle into a labor-oriented struggle at the very moment that industrial employment was shrinking, even collapsing. This also involves considering that the health care industry, which had emerged alongside (and as an effect of) the high point of union labor, was then transformed into a huge, private industry which seeks profit over care and follows market dictates, such that ill-preparedness in this enormous industry characterized the moment that the COVID/ coronavirus emerged.
This might even be extended into writing about ideas re: social activism and political engagement: seeking conclusions about what sort of pan-organizational linkages might be needed in order to bring sufficient force to revise these social arrangements. This could bring a class to demand greater use of the imagination from themselves. A political force that attempts to unite people across racial, gendered, class lines in order to argue, and better, to make apparent that these common ways of categorizing social groups distorts their respective actualities in the sense that they may not be perceivable as categories in-themselves without recognition of their interwoven, relational, real existence. The goal is not to deconstruct gender, race and class, to see that they are co-constituted and provide a significant components of the social relations of knowledge (knowledge/power relations). The trick is to do all of this in a relatively short, graspable form, with a minimum of academic jargon, and with a powerful emotional-psychological appeal to self-understanding in 2022.
The 2nd to last sentence should read, “The goal is not to deconstruct gender, race and class, but to see that they are co-constituted and provide significant components of the social relations of knowledge.”