Seneca College Feb 26 2018

Seneca College Feb 26 2018

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  2 ontario David Porter, Ed.D. CEO,eCampusOntario [email protected] Twitter: @dendroglyph Unless otherwise noted, this work is licensed under a Creative Commons Attribution Share Alike License. Feel free to use, modify, reuse or redistribute any or all of this presentation.
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  3 I would liketo acknowledge the land on which Seneca College’s buildings are housed, and where students, faculty, staff and members of the public gather. This land is the traditional territory of the Mississaugas of the New Credit First Nation. We are guests on this space, and it is our shared obligation to respect, honour and sustain this land. Acknowledgement
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  4 Making open our DEFAULT February26, 2018 http://www.slideshare.net/David_Porter/seneca-2018 Get the slides here:
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  8 Extending practice is aguiding principle
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  11 An immersive, experientiallearning opportunity where the participants are challenged to teach and learn with different modes and formats, to create and collaborate using digital technology tools, and to discern what approaches may be used to design significant technology-enabled learning experiences. @ontarioextend extend.ecampusontario.ca #oextend
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  12 Ontario Extend isa capacity-building initiative that is grounded in the belief that the impact on learning should be the primary motivator for creating technology-enabled and online learning experiences. ing
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  13 extend.ecampusontario.ca • Six, three-hourmodules for self-directed study, face-to-face workshops, or collaborative study • Domain of one’s own project • All openly licensed
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  Concept by: SimonBates, PhD University of British Columbia.
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  e4 •explore •engage •extend •empower Our mantra…
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  enlightenment
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  18 Rethinking Needs to beat the core of our practice
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  19 Rethinking AS aTheme to guide our program designs Rethinking learning resources Rethinking the learning experience Rethinking recognition of learning Designs
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  20 ontario Rethinking Learning Resources Whathappens when we bring teaching and learning into the open?
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  21 Grant freedoms insteadof imposing restrictions Sharing is fundamental to teaching Collaboration is a good thing Assumptions about Openness
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  Open Education encompassesresources, tools and practices that are free of legal, financial and technical barriers and can be fully used, shared and adapted in the digital environment. Scholarly Publishing and Academic Resources Coalition- sparcopen.org
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  Images from Oxfam.orgCC BY and https://en.wikipedia.org/wiki/User:Daniel_Mietchen/Talks/World_Open_Educational_Resources_Congress_2012/Ho w_Open_Access_and_Open_Science_can_mutually_fertilize_with_Open_Educational_Resources CC BY-SA Why is this work happening? To increase access to higher education by reducing student costs To improve student learning by removing barriers to resources To give faculty more control over their instructional resources
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  A simple, standardized way togrant copyright permissions to your creative work.
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  Some Rights Reserved CreativeCommons logo by Creative Commons used under under a Creative Commons Attribution 3.0 License
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  Open thinking isspreading worldwide
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  Choices for students
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  Publish Many Write Once
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  Don’t reinvent itAdopt and adapt
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  36 ontario Beyond textbooks Teachers alsoneed OPEN resources • Project files • Learning activities • Assessments • Homework help • Power point decks
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  37 ontario The Big Ideaof Open Giving instructional resources expanded power to enable learning and teaching, beyond being just free or low cost
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  38 ontario Big Benefit: FullLegal Control • to customize • to localize • to personalize • to update • to translate • to remix Some Rights Reserved Creative Commons logo by Creative Commons used under under a Creative Commons Attribution 3.0 License
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  And, free ismore than just a good deal
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  Beyond Free Benefit #2 Accessto customized resources improves learning
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  New Data
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  Beyond Free Benefit #3 Openprovides opportunities for authentic learning activities
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  43 5.5 million viewsper month. ChemWiki most visited chemistry website in the world. Delmar Larsen offers extra credit to students who submit entries to an online Chemistry textbook. He assigns a rating system to new articles based on the author's expertise and experience, with articles moving up as they are edited and vetted. Sources: ChemWiki takes on costly textbooks UC Davis News, October 2013 UCD Hyperlink Newsletter October 2014
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  44 Robin DeRosa Plymouth StateUniversity – New Hampshire The Open Anthology of Early American Literature “I launched the open textbook project over a summer, and because I teach at a public university where I had no easy access to graduate assistants or funding, I hired a bunch of undergrad students and recent alums, and paid them out of my own pocket to assist me. Turns out, most of them were willing to work for free (I didn’t let them, though what I paid was low because it was all I could spare), and turns out the whole endeavor of building the work turned out to be transformative to my own pedagogy and to the course that followed.”
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  Linking research with teaching
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  Open Pop ups Ashareable library of “pop up” projects, openly licensed and curated locally or across school districts. • Encouraging networking • Encouraging risk taking • Encouraging a culture of sharing @verenanz Verena Roberts Rocky View SD, AB
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  Beyond Free Benefit #4 Collegialcollaboration
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  Library sprints
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  Textbook sprints
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  51 From the arrivalof its first human inhabitants tens of thousands of years ago to its increasingly globalized modern population, the Canadian state has undergone numerous transformations. This course will examine the history of Canada from its earliest times to the present focusing of key transformations in the country’s environmental, social, political, economic and cultural history. Belshaw, John Douglas. Canadian History: Pre-Confederation Belshaw, John Douglas. Canadian History: Post-Confederation Bumsted, J.M., Len Kuffert, and Michel Ducharme. Interpreting Canada’s Past: A Pre-Confederation Reader. Fourth Edition Bumsted, J.M., Len Kuffert, and Michel Ducharme. Interpreting Canada’s Past: A Post-Confederation Reader. Fourth Edition Nelles, H.V. A Little History of Canada. Second Edition Organization of the Course Course Description Course Schedule Assignments and Evaluation Readings (Required Textbooks) 5% Written Assignment 1 10% Written Assignment 2 10% Written Assignment 3 15% Written Assignment 4 5% Weekly Quizzes 15% Midterm Exam 20% Final Exam 20% Tutorial Participation Department of History • Instructor: Sean Kheraj Kheraj Office: Vari Hall 2124 Office Hours: Wednesdays 9:30am-11:30am Email: [email protected] @seankheraj #yorkhist2500 @YorkHist 5% 5% 10% 10% 20% 20% 15% 15% LECTURES TUTORIALS READINGS ASSIGNMENTS 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 HIST 2500: Canadian History WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 Why Canadian History? Indigenous America and Global Human Migrations French Colonial Society Furs and the French Empire Remaking the Atlantic Colonies The Fall of New France The Revolution of British America Fur Trade Frontier Colonial Life and Empire Politics, Conflict, and Rebellion WEEK 11 WEEK 12 WEEK 13 WEEK 14 WEEK 15 WEEK 16 WEEK 17 WEEK 18 WEEK 19 WEEK 20 WEEK 21 WEEK 22 WEEK 23 WEEK 24 Confederation and the Idea of Canada Consolidating the Canadian Empire Labour and Capital Reform Movements War Society The Farmer- Labour Revolts Depression and Dissent Total War Post-War Society Next to an Elephant Limited Identities Aboriginal People in the Twentieth Century Neo-Liberalism and the History of Stephen Harper Twenty-First Century Canada Visual Course Syllabus by Ken Hui and Sean Kheraj is licensed using a CC-BY-SA 4.0 International License Textbook SprintS + Ancillary teaching resources Open Textbook Seminar Handbook Visual Course Syllabus + +
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  Test bank sprints 2 Days 17Psych Faculty 6 Institutions 850 Questions
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  Beyond Free Benefit #5 Demonstrationof the service mission institutions
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  Author: Mathieu Plourde:CC-BY-SA http://en.wikipedia.org/wiki/File:MOOC_poster_mathplourde.jpg Making MOOCs truly open
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  Our vision isfor a collaborative community across the Ontario higher education sector Photo by Tegan Mierle on Unsplash
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  57 social good human connections high value community resources + + Source: Adaptedfrom Made With Creative Commons by Paul Stacey and Sarah Hinchliff Pearson
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  Photo by WilliamBout on Unsplash ● Open Textbook Library ● Open Education Rangers ● Open Education Fellows ● Ontario Extend ● The Patchbook ● The Catch Community Connectors
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  Empowering faculty Who arethe Open Rangers on your campus?
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  Opportunity - OERresearch FellowshipS
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  Photo by NatalieCollins on Unsplash Ontario Extend Contact: Terry Greene [email protected]
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  Simon Bates, Universityof British Columbia. CC BY-NC-SA
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  The Open FacultyPatchbook A Community Quilt of Pedagogy
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  Photo by MikaelKristenson on Unsplash What are their stories? T h e O p e n L e a r n e r P a t c h b o o k
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  The Catch Peggy French TerryGreene Jenni Hayman Joanne Kehoe
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  Stoke the Fire Photoby Mohamed Nohassi on Unsplash [email protected]
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  Rethinking learning experiences •Addressing the engagement factors in online learning • Upping our designs for learning to add authentic, relevant, real-world projects • Bringing students into the learning design process • Investing in OPEN innovation
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  @SXDLab
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  Prototypes Rapid prototyping
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  Student-generated virtual realitycontent Vendor partner - Labster Teams
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  Teams Experiential learning Vendor partner- Riipen
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  Teams Northern & ruralaccess policy Vendor partner - ORION
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  Rethinking Recognition oflearning Empowering the “t-shaped student” • Co-curricular records • Internships and practicums • Community volunteer programs • Self-directed practical experiences Enabling and authenticating “can-do” skills and competencies
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  Common language forcompetencies
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  cou.on.ca/heqco.ca/en-ca Closer to home
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  How do wemore broadly address the experiential learning desires of students? Driving growth and innovation through technology-enabled learning How do we provide students with relevant real-world projects as practical experiences? How to we allow employers to audition student talent while the students are still in school? How can we provide managed environments for supporting experiential learning?
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  85 open by default Checkour Open Licensing policy for more detail
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  Openness in educationis not a new idea — but it needs renewed expression in a digital era and broader application in higher education Openness is not just a historical development — it is a social, cultural and economic phenomenon Fundamentally, education is a human right — let’s make educational resources openly accessible in all formats Take away messages
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  Thank you VERYMUCH