2022 Open Access Week Symposium

Title

Presentation 1 Textbook Equity Day: Visualizing Open Pedagogy

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Presentation Type

Open Access Presentation

Description

What might “open” mean for the learning practices in your classrooms? Beyond the identification, adoption, and authorship of no-cost learning resources, openness can describe pedagogies that flourish in the absence of a traditional, commercially distributed textbook. According to Abbey Elder, “Depending on the source you consult, open pedagogy might be a series of practices, a learning style, or a state of mind.” In this session we will describe and brainstorm specific learning strategies that address these questions:

  • What opportunities for engagement become possible when central course resources carry an open license?
  • What investigations might students be ready to perform instead of purchase?
  • Could students be your partners in the critique and development of question banks, wikis, tests, etc.?
  • How could a grounding in “public domain” resources serve to reorient classroom conversations to – and prepare students for – the civic arena?
  • How do we invite students to be contributors, editors, authors, adapters, partners in the pursuit of learning?

Where will the open road take you?

Start Date

26-10-2022 1:00 PM

End Date

26-10-2022 1:45 PM

Location

Library Room 378

Event Host

Rod Library, University of Northern Iowa

Comments

Presentation 1 Textbook Equity Day: Visualizing Open Pedagogy

Wednesday, October 26, 2022
Time: 1:00 - 1:45 p.m.
Location: Library Room 378

  • Presenter: Jonathan Chenoweth (CETL)

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Language

en

File Format

application/pdf

Electronic copy is not available through UNI ScholarWorks.

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Oct 26th, 1:00 PM Oct 26th, 1:45 PM

Presentation 1 Textbook Equity Day: Visualizing Open Pedagogy

Library Room 378

What might “open” mean for the learning practices in your classrooms? Beyond the identification, adoption, and authorship of no-cost learning resources, openness can describe pedagogies that flourish in the absence of a traditional, commercially distributed textbook. According to Abbey Elder, “Depending on the source you consult, open pedagogy might be a series of practices, a learning style, or a state of mind.” In this session we will describe and brainstorm specific learning strategies that address these questions:

  • What opportunities for engagement become possible when central course resources carry an open license?
  • What investigations might students be ready to perform instead of purchase?
  • Could students be your partners in the critique and development of question banks, wikis, tests, etc.?
  • How could a grounding in “public domain” resources serve to reorient classroom conversations to – and prepare students for – the civic arena?
  • How do we invite students to be contributors, editors, authors, adapters, partners in the pursuit of learning?

Where will the open road take you?