Presentation at Muhlenberg College

1. Open Education:
Ownership, Access, &
the Place of Pedagogy
Robin DeRosa
@actualham
Presentation CCBY Robin DeRosa Images CC0 Alan Levine

2. Book Costs Move Off the Charts

3. • 56% of students pay more
than $300 per semester
• 20% pay more than $500
per semester
• Students worry more
about paying for books
than they worry about
paying for college

4. Muhlenberg Financial Aid Stats
Source: US News & World Report

5. Muhlenberg 2014 Graduation Rate
Source: College Scorecard
86%

6. Effects of Textbook Prices
• 67% did not purchase
a required textbook
• 38% earned a poor grade
• 20% failed a course
• 48% occasionally or frequently
took fewer courses
• 26% dropped a course
• 21% withdrew from a course
2016 Survey of 22,000 students,
Florida Virtual Campus, comprised of the
12 universities and 28 colleges in the Florida state system.

7. CreativeCommons

8. OER
OpenStax Books

9. Student Success
“students who use OER
perform significantly better
on the course throughput
rate than their peers who
use traditional textbooks,
in both face-to-face and
online courses that use
OER.” (2016) Throughput Rate
an aggregate of:
drop rates,
withdrawal rates,
C or better rates.

10. Tidewater Community College

11. Quality
“The classes with traditional
published textbooks I study
and memorize to pass tests. In
this class I have a greater
appreciation for the things I
learned because I actually
experienced the material and
lesson as opposed to simply
passing a test. This knowledge
will last a lifetime.”
Tidewater Community College (2015 Report)

12. OER
Open
Pedagogy
Tidewater Community College (2015 Report)

13. Where I Began

14. Collaboratively Built:
Alums, Incoming Students, Professor

15. Constantly
Evolving:
Students &
Teachers
Add,
Improve,
Share

16. MultimediaContributions

17. Interactive and Public Annotation

18. An Open
“Textbook”
Can Be:
• Interactive
• Collaborative
• Dialogic
• Dynamic
• Empowering
• Contributory
• Current
• Accessible
• Multimedia
• Public
• (Free)

19. Open Pedagogy
•Improves access to education.
•Treats education as a learner-driven
process.
•Stresses community and
collaboration over content.
•Connects the college to the wider
public.

20. CCBY Jonathan Brodsky https://flic.kr/p/37z2C2
Access, broadly writ.
digital divide & redlining, accessibility, online safety & harassment, privacy & surveillance

21. Student-Centered  Learner-Driven

22. Content
≠ King
• Rhizomes
• Networks
• Communities
• Collaborations

23. Public
Find Your Publics
• @gardnercampbell
• @anrikard
• @audreywatters

24. Domain of One’s Own
(#DoOO)
• Drag ’n Drop → Design
• Digital consumer → Digital
creator
• Data mining → Data control
• Audience of 1 → Public
impact
• Web as broadcast station →
Web as open lab
• Work attached to course →
Work attached to student
• ePortfolio → ePort
http://kayleighbennett.com/

25. Open Your Syllabus: Beyond OER
• Class-source outcomes
• Co-create policies
• Empower students to build their own
LMS
• Iterate open textbooks
• Class-source curated content
• Use student-designed assignments and
assessments
• Publish student writing and projects and
data (with open licenses if desired!)
• Explore grading options

26. Pedagogy
Drives Tools,
Tools Change
My Toolbox
• Hypothes.is
• Twitter/Tweetdeck
• Domain of One’s
Own
• PressBooks/Rebus
• GoogleDocs &
Sheets
• Wiki Education
Foundation
• Appear.In

27. OPEN IN A
PREtrumpPOST
ERA
• What kind of data does your
university collect on students and
how has it pledged to protect it?
• Are your domains protected? Can
students work anonymously?
• How do you prepare students to
handle trolling and online
harassment?
• What access issues (hardware,
broadband, accessibility, redlining,
literacy) challenge your good
intentions?
• How does your open pedagogy
reinscribe unequal power dynamics?
• How is academic labor made visible
& compensated in the production of
OER? Advocating for privacy is part of the
open ethos; it is not contrary to it.

28. to OPEN
(vb.)
• Challenge barriers to
access.
Be honest and critical.
• Center learners.
Be radical and real.
• Facilitate connection.
Be a sticky node,
not a gate.
• Share your practice.
Be generous and just.