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Giving Psychology Away via Open Pedagogy

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Presentation at the 2017 National Institute for the Teaching of Psychology

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Giving Psychology Away via Open Pedagogy

  1. 1. “Giving Psychology Away” via Open Pedagogy UniversityTeaching Fellow & Psychology Instructor, Kwantlen Polytechnic University Senior Open EducationAdvocacy & Research Fellow, BCcampus Rajiv Jhangiani, Ph.D. @thatpsychprof
  2. 2. “higher education shall be equally accessible to all”
  3. 3. The  cost  barrier  kept 2.4  million low  and  moderate-­‐income  college-­‐qualified   high  school  graduates  from  completing  college   in  the  previous  decade The Advisory Committee on StudentFinancial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf
  4. 4. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013 US  Higher  Education  Funding  -­‐ $/FTE State Funding Tuition Revenue http://www.sheeo.org
  5. 5. 0 200 400 600 800 1,000 1,200 1,400 1,600 1,800 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 Hours  @  Minimum  Wage Hours  of  Work  Required  to  Afford  Tuition (University  of  Minnesota)
  6. 6. 66.5% Not  purchase  the  required textbook 47.6% Take  fewer  courses 45.5% Not  register  for  a  specific  course 37.6% Earn  a  poor  grade 26.1% Drop  a  course 19.8% Fail  a  course 2016  Florida  Student  Textbook  Survey 11
  7. 7. Revise Remix Retain Redistribute Reuse Source:  David  Wiley,    http://opencontent.org/blog/archives/3221 March  5,  2014,  CC-­‐BY open  =  free  +  permissions
  8. 8. “I can imagine nothing we could do that would be more relevant to human welfare and nothing that could pose a greater challenge to the next generation of psychologists than to discover how best to give psychology away”
  9. 9. – G.  A.  Miller GeorgeA.Miller (1920-2012)
  10. 10. ~1.6 million take Introductory Psychology >90,000 Bachelor’s degrees in Psychology ~25% pursue graduate work ~5% enroll in a doctoral program Gurung et  al.  (2016);  Halonen (2011)
  11. 11. "France  in  2000  year  (XXI  century).  Future  school." by Jean  Marc  Cote is  in  the Public  Domain
  12. 12. JohnW. Gardner (1912-2002) “All too often we are giving young people cut flowers when we should be teaching them to grow their own plants”
  13. 13. "Recycling  Water  Bottles" by Mr.TinDC is  licensed  under CC  BY-­‐ND  2.0
  14. 14. Examples
  15. 15. Open  Pedagogy:   HOW Deeper  learning(Farzan &  Kraut,  2013) Evaluate  and  defend  credibility  of   sources  (Marentette,  2014) Write  more  concisely  and  think   more  critically  (Farzan &  Kraut,  2013) Collaborate  with  students  from   around  the  world(Karney,  2012) Provide  and  receive  constructive   feedback(Ibrahim,  2012) Enhance  digital  literacy  (Silton,  2012) Communicate  ideas  to  a  general   audience  (APS,  2013)
  16. 16. 22,000 37,000+ 97% Students  who  have  taken  on   Wikipedia  assignments  since  2010 New  articles  that  students  have   created Instructors  who  say  they  will,  or   plan  to,  teach  with  Wikipedia  again
  17. 17. “The students also realized they were a valuable asset toWikipedia. Their thinkingand writing skills as well as their access to an extensive academic library were not broadly shared. As knowledge translators,they could also provide a service to the general public by clearly communicatingbasic concepts about language acquisition.They wondered who their readers might be:parents? teachers? students in developing countries? One thing that the students uniformly loved about this project was the possibility of other people seeing and recognizing their work.” (Marentette, 2014,p.37).
  18. 18. “They felt their work was meaningful because their contributionsare shared with the entire world,rather than just their instructor.They liked that their contributionswill not end up in a drawer after the semester ends,but will continue to be available to many people as a useful resource. Some students even noted with pride that their contributions might have wider use than some articles published in academic journals.” (Ibrahim, 2012, p.29)
  19. 19. PM4ID
  20. 20. Why  have  students just answer  questions  when   they  can  write them?
  21. 21. Students Topics Questions 35 10 1400
  22. 22. "GB  Airways  A320"by Tony  Evans is  licensed  under CC  BY-­‐ND  2.0
  23. 23. "IMG_1007"by Erica is  licensed  under CC  BY  2.0
  24. 24. Backwards Course Design Learning Outcome Activities Assessment strategy Understand and differentiate between the encoding,storage, retrieval of memory ● Assign relevantsection of textbook as required reading ● Use lecture material to highlight processes of memory ●Various mini-activities testing student memory ● Exam questions where students must recognize and differentiate the memory processes
  25. 25. Backwards Course Design Learning Outcome Activities Assessment strategy Understand and differentiate between the encoding,storage, retrieval of memory ● Assign relevantsection of textbook as required reading ● Use lecture material to highlight processes of memory ●Various mini-activities testing student memory ● Exam questions where students must recognize and differentiate the memory processes ●Write/improve a wiki article about memory processes
  26. 26. Backwards Course Design Learning Outcome Activities Assessment strategy Understand and differentiate between the encoding,storage, retrieval of memory ● Assign relevantsection of textbook as required reading ● Use lecture material to highlight processes of memory ●Various mini-activities testing student memory ● Exam questions where students must recognize and differentiate the memory processes ●Write/improve a wiki article about memory processes Connect the concept of memory to useful and more efficient study habits ● Use lecture material to highlight effective study strategies ● Assign Stephen Chew’s videos about effective study strategies ● Design a poster that quickly and clearly explains effective study strategies; distribute across campus ahead of final exam period
  27. 27. goo.gl/Sq95s7
  28. 28. Tips • Work towards producing a resource that others will find useful • Products can be refined across cohorts • If the assignment requires students to develop and exercise a new skill, plan to provide instruction and support throughout the process • May have to develop or locate an appropriate grading rubric • Successes and failures are much more public • Opportunity to share, collaborate, and receive feedback
  29. 29. @thatpsychprof Rajiv@kpu.ca slideshare.net/thatpsychprofWWW

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