GSC OE Ambassador Projects 2018
In May seven GSC faculty attended ATI 2018 at UNH and embarked upon a new adventure examining their courses to find ways to embed OER (open educational resources) and/or open pedagogy into their courses to have a meaningful impact on the way they teach and the students learn. The following is a summary of those projects. In addition to these projects, 1 other faculty worked on a mini project to replace their commercial textbooks with OER or an open textbook.
Tammy Carnevale - Education (School of Education)
Project Description: EDU510: Foundations of Education (Fall 2018)
For my project, I embedded open pedagogy into my Foundations of Education course. This provided a forum for my students to share their diversified educational beliefs as well as reading and viewing other diversified educational beliefs. Students were introduced to blogging. Students were first asked to view and read several open blogs on various topics of diversity. They were then asked to blog about their opinions on diversity in K-12 while providing support from diversity resources for their thoughts. Through-out the course, students were encouraged to continue blogging and to open their blogs to the greater educational community.
I began this project by introducing open education to my students and explaining why we were undertaking this valuable endeavor. I embedded tutorials on how to set up a google account and a Twitter account, as well as videos to help with blogging techniques and designs.
Students stated that they enjoyed reading and viewing the blogs in class on diversity topics. Most of the students willingly participated in creating an open blog with a couple being hesitant to have their work in an open venue. For the hesitant students, I showed them how they could set permissions on their blogs and they kept their blogs private. One of these students opened her blog permissions once she saw positive results from her classmates.
The greatest inspiration, for me as an instructor, came from my students showing more effort on writing this blog than when students had been assigned to write the paper in previous terms. The majority of the students wanted their product to be well done as others outside of class may be seeing it. The mechanics and the content of the writing improved from prior terms.
This project went so well, that in this current term I am keeping the blogging exercise and adding in Twitter as a search engine for many of our class topics.
Jan Coville - Career Advising (Undergraduate)
Project Description: APST505 Career Development & Life Planning (Fall 2018)
Currently I use a career planning textbook that is associated with a well-known online career-planning software system which is licensed by our college. The software planning tool is available at no cost to the student however they do need to pay for the text. In addition I dislike any textbook, in particular the one we are currently using, because it becomes outdated quickly. Career development theories and work place trends in today's world change rapidly. I will look for OER or an OER text to replace my current textbook.
My goal for my project was to create an open education textbook for my Career Development and Life Planning course. I wanted to curate a resource geared specifically toward our working adult students, as I had found that many traditional textbooks on career development are focused exclusively on the career concerns of traditional aged students. The students in my class range in age from 18-60 and vary in their career development stages. It was also important to me to present students with the most up to date information on rapidly changing career development practice, theory and workforce trends while simultaneously reducing the cost of the course by eliminating student’s need to buy a textbook.
I began with an OER entitled, “Blueprint for College Success – Career Decision Making,” by Dave Dillon, and then deleted the first half of the text which contained information that was not relevant to my learners. I then added in several Granite State College specific resources, and other relevant content including videos.
My course had 7 students and I was able to capture direct feedback within the course from all seven. 6 out of 7 were thrilled with the text and pointed out that it was informative while being concise, written in plain language and loaded with fun and interesting videos. Many students mentioned that it was geared directly toward them and they appreciated that the information was divided up by career stage, so each person in the course could see the relevance of the material to their own situation. Everyone was happy that it was free. The 7th student pointed out that there were a few concepts that were not covered in enough depth and that it was somewhat difficult to cite because there are multiple authors. Both concerns are valid, and I have taken the feedback into account with another round of edits to address those concerns.
Deborah Kolling & Kate Shumway-Pitt (School of Education)
OER (GSC Lesson Planning 101)
Currently, students are introduced to Granite State College’s lesson planning process in the introductory courses, EDU622 and EDU700. We’re observing, however, the need for ongoing access to the resources provided. The need for additional support with and scaffolding of the lesson plan process is apparent as students continue through their clinical courses. Additionally, various instructors working in isolation, interpret areas of the Lesson Plan differently.
We will create a PressBook for Lesson Planning for teacher candidates that will support successful lesson planning within GSC’s intermediate and advanced level clinical courses. We hope this Pressbook creates a basis for common understanding and language around this educational tool and how it is employed at the SOE.
We met our goal of creating a resource to support effective lesson planning that teacher candidates could refer to, not only while taking the introductory course to the teacher certification programs (EDU 622/700), but throughout all of their courses while at Granite State College and beyond. Our Pressbook, titled GSC Lesson Planning 101, consists of eight chapters, each one designated to define what is meant by the title (lesson objectives, etc.), provide information related to expectations, and provide examples of well-written elements of lesson plans. Video clips and diagrams provide information visually.
By creating the Pressbook we were able to directly relate our certification program requirements to professional resources’ research and information related to lesson planning. Each chapter of the Pressbook presents Granite State College’s related lesson plan task, aligned criteria from our school’s lesson plan rubric, and aligned criteria from the Granite State College Lesson Observation Feedback Tool, the rubric by which teacher candidates’ instruction is evaluated. By embedding screenshots of our actual lesson planning and evaluation templates teacher candidates could clearly see our school’s implementation of the information and examples provided.
Our Pressbook was presented to our lead faculty and field placement faculty with constructive feedback welcomed. It has been shared with course instructors with the hope of increased consistency in expectations and evaluation of lesson plans. This Open Ed Resource is now linked to from the introductory course shell as well as the Teacher Education Resource Page. As a result, we have revised the introductory assignments related to lesson planning, requiring teacher candidates to review the book and choose prompts for which to respond. This has opened dialogue between field placement faculty and teacher candidates.
Thus far, feedback received from teacher candidates has been positive. Teacher candidates appreciate having access to this resource at all times. The Pressbook is especially helpful to experienced teachers entering advanced endorsement certification programs. Often these teachers’ lesson planning is evaluated at the advanced level in the first course they take, yet they lack experience with Granite State’s lesson plan template and format. They now have ready access to clarification and examples.
Tracy Smith - Education (School of Education)
OER & Open Pedagogy (Teaching & Learning in Adulthood)
Project Description: INST605
It would be beneficial to have a Pressbook authored by myself and leave open areas for student inclusion term by term. I am envisioning students discussion participation to also include adding to the book that their future peers will be using. From what I have noticed, teaching this course for the first time, is that the students have many great resources they are finding as well as sharing relevant experience and perspectives that would benefit future learners.
The goals for my OER project reflect a desire to create a two-way learning experience where students can construct and contribute to the body of knowledge/resources associated with the course subject matter. This will be achieved by: 1) Implementing a learning strategy for my course that emphasizes active student participation in producing content and resources that can be used by future students. And 2) Producing an open textbook that can be continually expanded through the ongoing contributions from students.
My ATI project incorporated both open pedagogy and open resources. I created a Pressbook for INST605 Teaching and Learning in Adult Education for Granite State College School of Education. After teaching this course a term before I found there was multiple places to find the information necessary to meet the course objectives. My goal, in regards to open education, was to gather all the information in one place so students have easier access and not all the added unessential information. Giving myself three months to complete the Pressbook in time for the Fall 2018 term I feel that I should have given myself more time to ensure directions and instructions were detailed enough for all audiences. This summer I will be working on a second version to add new information and remove what does not work. I see this as an ongoing project that someday would include student input.
One of my most important aspects of my teaching philosophy is to empower students to use the tools available to them I really wanted to expose the Fall group to different online tools for teaching and learning. I have never been fearful of learning new technology with the notion in the back of my mind that anything that breaks can be fixed. This mindset has allowed me to experiment with a multitude of software and application. Teaching others to have the same mindset will develop skills that I believe will allow the learner to be more marketable in the workforce. Unfortunately, this was met with some opposition and difficulty for some of my students. I believe the resources I used needed better explanation and direction to fully engage the students. It is my intention to create Quick Guides for each of the open pedagogy assignments and also preface them with an explanation of Why! It is important to embrace the technology we have at our disposal.
This experience was a powerful experience to me personally and professionally. I stepped out of my comfort zone. I feel this experience has given me the tools to pursue my professional goals and become an instructional designer for CWEP. I, also, gained new knowledge and some new strategies to become a better instructor. I am seriously excited about open education and open pedagogy and will continue to share my excitement with whoever will listen. Thank you!
Jennifer Mrozko- Computer Science (Undergraduate)
Krista Olsen - Management (Graduate Program)
OER & Open Pedagogy
OER Mini Projects
In addition to the OE Ambassadors projects, additional GSC faculty were selected to work on a mini project in which they replaced the course textbook with Open Educational Resources. These courses will be offered in 2019.
- Gail Poitrast: MATH510 Pre Calculus
- Chris Benton: MATH504 Statistics