KSC OpenEd Ambassadors 2016

KSC Faculty members participated in ATI 2016. These Open Education Ambassadors designed their courses to take advantage of “open”.  Some projects launched in the fall of 2016, others during the spring 2017 semester and 1 spanned the academic year. 

Angela Barlow (Sociology/Criminal Justice) and Bill Bendix (Political Science)

Barlow and Bendix created an open social science research methods portal featuring a collection of openly available resources for teaching and learning research methods that are organized topically by social science discipline. (Open Educational Resources project)


Eric Carpenter and Fitni Destani (Physical Education)

The theme of the Carpenter and Destani team was ‘connectedness’ between students, faculty, and local teachers. The main goal was to build an online resource center ‘hub’ website that established a virtual Keene State Physical Education Professional Learning Community (PLC) that would embody Physical Education Teacher Certification (PETC) majors, faculty, alum, cooperating teachers, and local inservice teachers. Their target participants for assessment during this first year ATI Project were 3rd year PETC majors invited to join the virtual PLC in PE 363 fall 2016 and continue to participate in PE 362 spring 2017 semesters. A required open pedagogy experience was included in both courses. Specifically, majors were required to share 1-2 course assignments in the virtual PLC for others to view and provide feedback. In addition, PETC majors were required to reflect on the value of the virtual PLC collaboration and open education resources in achieving PE 363 and PE 362 course objectives. (Open Pedagogy project)


Amber Davisson (Communication) and Emily McGill-Rutherford (Philosophy)

The Davisson and McGill-Rutherford project used group annotation to encourage students to actively engage in the reading of primary source material. Hypothes.is is a digital tool that allows groups to annotate a text together. They taught The Phaedrus, which is a reading within the public domain. Students from the two courses annotated the text together. They used the collaborative annotation process to help students see how a text can fit into multiple academic conversations at once. (Open Pedagogy project)


Jennifer Ditkoff and Patrick Hickey (Mason Library)

Ditkoff and Hickey had students explore participatory concepts of creativity, user centered production, and collective knowledge by producing a collaborative digital zine aligned with class topics and overall outcomes. Designing a serial digital zine allowed students to further knowledge of, and practice with, the principles behind remix, reuse and production of open resources. This established an authentic learning environment where students experienced, synthesized produced, and shared content in a community surrounded by open education ideals. (Open Pedagogy project)


Cynthia Hays and Susan Whittemore (Biology)

Hays and Whittemore teach Plant Biology and Endocrinology and Endocrine Disruption, respectively, where textbook cost and the scope of the content are significant hurdles for both students and professors. To address this problem they teamed up and designed activities where students collected and created content for an online text for the class. Their goal for the project was to engage students as they find, evaluate and synthesize information, thus becoming life-long learners. (Open Pedagogy project)