In this session, Veronica Vold (Open Oregon Educational Resources, voldv@linnbenton.edu), facilitates a structured conversation with Elizabeth Pearce (Linn-Benton Community College, pearcel@linnbenton.edu) and Kim Puttman (Oregon Coast Community College, kimberly.puttman@oregoncoast.edu) about their open course packs that integrate with their open textbooks, with an emphasis on designing open pedagogy projects as a meaningful equity-minded response to crisis and complexity. We discuss the logistical barriers that challenged us, community connections that surprised us, and the design process that we developed together. Our goal is to showcase how open pedagogy not only allows students to meet key course learning outcomes but to contribute to their communities in profound and transformative ways. To access recommended tools and exemplars to design and develop meaningful open pedagogy opportunities, please see our Presentation Resources linked below.
In her Contemporary Families course, Elizabeth Pearce joined efforts with an Environmental Justice colleague to offer students a chance to propose their own project relating to the open textbook. In her Social Problems course, Kim Puttman invited students to analyze a local social problem of their choice through the creation of a short video interviewing a local community member. As an Open Education Instructional Designer, Veronica Vold collaborated with Liz and Kim to create open practices and tools that center student agency and empowerment.
Open Oregon Educational Resources received Governor's Emergency Education Relief funding to develop openly-licensed, targeted pathway materials with an equity lens for Human Development and Family Studies (HDFS) and Sociology. This project redesigns high-enrollment courses in disciplines that lead to in-demand occupations where high quality openly licensed course materials with an equity lens are not currently available.
Please visit Elizabeth's Sched bio page: https://opened22.sched.com/pearcel1
By attending this session, attendees will be able to:- Discuss the value of equity-minded instructional design for open pedagogy projects
- Recognize the power of community college students in creating and generating academic knowledge
- Examine open pedagogy as a community intervention in times of crisis and complexity
- Analyze the complex role of informed consent in designing an open pedagogy project
- Recommend tools and exemplars to design and develop meaningful open pedagogy opportunities for students
