Northeast Regional OER Summit

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Recent Submissions

Now showing 1 - 5 of 138
  • Publication
    Public Records as Open Educational Resources
    (2024-04-04) Gil, Jodie; Wharton, Jonathan L.; Wilkinson, Elizabeth
    The Hilton C. Buley Library at Southern Connecticut State University is host to a collection of documents which includes materials from four former New Haven mayors, consisting of more than 188 cubic feet of material in the library’s Special Collections & Archives. An effort to digitize the documents has brought broader access to a majority of the materials from the 20-year John DeStefano mayoral tenure (1994-2013). The ease and depth of access to these documents sheds light on the inner workings of the city of New Haven, but also highlights the types of records that are currently available to the public through a simple Freedom of Information Request. These primary source documents include government reports, meeting minutes, speech drafts and internal communications at New Haven City Hall. They are valuable tools for students as they learn about public policy, reporting on municipalities, and several other issues, such as school reform and economic development, that have been detailed in depth through the communications, reports and city documents. This session, geared toward beginners, will provide context about the collection and instructions on how to access it, as well as assignment ideas for using public records in class, and resources to support filing your own Freedom of Information requests for records to use in the classroom.
  • Publication
    Leveraging Openness: Exploring OER Integration for Enhanced Blended Learning Design at the University of Namibia
    (2024-04-04) Ferreira-Meyers, Karen Aline Françoise
    Participants will likely come from a range of backgrounds - administrators, library staff, instructional designers and faculty across disciplines. Facilitated small and large group discussions will allow these stakeholders to share perspectives on the potential for OER to transform teaching and learning at the University of Namibia. Rich debates may unfold around striking the right balance between cost savings and pedagogical effectiveness when integrating OER. Hands-on activities would require participants to collaboratively search OER repositories, evaluate the licensing and quality of materials, and explore ways they could be adapted and remixed. Peer-to-peer coaching may organically develop, with quick learners assisting those less familiar with OER. Laughter and frustration may both arise during this process of mutual discovery. Brainstorming sessions could lead to animated exchanges as people pitch ideas back and forth for innovating curricula with OER. The session leaders would aim to create a judgment-free environment so creativity can flourish. Groups would be tasked with developing concrete proposals for OER integration in blended contexts across institutional, national and African higher education landscapes. Throughout the sessions, a spirit of openness and collective purpose should emerge. The shared mission will be to chart an actionable path forward that leverages OER and empowers teaching faculty. Participants would feel they are contributing to something bigger than themselves or their institutional roles. The collaboration itself will help lay foundations for continued OER momentum at the University and beyond.
  • Publication
    A Conversation on Using AI to Create Interactive Open Educational Resources
    (2024-04-05) Shea, Peter; Walton, Devan; Grenier, J.M.
    During this session we will delve into the transformative potential of AI in enhancing educational content and pedagogy. Our discussion will begin with a brief introduction to AI technologies and their relevance to open educational resources, setting the stage for an engaging journey into the future of education. To ensure an interactive and participatory experience, we will employ real-time polls to gauge audience opinions on key topics and challenges. We will also encourage the use of a dedicated Twitter hashtag to extend our conversation beyond the physical confines of the conference room, enabling a dynamic exchange of ideas and best practices in real time. This session is designed for faculty, instructional designers, library staff, and technology specialists interested in the intersection of AI and education.
  • Publication
    A Conversation: Independent Institutions Weigh in on Course Marking
    (2024-04-04) Gwozdz, Lindsey; Lattner, Alexandria; Railey, Kevin; Herold, Katrina; Rybakova, Katie
    Our session is intended to help spread awareness of the actual processes of course marking, particularly for independent institutions which are sometimes left on the periphery of Open Education. Through the voices of four independent institution representatives, participants will get to hear an overview of the experiences of why and how course marking was implemented and what it means for their students. Each panelist will touch on successes and challenges and their unique workflows developed over the last year of this initiative as well as technology, staffing, and marketing considerations. The session is open to all levels of attendees. Lindsey will start the session off with a brief definition of course marking to ensure that everyone can participate even if they’re not as informed on the topic. We will utilize real-time polling and a shared Google Doc for participants to help us compile a larger and more thorough resource list that we will share back into the community.
  • Publication
    Unlocking Potential: Open Pedagogy's Impact on Liberal Arts Education and Employability
    (2024-04-04) Simon, Nicolas P.; Farrell, Madison
    This presentation will discuss how students developed Liberal Arts skills when participating in Open Pedagogy projects. During the Spring and Fall of 2023, students in four courses of SOC 100 Introduction to Sociology participated in Open Pedagogy Projects. Throughout the semester, students identified open peer-reviewed scholarly articles from the Directory of Open Access Journals to complement the chapters of an Introduction to Sociology textbook. Additionally, they created both reading questions and multiple-choice questions for select articles. Their final assessment required them to explain how these two exercises helped them develop their Liberal Arts skills and predict how they would be able to transfer these skills to their future work. Of the 128 students registered in the four courses, 72 (56.25%) signed a consent form authorizing the use of their work for research purposes. During the presentation, Dr. Simon will present the assignment, explain the consent process, and provide some findings from the students' self-reflection. Then, Madison will share her experience as a student in the class during the Spring 2023 semester and as a Teaching Assistant during the Fall 2023 semester. We hope that it will inspire you to promote the Open Pedagogy initiative on your campus.