Open Pedagogy

Chapter in the book Scholarly Communication Librarianship and Open Knowledge Editors: Maria Bonn, Joshua Bolick, and William Cross Publisher: The Association of College Research Libraries Year: 202

Exploring Faculty Use of Open Educational Resources at British Columbia Post-Secondary Institutions

This research examines the use of Open Educational Resources (OER) by post-secondary faculty in British Columbia, including their motivations and perceptions, as well as what factors help to enable or act as challenges for OER use and adaptation. Although the findings provide a snapshot of the BC post- secondary system as a whole, we also explore similarities and differences in OER use among faculty across the three institution types in British Columbia: research-intensive universities, teaching-intensive universities, and colleges/institutes (see Appendix A). This research also investigates the relationships between faculty use of OER and institutional policies, the tendency to share teaching materials, and the personality trait of openness

Praise for Resilient Pedagogy

What professionals who reviewed the book have to say about Resilient Pedagogy

Investigating the Perceptions, Use, and Impact of Open Textbooks: A survey of Post-Secondary Students in British Columbia

Unrelenting increases in the price of college textbooks have prompted the development and adoption of open textbooks, educational resources that are openly licensed and available to students free of cost. Although several studies have investigated U.S. students’ perceptions and use of open textbooks, there are no published studies of this kind in Canada. Similarly, although the negative impact of commercial textbook costs on student outcomes is well documented within the United States, it is unknown whether these trends generalize to the Canadian post-secondary context. The present study involves a survey of 320 post-secondary students in British Columbia enrolled in courses using an open textbook during the Spring 2015, Summer 2015, and Fall 2015 semesters. The survey investigates students’ textbook purchasing behaviours, including whether, where, and in what format(s) they purchase and access their required textbooks; the negative impact of textbook costs on their course enrolment, persistence, and performance; how they access and use their open textbook, including their format preferences and study habits; and their perceptions of their open textbook, including its quality and what features they like and dislike. The study’s strengths and limitations are discussed, along with recommendations for future research

Serving Social Justice and Pedagogical Innovation Through Open Educational Practices

This March 30, 2017 presentation by Dr. Rajiv Jhangiani was sponsored by the KU Libraries' Shulenburger Office of Scholarly Communication & Copyright. Dr. Jhangiani is the University Teaching Fellow in Open Studies and a Psychology Instructor at Kwantlen Polytechnic University in Vancouver, Canada. Dr. Jhangiani serves as the Senior Open Education Advocacy and Research Fellow with BCcampus, an Associate Editor of Psychology Learning and Teaching, and a faculty workshop facilitator with the Open Textbook Network. You can find him online at @thatpsychprof or thatpsychprof.comHigher education promises to be a vehicle for economic and social mobility; however, this promise increasingly goes begging as our institutions are often structured to reinforce existing social inequalities. Open Educational Practices (OEP) encompass both the creation, adaptation, and adoption of open educational resources (OER) as well as the design of renewable assignments where students are empowered as co-creators of knowledge. More broadly, OEP embrace a collaborative, transparent, flexible, and learner-centered approach to education. This presentation will make a case for why the shift away from traditional (closed) practices is not only desirable but inevitable, and how OEP support the modern university’s mission by serving both social justice and pedagogical innovation.

The structure of terror : cognitive and emotional processing of 9/11 newscasters

Transcripts of live news broadcasts on 9/11 from the United States, Canada, and Qatar were obtained and analysed for structure and content. Scores on key cognitive and affective dependent variables were juxtaposed on the timeline of the terrorist attacks. Results show remarkably consistent patterns of integrative complexity and emotional positivity, particularly among North American newscasters, which together provide support for the notion of "disruptive stress." Evidence was also found in support of terror management theory, in that death-related words were strongly positively related to anxiety and anger, this effect being moderated by psychological or ideological distance. Results are interpreted with reference to the cognitive manager model of integrative complexity, uncertainty and terror management. Limitations, implications and future directions are discussed.Arts, Faculty ofPsychology, Department ofGraduat

Processing terror : an investigation into the immediate and short-term psychological effects of a terrorist attack

In the years since the 9/11 attacks the incidence of terrorism has been on the rise. At the same time, news media coverage of major terrorist attacks has reached epic proportions, greatly expanding the number of individuals psychologically affected by terrorism. The goal of this dissertation is to better understand how individuals cope with terrorism experienced at a distance. Specifically, this investigation focuses on the impact of stress on integrative complexity (IC; a measure of cognitive processing; Suedfeld, Tetlock, & Streufert, 1992) during and shortly after a major terrorist event. Taken together, the findings from the three studies reported in this dissertation provide several insights into this process. Study 1 replicates and extends results from an earlier study of television newscasters reporting live on 9/11 (Jhangiani & Suedfeld, 2005), in the context of the 2005 London bombings and the medium of radio. In doing so, it provides the first empirical evidence outside of the research laboratory for the curvilinear relationship between stress and IC. Specifically, during the early stages of reports concerning the London bombings, a positive relationship is found between negative emotion and IC. However, once the nature and extent of the event become clearer, increases in negative emotion are related to decreases in IC (the disruptive stress hypothesis). Study 2 replicates this curvilinear relationship in the short-term reactions of two prominent political leaders to 9/11 and the 2005 London bombings. For one of these political leaders, the magnitude of his psychological reaction is moderated by the psychological distance between him and the victims of the attacks. Finally, Study 3 finds that two key personality variables, neuroticism and empathy, play important roles in determining the magnitude of the short-term psychological reactions to 9/11 of more than 250 students from Canada and the United States. This finding is particularly true for those students who were psychologically closer to the victims of the attacks. Implications, strengths and limitations of this research, and possible future directions are discussed.Arts, Faculty ofPsychology, Department ofGraduat

Pragmatism vs. Idealism and the Identity Crisis of OER Advocacy

The open education (OE) movement is in its adolescent years and experiencing an identity crisis as it is pulled towards both pragmatism (marked by an emphasis on cost savings, resources, and incremental change) and idealism (marked by an emphasis on permissions, practices, and radical change). In this article, I describe these tensions (free vs. freedom; evolution vs. revolution; and resources vs. practices) before going on to argue in favour of a nuanced resolution to this Eriksonian crisis that reflects the diverse needs and motivations of educators. The merits of an integrated approach and its implications for the future trajectory of the OE movement are discussed

Pragmatism vs. Idealism and the Identity Crisis of OER Advocacy

The open education (OE) movement is in its adolescent years and experiencing an identity crisis as it is pulled towards both pragmatism (marked by an emphasis on cost savings, resources, and incremental change) and idealism (marked by an emphasis on permissions, practices, and radical change). In this article, I describe these tensions (free vs. freedom; evolution vs. revolution; and resources vs. practices) before going on to argue in favour of a nuanced resolution to this Eriksonian crisis that reflects the diverse needs and motivations of educators. The merits of an integrated approach and its implications for the future trajectory of the OE movement are discussed