To help you plan your participation the conference program schedule can be filtered by date, venue, session type, and session format using the Filter functions.
Filter by Date lets you look at a specific day of the program. Filter by Venue lets you look at the program by venue rooms where sessions are taking place. Filter by Type lets you look at the program by track. In addition to keynotes and breaks the program is made up of three main tracks or types of sessions Pedagogy, Roles, and Strategies. Clicking on a type in Filter by Type lets you see only sessions of that type in the program schedule. In addition, Pedagogy, Roles, and Strategies each have a set of associated topics. Topics appear when you hover over a type name in the Filter by Type area of Sched. Topics are clickable allowing you to further filter the program by topic. Session Format lets you view the program by types of sessions - Action Labs, Lightning Talks, Posters, Presentations, and World Cafes.
The conference program is rich and diverse representing the current state of open education around the world.
One underexplored area of Open Pedagogy is the use of Open Educational Practices (OEP) in general education courses. This presentation will highlight an ongoing OEP project in an undergraduate science course for non-majors at Roger Williams University with goals towards a more authentic learning experience and to help students develop “content fluency” - deemphasizing details of a subject in favor of context and allows the students to gain confidence discussing or engaging with the topic, which is an important part of scientific literacy. After some inspiration from a presentation on student-created textbooks, a research paper and poster presentation project was converted into a renewable website creation project utilizing the Google sites platform. Students in a non-majors science course selected topics typically covered in the course and created websites to present sub-topics. The websites are revisited in subsequent semesters by the next cohort of students to add more content, and in the future, to develop supplemental course materials. In converting the project, certain skills were identified as needing to be scaffolded for the students, like understanding copyright and creative commons. An unexpected result of the project conversion was also an overarching change in the pedagogical design of the course to remove exams and include more reflection. The presentation will highlight the successes and missteps of the project, while also showing that open pedagogy can be utilized in general education courses to advance authentic learning and the concept of content fluency.
