giving psychology away via open pedagogy
TRANSCRIPT
“Giving Psychology Away”via Open Pedagogy
University Teaching Fellow & Psychology Instructor, Kwantlen Polytechnic UniversitySenior Open Education Advocacy & Research Fellow, BCcampus
Rajiv Jhangiani, Ph.D.
@thatpsychprof
“higher education shall be equally accessible to all”
The cost barrier kept
2.4 millionlow and moderate-‐income college-‐qualified
high school graduates from completing college in the previous decade
The Advisory Committee on Student Financial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf
$2,000
$3,000
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013
US Higher Education Funding -‐ $/FTE
State Funding Tuition Revenuehttp://www.sheeo.org
0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010
Hours @
Minimum
Wage
Hours of Work Required to Afford Tuition(University of Minnesota)
66.5% Not purchase the required textbook
47.6% Take fewer courses
45.5% Not register for a specific course
37.6% Earn a poor grade
26.1% Drop a course
19.8% Fail a course
2016 Florida Student Textbook Survey
11
Revise Remix
Retain Redistribute
Reuse
Source: David Wiley, http://opencontent.org/blog/archives/3221March 5, 2014, CC-‐BY
open = free + permissions
“I can imagine nothing we could do that would be more relevant to human welfare and nothing that could pose a greater challenge to the next generation of psychologists than to discover how best to give psychology away”
– G. A. Miller
George A. Miller (1920-2012)
~1.6 million take Introductory Psychology>90,000 Bachelor’s degrees in Psychology
~25% pursue graduate work~5% enroll in a doctoral program
Gurung et al. (2016); Halonen (2011)
"France in 2000 year (XXI century). Future school." by Jean Marc Cote is in the Public Domain
John W. Gardner (1912-2002)
“All too often we are giving young people cut flowers when we should be teaching them to grow their own plants”
"Recycling Water Bottles" byMr.TinDC is licensed under CC BY-‐ND 2.0
Examples
Open Pedagogy: HOW
Deeper learning (Farzan & Kraut, 2013)
Evaluate and defend credibility of sources (Marentette, 2014)
Write more concisely and think more critically (Farzan & Kraut, 2013)
Collaborate with students from around the world (Karney, 2012)
Provide and receive constructive feedback (Ibrahim, 2012)
Enhance digital literacy (Silton, 2012)Communicate ideas to a general audience (APS, 2013)
22,000
37,000+
97%
Students who have taken on Wikipedia assignments since 2010
New articles that students have created
Instructors who say they will, or plan to, teach with Wikipedia again
“The students also realized they were a valuable asset to Wikipedia. Their thinking and writing skills as well as their access to an extensive academic library were not broadly shared.
As knowledge translators, they could also provide a service to the general public by clearly communicating basic concepts about language acquisition. They wondered who their readers might be: parents? teachers? students in developing countries?
One thing that the students uniformly loved about this project was the possibility of other people seeing and recognizing their work.” (Marentette, 2014, p. 37).
“They felt their work was meaningful because their contributions are shared with the entire world, rather than just their instructor. They liked that their contributions will not end up in a drawer after the semester ends, but will continue to be available to many people as a useful resource.
Some students even noted with pride that their contributions might have wider use than some articles published in academic journals.” (Ibrahim, 2012, p. 29)
PM4ID
Why have students justanswer questions when they can write them?
StudentsTopicsQuestions
3510
1400
"GB Airways A320"by Tony Evans is licensed under CC BY-‐ND 2.0
"IMG_1007"by Erica is licensed under CC BY 2.0
Backwards Course DesignLearning Outcome Activities Assessment strategy
Understand and differentiate between the encoding, storage, retrieval of memory
●Assign relevant section of textbook as required reading● Use lecture material to highlight processes of memory●Various mini-activities testing student memory
● Exam questions where students must recognize and differentiate the memory processes
Backwards Course DesignLearning Outcome Activities Assessment strategy
Understand and differentiate between the encoding, storage, retrieval of memory
●Assign relevant section of textbook as required reading● Use lecture material to highlight processes of memory●Various mini-activities testing student memory
● Exam questions where students must recognize and differentiate the memory processes●Write/improve a wiki article about memory processes
Backwards Course DesignLearning Outcome Activities Assessment strategy
Understand and differentiate between the encoding, storage, retrieval of memory
●Assign relevant section of textbook as required reading● Use lecture material to highlight processes of memory●Various mini-activities testing student memory
● Exam questions where students must recognize and differentiate the memory processes●Write/improve a wiki article about memory processes
Connect the concept of memory to useful and more efficient study habits
● Use lecture material to highlight effective study strategies●Assign Stephen Chew’s videos about effective study strategies
● Design a poster that quickly and clearly explains effective study strategies; distribute across campus ahead of final exam period
goo.gl/Sq95s7
Tips
• Work towards producing a resource that others will find useful• Products can be refined across cohorts• If the assignment requires students to develop and exercise a
new skill, plan to provide instruction and support throughout the process• May have to develop or locate an appropriate grading rubric• Successes and failures are much more public• Opportunity to share, collaborate, and receive feedback
