serving social justice and pedagogical innovation by giving psychology away
TRANSCRIPT
University Teaching Fellow & Psychology Instructor, Kwantlen Polytechnic UniversitySenior Open Education Advocacy & Research Fellow, BCcampus
Rajiv Jhangiani, Ph.D.
@thatpsychprof
Serving SOCIAL JUSTICE &PEDAGOGICAL INNOVATION byGIVING PSYCHOLOGY AWAY
“higher education shall be equally accessible to all”
The cost barrier kept2.4 million
low 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
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$9,000US Higher Education Funding - $/FTE
State Funding Tuition Revenuehttp://www.sheeo.org
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1,800 Hours of Work Required to Afford Tuition(University of Minnesota)
Hou
rs @
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imum
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e
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
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Revise Remix
Retain Redistribute
Reuse
Source: David Wiley, http://opencontent.org/blog/archives/3221 March 5, 2014, CC-BY
open = free + permissions
open.umn.edu
“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" by Mr.TinDC is licensed under CC BY-ND 2.0
Examples6
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 just answer 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
