OpenEd @ KSC

Open Education is happening in various capacities in a multitude of disciplines at KSC. Many faculty are “doing” open education but don’t yet have the theoretical framework in which to pin their pedagogy. The annual Academic Technology Institute (ATI) helped to formalize strategies used by faculty and the call for applications yielded a large pool with many innovative project ideas. These are the 10 faculty selected to participate in the 2016 ATI and USNH Open Education Initiative:

Angela Barlow (Sociology/Criminal Justice) and Bill Bendix (Political Science)
Barlow and Bendix are creating an open social science research methods portal featuring a collection of openly available resources for teaching and learning research methods that are organized topically by social science discipline. (Open Educational Resources project)

Eric Carpenter and Fitni Destani (Physical Education)
The theme of the Carpenter and Destani team is ‘connectedness’ between students, faculty, and local teachers.  The main goal is to build an online resource center ‘hub’ website that establishes a virtual Keene State Physical Education Professional Learning Community (PLC) that would embody Physical Education Teacher Certification (PETC) majors, faculty, alum, cooperating teachers, and local inservice teachers.  Their target participants for assessment during this first year ATI Project are 3rd year PETC majors invited to join the virtual PLC in PE 363 fall 2016 and continue to participate in PE 362 spring 2017 semesters.  A required open pedagogy experience will be included in both courses.  Specifically, majors will be required to share 1-2 course assignments in the virtual PLC for others to view and provide feedback.  In addition, PETC majors will be required to reflect on the value of the virtual PLC collaboration and open education resources in achieving PE 363 and PE 362 course objectives. (Open Pedagogy project)

Amber Davisson (Communication) and Emily McGill-Rutherford (Philosophy)
The Davisson and McGill-Rutherford project uses group annotation to encourage students to actively engage in the reading of primary source material. Hypothes.is is a digital tool that allows groups to annotate a text together. We will be teaching The Phaedrus, which is a reading within the public domain. Students from the two courses will annotate the text together. We will use the collaborative annotation process to help students see how a text can fit into multiple academic conversations at once. (Open Pedagogy project)

Jennifer Ditkoff and Patrick Hickey (Mason Library)
Ditkoff and Hickey will have students will explore participatory concepts of creativity, user centered production, and collective knowledge by producing a collaborative digital zine aligned with class topics and overall outcomes. Designing a serial digital zine will allow students to further knowledge of, and practice with, the principles behind remix, reuse and production of open resources. This establishes an authentic learning environment where students experience, synthesize, produce, and share content in a community surrounded by open education ideals. (Open Pedagogy project)

Cynthia Hays and Susan Whittemore (Biology)
Hays and Whittemore teach Plant Biology and Endocrinology and Endocrine Disruption, respectively, where textbook cost and the scope of the content are significant hurdles for both students and professors To address this problem they teamed up and are designing activities where students collect and create content for an online text for the class. Their goal for the project is to engage students as they find, evaluate and synthesize information, thus becoming life-long learners. (Open Pedagogy project)