Open Education 2017

Instructor-facing curriculum known as the "Framework for Community Embeddedness in Teacher Preparation" is a series of digitally-accessed instructional modules for university instructors to be embed into teacher prep coursework and clinical experiences. The modules' curriculum is designed to provide student teachers opportunities to engage with community members and families through a parent/teacher candidate home visit, and a series of community-based activities designed to make teacher candidates aware of the resources and support services available to them and the children and families they serve.



The framework and accompanying modules provide teacher preparation faculty with a series of intentional, systematic, instructional plans that facilitate TCs learning about communities, schools, families, and students while examining their own practice and its effects on student learning. Each module is framed using an inquiry framework, which asks student teachers to investigate local knowledge that is contextualized, relevant, and meaningful in the environment in which their students live and learn for the purpose of partnering with families and communities to promote the growth and development of the children they serve.



The ultimate goal is to widely share these modules with other teacher preparation programs at ASU and other institutions of higher education at no cost and with no restricted access.

Instructor-facing curriculum known as the "Framework for Community Embeddedness in Teacher Preparation" is a series of digitally-accessed instructional modules for university instructors to be embed into teacher prep coursework and clinical experiences. The modules' curriculum is designed to provide student teachers opportunities to engage with community members and families through a parent/teacher candidate home visit, and a series of community-based activities designed to make teacher candidates aware of the resources and support services available to them and the children and families they serve.



The framework and accompanying modules provide teacher preparation faculty with a series of intentional, systematic, instructional plans that facilitate TCs learning about communities, schools, families, and students while examining their own practice and its effects on student learning. Each module is framed using an inquiry framework, which asks student teachers to investigate local knowledge that is contextualized, relevant, and meaningful in the environment in which their students live and learn for the purpose of partnering with families and communities to promote the growth and development of the children they serve.



The ultimate goal is to widely share these modules with other teacher preparation programs at ASU and other institutions of higher education at no cost and with no restricted access.

It should come as no surprise that textbook affordability is a major gripe for students pursuing higher education. In recognition of this, there is growing interest in adopting programs that ensure students have immediate access to discounted, publisher produced course materials. While the names of all inclusive courseware models vary across higher education institutions, (eTexts, Include-Ed, U-Read, etc.) the general framework behind each remains the same.

This panel will explore the structure of the inclusive access model and its implications to the stakeholder groups they represent. With Pearson having announced that over 1,200 campus bookstores were piloting these models in fall 2016 alone, this timely discussion will leave attendees more aware of the implications of adopting these models. Attendees will also have a greater understanding of how this model compares to alternatives in the textbook market.

Commercial publishers, many re-focused under new missions as "learning science companies," have been rightly criticized for strolling unannounced into the Open Education space with products and services that belie the mission and value of open content. These early attempts should not be reason to dismiss a future in which a shared vision to support teaching and learning features complementary work from commercial education companies and the Open Education community. This presentation will discuss ways in which learning tools, both commercial and free, protected and open, are complementing one another in many classrooms; a look into ways in which that relationship can grow (and the risks of how it can go awry); and will explore how data analytics and learner insights provide a prime opportunity for commercial education companies to become good citizens of the Open community. The talk will be constructed to provide time for Q&A.

Digital Sanctuary, modeled on the sanctuary city and campus movement, asks universities and colleges to seriously question their student data practices, policies, and systems. Rather than assuming that our closed student data systems are safest for our students, Digital Sanctuary demands a more nuanced look at the dangers. Sharing that critical process in the open is an educational exercise in student empowerment.

In this session, four colleagues from diverse institutions will discuss how their domains projects are encouraging conversations about student risk and agency, and how both closed and open environments at our institutions impact our understanding of that risk and agency. What might we learn about protecting our students through our domains projects, and how can we work together across institutions to advocate for more principled data practices, policies, systems, and curricula?

During the past 15 years, the open education movement has built and contributed to dozens of open textbook repositories and referatories. Today the challenge is to sustain, improve, and build upon these resources.

According to Opening the Textbook: Educational Resources in U.S. Higher Education 2015-2016 released by the Babson Survey Research Group, almost half of American faculty surveyed cited lack of resources for their subject area as a barrier to adopting open educational resources for the classroom. Canadian instructors expressed similar concerns in the 2016 Exploring Faculty Use of Open Educational Resources at British Columbia Post-Secondary Institutions with 58% stating relevant OER materials were difficult to find as well as those of high quality (49%).

Join us in this guided workshop as we explore the challenges of sustaining and growing an open textbook collection. Issues include discoverability, peer review, adoption data, user experience, as well as how to define the book of record, especially when there are derivatives in addition to new editions.