Course Design

February 5, 2022
By Carlos C. Goller
Academic Development, Articles, Constructivism, Course Design, Instructor Behaviors, Open Pedagogy, OpenEd, Pedagogy, Presentations & Talks, Publishing, Reflections, Softwares, Teaching techniques, Why

Evaluation of OER-enabled Pedagogy and the Instructor Experience

I have watched Eric Werth and Katherine Williams from the University of Pikeville speak about the Open Pedagogy initiatives at their institution. Their session entitled “Evolution of Teaching Practice Through Experience with OER-Enabled Pedagogy” was a longer (~40 minutes, live) presentation at Open Ed 2021. Werth and Williams are involved in professional development at their […]

February 4, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Diversity, Instructor Behaviors, Learning Communities, Open Pedagogy, OpenEd, Presentations & Talks, Reflections, Student groups, Wellbeing, Why

Created Connected Communities

Amanda Marquez, a Professional Assistant Professor at Texas A&M University-Corpus Christi, and Jennifer Epley Sanders, an Associate Professor of Political Science also at TAMU presented at Open Ed 2021. The session was entitled “Creating Connected Communities and Histories through Open Pedagogy and OER” and was full of murals painted by local artists. Marquez is a […]

February 3, 2022
By Carlos C. Goller
Academic Development, Course Design, Diversity, Information Literacy, Online Learning, Open Pedagogy, OpenEd, Reflections, Student groups, Website, Why, Workshop

A Sprint to Brainstorm Open Assignments

Alyssa Hamer, an Open Education Faculty Associate at Capilano University, and Darcye Lovsin, an Instruction and Reference Librarian at the Justice Institute of British Columbia. presented at Open Ed 2021 a 25-minute recorded session. Their session was entitled ” Sprinting to Student Empowerment: The Case for a Student-Centered Open Assignment Sprint.” Capilano University is in […]

January 23, 2022
By Carlos C. Goller
Accessibility and UDL, Books, Constructivism, Course Design, Delftia, Diversity, Mobile Learning, Online Learning, Open Pedagogy, OpenEd, Publishing, Reflections, Softwares, Website, Why

Google Sites for Accessible and Mobile-Friendly OER

While the snow is quickly melting, it may freeze again tonight… and Wake County Public School System has canceled classes. I am no longer sure what day of the week it is with snow days and disruptions! Tonight, I watched another forty-minute Open Ed 2021 session entitled “Using Google Sites to Create Accessible and Mobile […]

January 22, 2022
By Carlos C. Goller
Academic Development, Community of Practice, Constructivism, Course Design, Discussions, Diversity, Online Learning, Open Pedagogy, OpenEd, Publishing, Reflections, Softwares, Teaching techniques, Website, Why

Capturing Oral Histories in an Open Digital Hub

What a fun snow day! Tonight we watched a session entitled “Emotional Histories: Exploring Social Change in a Gen Ed History Course Through Oral Histories” that was a 40-minute Open Ed 2021 with several presenters, including students. Elaine Kaye, an instructional designer from James Madison University, began by providing an overview. Kristen McCleary spoke about […]

January 20, 2022
By Carlos C. Goller
Academic Development, Community of Practice, Course Design, DBER and SoTL, Open Pedagogy, OpenEd, Pedagogy, Presentations & Talks, Reflections

Designing and Teaching MOOCs and Educational Research

“How to Improve Students Learning Outcomes in Online Courses and MOOCs” was the title of the session by Zsuzsa Köpösdi, a Ph.D. candidate at the University of Debrecen in Hungary. Köpösdi is an instructor of an online course that can be taken by students at 22 Hungarian universities and beyond. The research questions addressed in […]

January 19, 2022
By Carlos C. Goller
Books, Constructivism, Course Design, Delftia, Open Pedagogy, OpenEd, Presentations & Talks, Publishing, Reflections, Softwares, Website, Why, Writing

Agile Software and OER

It is always wonderful to reconnect with graduate school friends. Last year when I was at the Open Ed 2021 conference doing my session, I noticed a familiar name. Tonight, I watched their recorded session entitled “A Freely Hosted and Easily Maintained OER for an Undergraduate Agile Software Engineering Course” with Cengiz Gunay, an associate […]

January 15, 2022
By Carlos C. Goller
Constructivism, Course Design, Discussions, Diversity, Online Learning, Open Pedagogy, OpenEd, Presentations & Talks, Reflections

Considerations for Successful MOOCs and Engaging Courses

“What Makes a MOOC Successful?” was the title of the Open Ed 2021 session I watched tonight. Martina Babinská, a mathematics teacher and researcher at Comenius University in Bratislava, shared recommendations for large online courses that could apply to in-person courses too. A MOOC or massive open online course was defined by Babinská as “an […]

January 9, 2022
By Carlos C. Goller
Academic Development, Books, Community of Practice, Constructivism, Course Design, Open Pedagogy, OpenEd, Pedagogy, Presentations & Talks, Reflections, Teaching techniques, Website, Why

EduCoop in Poland and Open Access Resources for Nursing Chemistry Courses

Tomorrow is the first day of classes, and we spent most of the day preparing for courses. Tonight, I watched the ten-minute Open Ed 2021 session entitled “EduCoop – Online Course About Co-Creation Open Education Resources” and presented by Aleksandra Czetwertyńska, team leader of the Centrum Cyfowe. Czetwertyńska spoke about their project EduCoop that is […]

January 7, 2022
By Carlos C. Goller
Academic Development, Books, Course Design, DBER and SoTL, Open Pedagogy, OpenEd, Publishing, Reflections, Why

A Comparison of Two Sections of the Same Class

Tonight we ended the workweek by watching the ten minute OpenEd session “Traditional Textbooks v. OER: Comparing Academic Performance at a Hispanic Serving Institution” with Jacob Jenkins, AL$ Campus Coordinator and Associate Professor at CSU Channel Islands, Thomas Clobes, lecturer at CSU Channel Islands, and Hannah Haid and Rebecca Allen. This study compared two different […]

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