Being part of the digital world is not necessarily a bad thing. I’ve now learned … there is this beautiful space of creativity, collaboration, and empowerment – and I’d like to be part of that space! -Ramela Abbamontian, Los Angeles Pierce CollegeAcknowledging the unique abilities and dispositions of our 21st century learners, we begin the course by exploring strategies for modeling digital presence and providing opportunities for students to create content and connect with a global audience. Examples of this “participatory learning” include:
- Using social media to build upon classroom learning and allow students to create content in authentic environments
- Using Twitter to develop a professional learning network
- Incorporating “non-disposable” assignments that allow students to share their work with wider audiences
Pariser’s talk about Internet filter bubbles and Tufekci’s talk about digital dystopias were alarming wake-up calls to the salient forces that shape our digital life and influence our behavior. -Gisela Garcia, University of MemphisSignificant ethical issues impact how we engage with digital platforms, and thus how we teach and learn online
- Digital polarization: How are digital platforms driving and profiting from our emotional engagement?
- Algorithmic bias: How do the algorithms behind search engines like Google reflect racist, sexist, or other social biases?
- Digital redlining: How do tech policies and practices reinforce class and race boundaries?
- Data privacy: How is our data tracked and stored on platforms like Facebook, and via educational technologies?
The Module discussing the prohibitive costs of textbooks really resonated with me…. The use of OER will give me the opportunity to start closing that equity gap. -Kristie Camacho, College of the DesertThe most recent Wisconsin Hope Lab report on student hunger and homelessness finds 42% of community colleges students to be food insecure, and 46% housing insecure. In light of this, it’s no surprise that adoptions of Open Educational Resources continue. The OER section of the course serves as a primer on finding, reviewing, and adopting OERs. Further, we see OERs as a decisive assertion of academic freedom, breaking away from conventional textbook packaging, which inextricably leads to undisclosed data harvesting by publishers.
I’m excited for my students! They’ll get to “take the wheel” of learning more and more. -Colleen Harmon, Cuesta CollegeExpecting our students to “take the wheel” empowers them as learners and recognizes their agency as digital citizens. Combining active learning that many of us practice with the permissions of open licensing points us to the idea of Open Pedagogy. Yes, we can use openly licensed resources with while teaching, but also we can ask students to contribute and share their own knowledge and work within the world. Examples of Open Pedagogy include:
- Adapt or remix OERs with students
- Ask students to help write test questions
- Teach students how to edit Wikipedia
- Construct with students class policies, assignments, rubrics, and calendars