Making Sense of Open Education, Day 7 is all about the GLAM: Gallaries, Libraries, Archives and museums. At St. Clair College, we have a General Education Course about Western Film:
WESTERNS: FILM AS A LENS TO THE PRESENT
SSC 183G
This course will explore the film genre of Westerns. Major themes and ideas will be examined via the work of selected films, directors and actors. Subjects to be studied via discussion and reflective assignments include the Origins of the Western, Components of the Western, Landscape and Setting, Indigenous Peoples, Women, Directors, Actors, and Films. The course will conclude with a discussion of the place of the Western in contemporary culture: can it still ‘sit tall in the saddle’?
Here are a few Western Film Selections I would use in this course:
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Perhaps it is because we are voting tomorrow and I am wishing for people of vision that my thoughts turned to Martin Luther King’s I have a dream speech on August 28, 1963 on the steps of the Lincoln Memorial in Washington D.C. when asked where and when I would bring my students if I had a time machine for the Ontario Extend’s Daily Extend #oext195.
This is my final Extend Activity for the Collaborator Module. I took my time in completing this and considered who I might like to add to my PLN. I wanted to look for some thought leaders to add, outside all the wonderful leaders that are already in my Ontario Extend network. I had already added Rajiv Jhangiani as he was a keynote speaker at a recent Open Education Summit that I attended. I added Jesse Stommel and JR Dingwall to my list.
During my thinking time, I also Zoomed with Terry Greene about some of my struggles coming up with this map. I VConnected with Helen DeWaard and Terry Greene and really enjoyed that opportunity to listen in to Festival of Learning 2018. I have appreciated reading and receiving feedback about my blog. I also joined the Making Sense of Open Education lead by Jenni Hayman and have learned from participating in the discussion forums. Later this week, I will have Zoom lunch with Alan Levine and others from Extend West!
I think my struggle with developing my PLN map came from, at that time, participating primarily through Twitter. By extending the ways I interact with other in my PLN, my map and my experiences are richer.
Today’s Ontario ExtendDaily Extend (193) asked us to imagine how students would react if we only provided feed back and no grades:
@ontarioextend#oext193 If a student received an assignment back with just feedback, would they know what to do unless they were aware of how to use the feedback – do we promote reflective practice in our classes? Photo by Olhar Angolano on Unsplash pic.twitter.com/WYLcS8OEUr
After completing the tweet, I turned to Day 4 of the MOOC Making Sense of Open Education which was to explore Open Education Resources (OER) online. I collected some OER into a Padlet, adding articles, photos, videos and learning resources around helping student use feedback and the concept of reflective practice building on the thought of whether student know how to use the feedback we give them.
https://padlet.com/istewart2/MakingSense18Day4
I selected one photo and one resource to try to make something new. I adapted a photo from Pixabay by stockpic and a four-page hand out from WestEd from their Formative Assessment Insight open course to create this graphic:
I am growing in both my knowledge and my skills through my professional development this spring but perhaps more importantly, I am becoming more naturally open by practice, practice, practice.
As I reflection on the history of open education, I think about my own progression to this point. I started learning in typical school settings deciding that I was done with traditional education in the early 2000s. For work purposes, I completed two post-grad certificates in Learning Disabilities Specialities through Cambrian College which was 90% online (and distances education for me) with two practicum requirements to be completed with a mentor.
In the years following, I became unsatisfied with the professional development opportunities offered to me and I began looking for my own. I completed some more distance courses for a fee and started hearing about MOOCs. I joined my first MOOC in 2012 and completed Gamification with Kevin Werbach @kwerb who also happens to be the first person I followed in Twitter. I have completed more MOOCs with Coursera and FutureLearn (my favorite platform) from education institutions in Canada, US and UK.
During the same period, I also pursued other learning online through blogs, websites and videos. I am also a gamer and began to create instructional videos for my fellow players in 2015. While I do not have many followers, my videos have been viewed in 122 countries. This and the experience of taking courses at universities in other countries through MOOCs opened my eyes to the idea of learning that can stretch over boundaries.
I am very new to Open Education. I began to study this in more depth just this year. Currently, through a MOOC on Open University called Making Sense of Open Education and through participating in OntarioExtend.
While I may not have all the definitions right, I see a connect between distance education, e-learning and MOOCs as having brought me to the point that I am interested in learning more about open learning for myself and that has started me thinking more about open education at my own institution and how I can contribute to that.
Making Sense of Open Education: Day 2 Building an Open Community – today’s learning centered on understanding a Community of Practice (CoP) and ways to find one. This connects neatly with my professional development efforts using OntarioExtend and my beginning development of a Professional Learning Network (PLN).
Let me begin by saying that I am very new at this. I have been working on my PLN for five weeks using Twitter. I am still sorting out what it is that I might be able to contribute.
In the readings, there were two aspects that struck a chord with me. In discussing the challenges of CoPs, Hayman pointed out that:
Photo by Elisabetta Foco on Unsplash
“If you are a marginalized person in your local context and/or workplace, if you feel like your opinions and voice are not valued, joining a new community can feel very risky.” Making Sense of Open Education Day 2 by Jenni Hayman is licensed with a CC BY 4.0 International license
I hesitate to admit that I am a marginalized person because there is a potential backlash for even saying so. I am a faculty member, as outlined in our Collective Agreement, but because I work in Student Services, I am often discounted by faculty who teach in the classroom. Part the reason is the structures we work under where faculty who teach are in the Academic Sector and faculty (generally counsellors and librarians) in the Student Services are in another sector. When surveys or registrations require you to “pick a school,” faculty like me who are school-less, cannot be heard or participate (unless you complain). When information is disseminated by schools, I don’t hear about it. Because faculty who teach are the majority, the professional development opportunities are geared to their needs. This and other experiences leave me feeling as an other.
I struggle to not feel like an other in Open Education professional development experiences as well because I don’t teach in a traditional sense. I do small-scale teaching with one time workshops, training tutors, seminars and other out-of-class experiences for students. I work on pilot projects that don’t fit anywhere else but this could mean that I have more opportunities to be open.
So yes, joining a new community feels very risky! I don’t know if I will be accepted or if I have something to offer and I don’t want to just take from the community. But at the same time, being new to this PLN building, I have found lurking to be a good strategy.
Photo by Annie Spratt on Unsplash
“It’s also completely okay (you don’t need anyone’s permission) to observe the course and the behaviours and communication of others in the course as part of your learning. This is sometimes called “lurking” in the online teaching and learning environment, but it’s not a very positive term. Observing (as many new-to-something learners do) is a valuable activity in the learning process.” Making Sense of Open Education Day 2 by Jenni Hayman is licensed with a CC BY 4.0 International license
I am learning a lot by observing including how to participate, what kinds of things to post, how to respond to posts, and what the social norms are like in this online community. At the same time, I am finding thought leaders to follow, organizations of interest, technology I can use, sources of OER and lots of information about Open Education. Oh yea, and I am learning to blog too!
NOTE: I am participating in a 15 day MOOC on Open University called Making Sense of Open Education and will blog entries to fulfil the activity requirement.
I am participating in a 15 day MOOC on Open University called Making Sense of Open Education and part of the learning is an activity to complete for each day. This is my first discussion post entry, repeated here so that I can tweet it!
Happy Day 1 fellow Open Education Learners!
For my submission, I found a video about Open Education that explained how one might use OER to learn:
If this video does not play, please see Why Open Education Matters by Ope Bukola at https://youtu.be/cHQp33rbg5k
I still feel that I am very new to Open Education and I would like to learn more about finding OER as well as understanding Open licensing. I want to learn about adapting OER and especially how material with different licenses can and cannot work together.
AND if I can find a few new friends along that way, that would be good too!
Featured Image is Course logo by Jenni Hayman licensed with a CC BY 4.0 International license
On what land do you stand? Helen DeWaard’s recent post on Hospitality got me thinking again about what Indigenous territorial lands do I live on and territorial acknowledgements. I found this website, Native Land by Victor G Temprano (@nativelandnet). This is a searchable map that reports the nations, treaties and languages of the Indigenous Peoples for that area. Please review the About section of the website to understand how the project was started and how the map is created.
I want to acknowledge that I work on the traditional territories of : Anishinabek (ᐊᓂᔑᓈᐯᒃ), Haudenosauneega Confederacy, Miami and Anishinaabe Nations.
I am using the information in the post to suggest a Daily Extend to the OntarioExtend project. If it is accepted and used, I will update this post with the details. In the meantime, check out Native Land and peruse the resources below for some more thoughts about territorial acknowledgement.
