Hi there Fellow Open Educators,
Here are a few resources that have been shared by the CCCOER-advisory group. I haven’t had a chance to peruse them all, but just from the abstracts, it sounds
like interesting reading.
Cheers,
Rosario
Rosario Passos,
Instructional Development Consultant
Learning and Teaching Centre, BCIT
3700 Willingdon Avenue, Burnaby, BC V5G 3H2
Tel: (604) 456 1266
Please consider the environment before printing this e-mail
From: cccoer-advisory@googlegroups.com [mailto:cccoer-advisory@googlegroups.com]
On Behalf Of Una Daly
Sent: Wednesday, July 11, 2018 2:16 PM
To: CCCOER Advisory <cccoer-advisory@googlegroups.com>
Subject: Catching up: Open Education and the Equity Gap
Dear Community,
We’ve had a couple of great updates on this important topic in the last two weeks that you won’t want to miss. First two are the newest CCCOER guest blog posts and the last one is a peer-reviewed article from the International
Journal of Teaching and Learning in Higher Education.
The intersection between OER and Indigenization is a new area within academia. OER is about opening up the world of knowledge to as many people as possible. Indigenization is about opening
up the world of Indigenous reality to as many people as possible. The University of Saskatchewan (U of S) has identified Indigenization as one of its 4 pillars in its Institutional Strategic Framework. As an Indigenous person (Rose) who has worked within a
western based educational institution for most of my work life, virtually everything that I do is indigenization. However, Indigenization as an academic institutional endeavor is a new phenomenon, and because it is relatively new, we are in many ways continuing
to figure out what it is and how to go about it in a good way.
Last month I was fortunate to hear Dr. J Luke Wood’s opening
keynote, Reaching Underserved Students through Culturally Responsive Teaching and Learning in the Online Environment, at the annual California Online Teaching
Conference. Wood’s research at San Diego State University focuses on factors affecting the success of boys and men of color in education, with a specific focus on community colleges. He co-directs the Community
College Equity Assessment Lab (CCEAL), a national research and practice center at San Diego State University.
This article reports the results of a large-scale study (21,822 students) from University of Georgia regarding the impact
of course-level faculty adoption of Open Educational Resources (OER). Results indicate that OER adoption does much more than simply save students money and address student debt concerns. OER improve end-of-course grades and decrease DFW (D, F, and Withdrawal
letter grades) rates for all students. They also improve course grades at greater rates and decrease DFW rates at greater rates for Pell recipient students, part-time students, and populations historically underserved by higher education. OER address affordability,
completion, attainment gap concerns, and learning. These findings contribute to a broadening perception of the value of OERs and their relevance to the great challenges facing higher education today.
Enjoy,
Una
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Una Daly
Director, Community College Consortium for Open Educational Resources (CCCOER)
Open Education Consortium
(408)348-4346
Watch our archived webinars featuring Open Education Faculty, Thought Leaders, and Students
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If you have any questions, contact lizyata@oeconsortium.org
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