OER Community of Practice Meet-Ups
Explore, experiment, and create with fellow UT faculty, graduate students, and staff as we engage with principles of open pedagogy and the creation and use of OER in a flexible co-working environment. This is a space to brainstorm, ask questions, consult with specialists, and collaborate across organizational and disciplinary silos. Come and go ask you please. Light refreshments will be provided.
Toward a More Inclusive Classroom: Open Pedagogy
November 7th, PCL Learning Lab 4 from 9:00am-12:30pm
Join us for a discussion on implementing open pedagogical practices in the classroom, enabling student-driven learning opportunities, and using open educational resources in your instruction. We’ll hear from a panel of UT faculty who have adopted open pedagogy in their approach to teaching, get a demo of the open web annotation tool, Hypothesis, and provide opportunities for dialogue among attendees. We are limiting enrollment to 25 people to allow for meaningful engagement. Breakfast will be provided.
Christian Hilchey, PhD
Department: Slavic & Eurasian Studies
Courses I teach: First and Second Year Czech
Why I chose OER: My experience with OER has primarily been as a developer for the online Czech textbook Reality Czech (https://realityczech.org/). I have been working on this project for the past four years and it will soon be published online for use by anyone who is interested in learning Czech. The goal of this project is to produce a complete textbook replacement for First-year Czech language courses.
OERs are of monumental importance when we consider the rapidly increasing prices of textbooks as well as the need to use materials that are current. OERs give us the freedom to copy and adapt these materials without copyright concerns. It has been our goal to provide a valuable resource to Czech language instructors and students everywhere at little to no cost.
One of the most interesting things that I have run into while developing this textbook is the vast amount of openly licensed content already available that I am able to incorporate into the curriculum, including photos, drawings, videos, and written texts. It really is possible to create a quality course by adapting open content already available on the internet.
Amanda Hager, PhD
Courses Taught: M 305G Preparation for Calculus, CalcBridge (dual-credit calculus)
Why I Chose OER: I have invested a ton of time and resources developing online homework assignments and YouTube mini-lectures for my students as their primary source of information for my courses. It seemed irresponsible to ask students to pay for a book that was meant to serve as a secondary resource. At the same time, I felt that a textbook could still play a vital role in the course, as another place for a student to look for explanations or extra problems. There are several free high-quality textbooks available in my subjects, and they save me the time of drafting a course guide or coursepack from scratch.
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