Digital Spaces for Open Educational Practices at TRU

Introduction

Though there is not one overarching definition of OEP, aspects such as participation and learner empowerment, use of open licensing to support knowledge creation and inclusion of multiple voices and perspectives, pedagogical practices employing participatory technologies and social networks for collaboration and interaction are highlighted (Hegarty, 2015; Lambert, 2018; Paskevicius, 2017).

Islands of OER
OERs are used, adapted and/or created in pockets of the organization. Institutional support may be lacking.

OER Strategy
OERs become part of organization planning and supports/policies emerge. OER is valued as part of pedagogical approach (through open pedagogy (OP)).

Open Educational Practices (OEP)
OERs become an integral part of planning/policy at institutional level. Learning through open pedagogical approaches, support for open platforms, open science and open publishing is valued and knowledge creation/collaboration is supported.

Ehlers, U. & Conole, G. (2010). Open Educational Practices: Unleashing the power of OER. UNESCO Workshop on OER, Namibia. 10.13140/RG.2.2.23487.30883.

Polling Activity

Showcase

Rethink Learning Design

Quotes from past students

The website is still in my Instagram bio, which I find is helpful for getting the word out/show casing the website… I never thought I was capable of something like this. I knew of course that I was creative, but I never thought of myself as a website builder or even a podcast creator.

Mia D. co-creator of Mirror Mirror website mirrormirror.trubox.ca

I remember the overall experience working with you being very empowering.

Marie K. co-creator of Mirror Mirror website mirrormirror.trubox.ca

I look back on the development of this website as a foundation of my education journey for the Social work program with TRU.

Jasmine K. co-creator of Caregiver Fatigue website caregiverfatigue.trubox.ca

I can see how the Caregiver Fatigue website and the curious conversations surrounding it helped me articulate my perceptions of my values and ethics.

Christine L. co-creator of Caregiver Fatigue website caregiverfatigue.trubox.ca

The project was something that in the beginning I was not looking forward to because when I thought of research I thought of long papers and days filled with reading. This was not at all what this project was.

MacKenzie D. co-creator of Just Ask website justask.trubox.ca

As far as any thoughts about my experiences, I would say it definitely it requires flexibility not only from students but also from professors.

Rebecca M. co-creator of Social Cognitive Theory Gamification socialcognitivetheory.trubox.ca

When I heard about the assignment I was very nervous because I am not the best while using technology I am unfamiliar with but somehow we figured it out.

Emma V. co-creator of Assistance for Single Families website singlefamilieshelp.trubox.ca

I have made two really good friends (Chris and Priscilla) now because of the game project. We still communicate with each other and that project brought us closer.

Elise B. Gamification, Learning Vygotsky’s Social Cultural Theory: Learning with Others Helps Us Grow

The project was cool. It was good for me for sure.

Priscilla O. Gamification, Learning Vygotksky’s Social Cultural Theory: Learning with Others Helps Us Grow