Students

Who are Your Stakeholders?

Maintaining a Zero Textbook Cost Degree

Considerations and Potential Challenges

Type of Zero Textbook Cost Degree

Identify the Zero Cost Textbook Courses to Transition

Zero Textbook Cost Degree Workplan

Working With the Campus Bookstore

Leveraging Library Resources and Expertise

Grant Programs to Create OER

Just as using Open Educational Resources (OER) can provide tremendous cost savings for students as well as impact student success and completion rates, so can a Zero Textbook Cost (ZTC) Degree.

Why Create a Zero Textbook Cost Degree or Certificate?

Zero Textbook Cost “Z-Degree”

E-Reserves Services in Canadian Libraries

Kwantlen Polytechnic University launches the First Canadian Zed Cred Degree

Zero Cost Course Reading List

Roberts, Verena. (

REB approval has been acquired (Seko & Lewis, 2017).

For this digital ethnographic research, I will apply a purposeful selection of participants from my known networks (Appendix D), and engage a snowballing technique to meet the optimal minimum number of fifteen (Creswell & Guetterman, 2019).

Zoom technology

Vygotsky

Gee's (2017) notion of "being" and "becoming" is brought forward to highlight this internal state of being, in this case being an open educator, and the transition an educator undergoes in becoming, through rights of passage involving doing (experiences), sense making (knowledge) and identities (being) (Gee, 2017) that are transformative, troublesome, and liminal (Tur et al., 2020).

For clarification, I differentiated between open education practices using OEPr, rather than the usually applied acronym OEP which is commonly applied to both open pedagogies and open practices.

foundational to my research.

transmedia literacies

   Surrounding these definitions of media and digital literacies

I have a draft of a research proposal

conceptual framework

DeWaard, 2019c).

Media and Digital Literacy in Preservice Teacher Education (DeWaard, 2019, February 22)

As I state in this paper: 

Boyd

research inquiry.

My Snake Story

Academic Growth - Courses

The Experts

global scholarship endeavours. 

which I continue to maintain.

open digital spaces as a teacher and learner

social steganography

A Framework for the Ethics of Open Education

“the information society has been brought about by the fastest growing technology in history [...] No previous generation has ever been exposed to such an extraordinary acceleration of technical power over reality, with corresponding social changes and ethical responsibilities” (Floridi, 2011, p. 4)

When educational materials can be electronically copied and transferred around the world at almost no cost, we have a greater ethical obligation than ever before to increase the reach of opportunity. When people can connect with others nearby or in distant lands at almost no cost to ask questions, give answers, and exchange ideas, the moral imperative to meaningfully enable these opportunities weighs profoundly. We cannot in good conscience allow this poverty of educational opportunity to continue when educational provisions are so plentiful, and when their duplication and distribution costs so little.” (Caswell, Henson, Jensen & Wiley, 2008

Leander

Thus, it is important for literacy scholars to consider what literacy means and represents, and how and for what purposes young people engage in literacy events in relation to out-of-school time and space

More broadly, we hope these lessons will provide insights into the urgent need to equalize, or level, the educational playing field for Black youth in ways that take into serious consideration their rich nonschool literacy engagements.

schools are under-funded and over-challenged” (p. 2).

Education as a great equalizer for what? And, when they are discouraged from relying on their family and community histories, intellectual traditions, and cultural practices to make sense of academic require-ments, we must ask: Education as a great equalizer where and how

standardized tests

Additionally, we are also aware that public education has not lived up to its full potential—as a great equalizer, a leveler of the playing field—for the very people who need it the most.

There needs to be space because we do things in these very finite constructs, and it’s not just the limited environmental space of classroom, it’s also the timespan in which we expect people to grab on to what we’re providing. There needs to be space for that student who said it was rubbish to come to a deeper understanding and to express that through an open channel later

What I had missed was that the students were experiencing and enjoying really working together to learn something that was off the beaten track. It had huge relevance to their future work as musicians and teachers and was embedding cooperative listening skills, ensemble performance skills, group management, rehearsal discipline, and it was fun. I was looking for a polished, finished product and couldn’t see that this was the beginning of the process and it was valuable in itself. Waiting for a finished product might make it just like another essay that had to be created just to specific criteria instead of unfolding as a group experience.

I had prepared the coursework, and several other activities that began to plant seeds of collaboration, opening doors for future activities, and they didn’t get it.

Open Source Learning Foundation.

I was being treated as an equal when I didn’t realise there was anything wrong before.

What are the implications for teaching and learning?

Research to determine how to locate, identify, store, and share OER would be beneficial.

Online Protection to Promote Open Collaboration

A promising option for integrating theory with practice in K-12 open learning is the Tech-nological Pedagogical Content Knowledge framewor

Another promising model for inclusion of technology and open learning into the K-12 class-room is the Online Research and Media Skills (ORMS) model described earlier. The ORMS model (McVerry, 2013; O’Byrne & McVerry, in press) focuses on literacy practices in online spaces. The purpose of the ORMS model is to prepare students for a digital and global econ-omy while also reinforcing reading, writing, speaking, listening, and viewing of content area knowledge. There are three cornerstones in the ORMS model which support lifelong reflective learning that empowers students through online inquiry, composition, and comprehension with the use of learning environments that utilize authentic, productive, and ethical use of applications required in today’s global economy:1.Online Collaborative Inquiry-A group of local or global learners who arrive at a common outcome via multiple pathways of knowledge;2.Online Reading Comprehension- The skills, strategies, practices, and dispositions students need to locate, evaluate, and synthesize information during problem based inquiry tasks; and3.Online Content Construction- A process by which students construct and redesign knowledge by actively encoding and decoding meaning through the use of ever-shifting multimodal tools

One instructional model that has been developed to address these interconnections between multi-literacies, multimodal design, and the web literacies is the Online Research and Media Skills (ORMS) model

Mozilla Web Literacy Map (https://wiki.mozilla.org/Webmaker/WebLiteracyMap).

Implications for practice

integration

The development and sharing of OER

Additionally, there are unanswered questions about the ownership of intellectual property that is created within school districts (Levy, 2003; Wheeler, Yeomans, & Whieeier, 2008). In some districts, teacher-created intellectual property is considered to be school or district property, while in others it is considered the creator’s property

At present

With the emergence of MOOCs, game-based learning, OER, and other networked learning opportunities, researchers are ac

cceptable Use Policy (AUP) th

STEM materials afford enhanced opportuni-ties for reuse and localization because of the number of graphical and animated instructional modules that are becoming available in an OER format. M

In the US, the Common Core Standards (http://www.corestandards.org/) provide teachers with the impetus, reason and common language needed to share resources across states. In Western Canada inter-provincial agreements were recently signed regarding the development and use of OER and open textbooks (Hylén, 2006), making OER sharing more attractive across the countr

Massive Open Online Classes

Open Digital Literacy

In the United

The organization,

Open Education Resources

Means et al.

As open learning evolves

Rice (2009)

While research in higher e

Couros (2006)

The open learning movement is based on a set of beliefs shared by a wide range of academics (Westera, 1999; Barianiu

With the proliferation of broadband, mobile devices with data capabilities, easy-to-use mo-bile applications, data storage, and applications that operate ‘in the cloud’ (

Today’s education system is constantly barraged with challenges to be innovative, build 21st Century skills for students, to be more personalized, flexible and adapt to individual learner’s needs with ‘no child left behind’. In public education these demands are situated amidst the turmoil of reduced public funding and constant calls for reform of public education. The very public that the education system is challenged to serve has become alienated, and the discourse created by this alienation deflects the focus from real change. Rhetoric has frozen the public system from its ability to change and adapt to the future world its students are now facing.

A list of possible future research

This chapter reviews emerging practices influencing open learning in K-12 online and blended environments by examining Open Educational Resources, Digital Literacy, and Massive Open Online Courses.

Open learning is described as learning that occurs in a shared and transparent manner in which others can reuse, revise, remix, and/or redistribute the evidence of learning with others (Wiley, 2009).

This chapter is intended to connect current peer-reviewed research and emerging practice to provide a foundation for the creation of flexible educational policy in open learning