Keynote: Dr. Jacquelyn Meshelemiah & Jessie Loyer

This session will feature two keynote talks offering perspectives on open education and its intersection with social justice. Each talk will be 25 minutes, followed by questions and moderated discussion.

An Examination of How Open Educational Resources Fall Short of Being Equitable, Inclusive and Disruptive
Dr. Jacquelyn Meshelemiah

The goal of open educational resources should be to create educational environments where all learners have the opportunity to achieve their full potential. In this session, the presenter will discuss the importance of creating open educational resources that are truly accessible, inclusive, and disruptive. She will demonstrate:

• How innovations around open educational resources may actually perpetuate inequity
• How OER facilitators can disrupt traditional ways of educating learners

Open Education Can Support “Land Back”
Jessie Loyer

Right now, Indigenous people are asking questions about how we can live well together and take care of each other; Indigenous youth articulate a simple call to action: “land back.” How can open education contribute to “Land Back” and other Indigenous sovereignty movements? As well as an introduction to this concept, we will consider how Open Education creates tools in response to these issues, and ask how these tools might avoid tech solutionism and instead, might be used as tools for justice and liberation.

Keynote: Sharon Leu and Harrison Keller

This session features two keynote talks offering perspectives on open education initiatives at different levels of government—from the U.S. Department of Education’s Open Textbook Pilot to the Texas OER Grant Program. This session will explore the “bigger picture” of how OER can contribute to opportunities to improve educational practice, especially relating to the impacts of COVID-19.

Open Educational Resources as Tools to Foster Equity

Presenters: Virginia Clinton-Lisell, Elizabeth Legerski, Bri Rhodes, Staci Gilpin

Open Educational Resources (OER) are teaching and learning materials that are available without access fees. In addition to reducing the financial costs of education, the licensing of OER provides flexibility for innovation and creativity through what is termed OER-enabled pedagogy. By promoting access to quality learning materials, being adaptable to student needs and inclusive of diverse communities and people, and providing opportunities to underrepresented groups to share their knowledge and voice, OER serve as a tool to improve teaching and learning and promote social justice in higher education classrooms. As supported by research evidence, the benefits of OER may be particularly helpful for students who have not been well served traditionally in higher education, such as students from lower socioeconomic status backgrounds, first generation students, and students with disabilities. In this interactive discussion on how OER may be used as a tool for social justice, we briefly review the direct impact of OER adoption on reducing financial barriers to accessing education. This is followed by an explanation of OER licensing that allows for instructors to remix and revise materials and how this licensing affords instructors opportunities to adapt materials to be more culturally responsive, effectively align with learning objectives, and inclusive of student needs.

Learning Outcomes:

• Understand OER-enabled pedagogy (open pedagogy)
• Understand OER licensing
• Apply material adaptations to make for more inclusive and equitable teaching

Creating a CRT-enabled open pedagogy in online courses: an example of a renewable assignment

CC BY: Dorina Tila

Using Open Content to Create a Culturally Relevant Classroom

Presenters: Richard Sebastian, Ruanda Garth-McCullough

During this session, Ruanda Garth-McCullough, Associate Director of Teaching and Learning for Achieving the Dream, and Richard Sebastian, Director of Open and Digital Learning for Achieving the Dream, will describe the culturally relevant teaching framework, why it is an effective strategy to employ, especially for traditionally underserved students, and how openly licensed materials can be used to enable and support culturally relevant teaching in the classroom.

Learning Outcomes:

• Explain what culturally responsive teaching (CRT) is and why it is an effective teaching strategy
• Describe the unique ways openly licensed content can be used to facilitate and enable CRT
• Share relevant examples of how college faculty have used openly licensed materials to support CRT in their classrooms

OE’ours’: Inclusiveness in the OER classroom through Windows and Mirrors

Presenter: Kari Frisch

As we know, just because a resource is open, doesn’t mean it is inclusive to all learners. Through this workshop, participants will reflect on Emily Style’s Windows & Mirrors Theory and examine ways it can be applied in OER classrooms to “open up” the OER to being more inclusive of all our experiences: yours, mine, and ours (OE”ours”).

Mirrors (reflections of one’s own self/experience) and windows (opportunities to view a different perspective/experience) challenges students to connect to the material in a deeper, more authentic, and uniquely personalized manner. Contrasting the polarizing environment in which many of our students live, this framework actually is not binary focusing on either/or, but instead grows rich in the middle ground where it is not one or the other, but both. It’s not “Are we the same/different?” but “How are we the same and what can we learn from each other?” This humanistic teaching/learning strategy can be applied to a variety of disciplines, as well as across diverse content and course delivery methods, resulting in more open and inclusive education for all involved.

The workshop will allow participants to reflect, create, collaborate, adapt, devise, and integrate the theory into their own teaching & learning practices.

Learning Outcomes:
Participants will:
1) Differentiate between open and inclusive educational resources
2) Explore the Windows & Mirrors Theory by Emily Styles through personal application
3) Examine it as a teaching strategy in OER classrooms for greater inclusion and engagement of our diverse student populations
4) Reflect, create, collaborate, adapt, devise, and integrate the theory into their own teaching & learning practices. (Sounds overwhelming, but this is all part of the final workshop “activity”.)

Reimagining Inclusive Design/Policies with OER & Open Pedagogy: Going Beyond Affordability

Presenters: CJ Ivory, Dawn (Nikki) Cannon-Rech, TaJuan Wilson

Open Educational Resources (OER) and Open Pedagogy have been shown to increase affordability, credit hours taken, and other issues related to retention. However, faculty and administrators often do not think of these resources as a part of the solution to address more systematic equities. Administrators, in particular, often do not consider drafting policy to include OER in campus initiatives beyond affordability.
Anti-Racism, Diversity, Inclusion, and Social Justice are at the forefront of our societal conscience as we navigate these turbulent times. Many institutions of higher education are placing requirements for training, change, and accountability in addressing these issues within their educational communities. This discussion will lead participants through examples showing how OER and Open Pedagogy can be incorporated in this important work. Specific examples of initiatives being engaged at two different academic institutions will include drafting OER into a campus-wide Inclusive Excellence Action Plan and innovative training workshops for faculty. These examples will provide the foundation for discussion.

Learning Outcomes:

• Identify examples of how Open Educational Resources (OER) and Open Pedagogical approaches facilitate diverse and inclusive course materials
• Identify methods for incentifying faculty to evaluate their own courses for diversity, inclusion, and anti-racism issues
• Identify examples of how policy can help frame Open Educational Resources to include diversity, inclusion, and anti-racism goals

Transforming the lesson

Collaborative Practice: Critical Information Literacies in Open Pedagogy

Presenters: Erin Fields, Donna Langille

In December 2015 Daniel Heath Justice began a Twitter campaign to share the names of Indigenous writers. The reason for his efforts was to: “…push back against the frequent assumptions that our literary history is any less complex, robust, or diverse than that of other peoples” (Daniel Heath Justice, Why Indigenous Literatures Matter?, p.298).

In solidarity with his efforts, in 2018 a group of interested individuals from the First Nations and Indigenous Studies Program, UBC Library, and the Centre for Teaching and Learning Technology at the University of British Columbia came together to develop the first #HonouringIndigenousWriters Wikipedia Edit-a-Thon.

This session will detail the process of developing an experience for participants that aligned with the social justice principles of open pedagogy- that of the collaborative, transparent, and open creation of knowledge for the improvement of an openly accessible information source. The session will outline the process of creating the event, how the design of the event focused on principles of good faith, and the ways that participation from diverse communities highlighted complimentary but unique interests in engaging with open knowledge creation.

Opening a Space and Place for #WOCinOER: Stories, Experiences, and Narratives

Presenters: Ariana Santiago, Cynthia Orozco, Regina Gong

Open Educational Resources (OER) adoption in higher education institutions has grown exponentially in the last ten years. While a great deal of focus is on the benefits of OER to students (affordability and access) and faculty (agency and freedom), less attention is given to those doing the work to implement and manage these projects. Across many institutional OER programs, the person leading and managing these initiatives tend to be women and librarians who do not necessarily have this role as their sole responsibility. It relies on the passion and energy of the librarian OER champion to grow the initiative and yet, their efforts are largely hidden and sometimes invisible. As a result, burnout ensues alongside feelings of being undervalued and unsupported for the hard work that they do.

As women of color (WOC) leading open education programs in our institutions, this interactive discussion will provide a space where other WOC could share their experiences, stories, and narratives that for the most part, have remained hidden and unheard. While the open education community espouses openness, diversity, equity, and inclusion, #WOCinOER are still underrepresented in leadership and in the community writ large. Our hope is that our stories bring about change rooted in solidarity through our shared experiences as #WOCinOER.

Learning Outcomes:

• Share and/or actively listen to counterstories around OER work as/from women of color.
• Share and contextualize their own lived experience as WOC in OER with other participants within the dominant narrative.
• Question existing OER infrastructure and strategize for an inclusive and transformative open education community.

The session Jamboard will be available through the end of day Friday and will be hosted on the Michigan State University institutional repository: http://bit.ly/WOCinOER

OER and Open Pedagogy in a Native Hawaiian Place of Learning

This session focuses on ongoing ʻŌiwi (Native Hawaiian), Pacific Islander, and Indigenous-centered OER and Open Pedagogy projects at the University of Hawaiʻi at Mānoa, a university designated as a Native Hawaiian Place of Learning. Hawaiʻi Review arts journal, a Native Hawaiian-led journal at UH Mānoa, engages in multiple ʻŌiwi-centered OER and Open Pedagogy projects, including the Mauna Kea Syllabus Project, inspired by the Standing Rock Syllabus and the BLM syllabus. The editorial board of Hawaiʻi Review comprises ʻŌiwi, Pacific Islander, and Indigenous women, men, and queer people who recognize the politics of publishing and have intentionally created outreach projects to encourage ʻŌiwi scholarship: creative writing residencies, and an OER textbook for English Studies and Humanities.

The Mauna Kea Syllabus contributes to the growing body of scholarship produced around the efforts of Kanaka Maoli to protect their mountain Mauna a Wākea from continued desecration. In Native Hawaiian epistemology and ontology, Mauna Kea is the piko (umbilical connection and center of Hawaiian worldview). The most recent proposal of the Thirty Meter Telescope (TMT) desires to build a 4.1 billion dollar observatory eighteen stories high in a designated conservation zone ignoring numerous environmental concerns; the mauna is part of the national Hawaiian lands set aside for Kanaka Maoli, exacerbating unresolved land and sovereignty claims.

Hawaiʻi Review is creating an OER Textbook grounded in Hawaiʻi-based pedagogies and community-centered forms of scholarship and research. The Hawaiʻi Review OER textbook will promote Hawaiian epistemologies through several important components: 1) introduction to teaching writing here in Hawaiʻi, 2) selection of teaching curriculum and literary materials that will come from Hawaiian writers, be situated in Hawaiʻi, and/or contain Hawaiian themes; 3) lesson plans to showcase possibilities for ʻŌiwi to share their curriculum to a wider audience, thus ensuring a Hawaiian Place of Teaching.

Learning Outcomes:
*Discuss the OER activities and Open pedagogies of Hawaiʻi Review arts journal and the Mauna Kea Syllabus Project
*Consider the role of OER and Open Pedagogy in ʻŌiwi (Native Hawaiian), Pacific Islander, and Indigenous learning systems
*Access resources on equity and liberation in education with a Native Hawaiian, Pacific Islander, and Indigenous focus
*Analyze institutional programs at their own institutions for potential Indigenous equity projects

Ethical Dilemmas in an Open Technical Communication Textbook: Lessons in Audience Awareness

Presenters: Tamara Powell and Tiffani Reardon

Sarah Lambert provided us with a thorough analysis of OER literature, resolving that it is “aligned to social justice principles, starting with the first UNESCO definition of [OER]” (2018). Open education is both grounded in and positioned well for social justice progress, in more ways than one. But what happens when your attempts to challenge students with analyzing social justice issues in your OER are flagged for insensitivity by students?

When the Open Technical Communication team began development of its highly successful textbook, we were working to achieve social justice-oriented goals both explicitly and implicitly. Explicitly, we were working to create a resource that would provide an essential skill to anyone who wished to gain it, regardless of social status. With textbook adoption in at least 14 states and large download numbers in other countries, this initial goal has been and continues to be met.

On the other hand, we worked to make our text inclusive and representative of the wide variety of people and cultures in the U.S.—with encouragement to readers to learn about and respect global cultures. We were surprised, then, when one of our ethics case studies was flagged by a student as insensitive. Based on real events, these case studies were provided in the textbook as a way for faculty to touch on ethical problems related to social justice issues, such as mascots named after Native Americans and discrimination against people on the basis of race, gender, religion, and sexual orientation. These case studies of unethical behavior were designed so that students were challenged to analyze them and propose ethical solutions.

Hodgekinson-Williams and Trotter advocate for “’re-acculturation’…which would respect alternative epistemic positions and acknowledge alternative authorities on what is considered to be worthwhile knowledge and dispositions” (2018). In this video, we will raise the question of how to share ethics cases in this rapidly changing cultural environment that is the U.S. while also respecting that some examples may be too close to home for a student to analyze objectively.

Lambert, S. R. (2018). Changing our (dis)course: A distinctive social justice aligned definition of open education. Journal of Learning for Development, 5 (3).
Hodgkinson-Williams, C. A. and Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the global south. Journal of Learning for Development, 5

Learning outcomes:

• Participants will be able to identify various definitions of open educational resources and how they relate to social justice
• Participants will be able to identify an OER titled Open Technical Communication
• Participants will be able to describe the complications of ancillary materials that asked students to analyze ethical dilemmas
• Participants will be able to explain the lessons the creators learned about levels of social justice in open educational resources

Embedding Mental Health and Wellbeing in Open Pedagogies

Presenters: Leigh-Anne Perryman, Kate Lister

Growing numbers of students at schools, colleges and universities are experiencing mental health issues. The COVID-19 pandemic has further heightened anxiety and stress for many learners of all ages, especially those learners facing a significant change to the way in their education is delivered. While the act of learning can be extremely positive for student mental wellbeing, in other cases it can exacerbate or cause mental health difficulties. Any pedagogy of care (Bali, 2020) will need to address the relationship between curriculum and mental health. Fortunately, educators can do much to embed mental wellbeing in their teaching in order to prevent or mitigate mental health issues, including through the adoption of an open pedagogy strategy.

Various aspects of open pedagogy have the potential to support student mental health and wellbeing. For example, connecting learners with the wider world can support their sense of belonging, while renewable assessment offers relevance, authenticity and value that can support student motivation. Empowering students in co-creating curricula and resources offers similar potential benefits in respect of autonomy, motivation and wellbeing. However, open pedagogy also raises potential barriers to student wellbeing. For example, students with social anxiety may find the emphasis on collaboration uncomfortable and students with low self-esteem and/or self-efficacy may find it difficult to manage the degree of autonomy often involved in open pedagogy approaches. In addition, connecting students with the wider world online brings safety and surveillance issues that could compromise their wellbeing, leading to stress and anxiety.

Most of these barriers can be managed, however, by paying careful attention to learners’ specific needs. This presentation draws on current research from The Open University and elsewhere to underpin an exploration of the relationship between open pedagogy and mental wellbeing, and the strategies that educators might employ to evaluate and manage the potential impact of any open pedagogy approach. The presentation discusses how Universal Design for Learning (UDL) can be used as a guiding framework within which to locate open pedagogy strategies in order to evaluate their impact on student mental health and to ensure that open pedagogy-informed teaching, learning and assessment supports, rather than undermines wellbeing for diverse learners in diverse contexts.

Learning Outcomes:
•Demonstrate knowledge and understanding of the relationship between mental health and learning in diverse global contexts.
•Identify some of the ways in which open pedagogies can support mental health and wellbeing.
•Identify some of the barriers to mental health and wellbeing connected with open pedagogies and the ways in which they might be managed.

Bringing Racial Justice to Affordable Learning at Ohio State

Presenters: Ashley Miller, Amanda Postle, Dr. Adrienne Hopson

As with most of our peers, a social justice mission is at the heart of textbook affordability efforts at Ohio State. Open educational resources not only help to reduce student spending, but they also increase equity, inclusion, access and diversity of voices in course materials and learning experiences. In June 2020, The Affordable Learning Exchange (ALX) Team at Ohio State decided to leverage the strength of our existing textbook affordability program to encourage faculty to not only evaluate their course materials for cost-saving opportunities, but to expand their scope to encourage deep conversation and reflection for students related to issues facing Black Americans and other marginalized groups in America today. We launched a new Racial Justice Grant pilot, limited to former ALX affordability grant winners, with a goal of expanding to include this grant as a permanent part of our program starting in Spring 2021. Funding for this pilot was provided to nine faculty across four Ohio State campuses to incorporate assignments and resources related to racial justice in Autumn 2020. Our presentation will include the “how, what and why” from both the administrative perspective (how we found grant participants, gained support from leadership and quickly launched this pilot), and the faculty perspective (why this matters, student response and how topics were woven into a Human Biology course). This new and exciting work ties in well with this year’s conference theme, “Reimagining Open Education” as the ALX team and our faculty partners work to broaden the scope of our work beyond simple textbook affordability. Speakers for this presentation will include grant winner Dr. Adrienne Hopson, Biology and Education Senior Instructor, as well ALX team members Ashley Miller (program administrator) and Amanda Postle (project manager).

Learning Outcomes:
Attendees at this session can expect to leave this presentation with the following:
Concrete examples of how affordability advocates can incorporate racial justice work into their mission.
How to gain support from leadership, department chairs and faculty partners to further this important work.
How to create a structure of support (including administrators and students) for faculty who incorporate racial justice topics into their classrooms.

Rebuilding Open Courses for Equity, Diversity, and Inclusion: A Community College Perspective

Presenters: Shinta Hernandez, Tonja Conerly, Quill West, Ursula Pike

Although equity is often identified as the major motivation for open course development, affordability of content is just one of the many decision points that need to be considered when expanding access. Community colleges have long been adopters of open materials for affordability reasons, however, equity, diversity and inclusion (EDI) initiatives at many institutions are just now examining how we can use open practices to build equity for our community college students. In 2017 CCCOER launched our EDI Blog series, which led to the establishment of our EDI Committee in 2020. Our goals include examining issues of EDI within our organization, our field, and promoting work from our member institutions that advances EDI through openness. We know that openness isn’t equity, but many colleges are leveraging conversations about equity and access as a starting point in order for their open classes to better meet EDI goals. Join us for this interactive discussion about how we can rebuild open courses to be more equitable and create open development processes that truly support equity for underserved students.

Learning Outcomes:
Participants will:
Discuss principles of equity-minded decision making to transform open courses.
Explore and affirm our commitment to centralizing EDI in enhancing open course design & development.

Looking Beyond Cost: OER as Intentionally Engaged Social Justice

Presenter: Marco Seiferle-Valencia

This session will explore core concepts from my forthcoming article “Not Just About the Cost”, which looks at how recent projects at the University of Idaho’s Think Open Fellows have intentionally engaged OER as social justice intervention. To complete this case-based approach, we will discuss how these goals are informed by Black Feminisms. Finally, I will conclude with a black feminist call to action to engage OER for social justice.

Learning Outcomes:
Participants will leave with specific inspiration on how academic OER can engage with core concepts in social justice via troubling standard curriculums by including marginalized histories.

Renewable Texts/Renewable Assignments: Interrogating Race, Gender, and Class Assumptions in OER

Presenters: Bonnie Robinson, Corey Parson, Lainie Pomerleau

This panel presentation will strategize methods for reimagining OER and open education/open enabled pedagogy, taking for its example an English literature anthology published by the University of North Georgia Press in partnership with Affordable Learning Georgia. Encouraging the interrogation of explicit and implicit racist, gender-biased, and classist assumptions in OER is necessary to support OER’s goals for equitable and accessible learning environments.

That racist, gender-biased, and classist assumptions can be found in already published OER is exemplified in the medieval section of UNG Press’s English literature anthology. That these assumptions can pass such peer reviewed texts as this should alert instructors to the need for interrogating OER, especially on its possibly outdated scholarship.

As OER is and should be always available to reuse, revision, and remixing, such gaps and assumptions in published OER need not be overlooked or passed by. Rather, they may provide objective sites for interrogation, critique, and recuperation. This process can be facilitated by revision and annotation as well as by strategic open enabled pedagogy assignments.

Lainie Pomerleau will exemplify such revision through her new introductions to the medieval era section of UNG Press’s English literary anthology. These introductions address the racist implications of identifying literature as Anglo Saxon, an anachronistic term that would be unrecognizable during the period it purports to represent and that has been used by white supremacists and hate groups. These revisions model how OER may work to avoid reinscribing canonical and systemic gaps while also offering sites for interrogating such gaps.

Bonnie J. Robinson will consider how interrogating OER, particularly through open enabled pedagogy assignments that encourage inclusivity, can engage collective efforts to address structural issues of racism, sexism, inclusiveness, and representation. Asking students to critique constituent elements of OER, for example, can provide insight on how scholarship shapes pedagogical tools like textbooks and can allow objective critique of OERs’ purpose and effect and the discrepancies that may exist between them.

And Corey Parson will consider how OERs’ online presence provides unique opportunities for audience awareness. This awareness stresses the importance of not equating open with neutral (Approaching Open Pedagogy in Community and Collaboration).

Learning Outcomes:
From this presentation, attendees will learn how and why to interrogate assumptions of OER as neutral; model such interrogations on recent revisions to an open access peer reviewed British literature anthology; frame such interrogations structurally and objectively to encourage respecting issues of gender, race, and class; match such interrogations with constituent element assessment rubrics and categories; and apply strategies of audience awareness unique to OER.

A Case Study: How Do We Compensate Minoritized Social Justice Authors and Still Use an Open License?

https://youtu.be/hOuMgsb9F4Q

Presenters: Bob Casper, Federick Johnson, Keith L. Anderson

As the session begins you’ll hear from the first of three speakers addressing the concerns about OER and those who speak and educate on topics related to social justice topics, in this case anti-racism. We will discuss how the book, “FROM RACIST TO NON-RACIST TO ANTI-RACIST: BECOMING PART OF THE SOLUTION by Dr. Keith L Anderson came into being. All too often the author is not compensated well or expected to do the work and no charge. We are looking for solutions for this issue. With some assistance from technology and open licensing concepts we will talk about this case study where a book on anti-racism was published with an open license, through an often used tool but at the same time was made available to be at a pay service which can provide compensation for the author. We will discuss technical aspects of editing the book, once it is written, as well as using print on demand services and local printing services. We will discuss various challenges and opportunities that came along the way. Look at the idea that the OER portion of this author’s work is a primer or catalyst for additional work, at which point the author can be compensated for directly. The idea here is to get the information out to as wide a possible audience as available and at the same time provide resources for the learners that enable them to take in the author’s work the way that is best for them. At the same time giving the author a chance to lead various workshops, and lectures, and presentations in hopes of creating further work in this area, providing insight to those who may need additional opportunities for understanding and clarity of such topics.

Learning Outcomes:
In this case study, learners will come away with an understanding of: How to create OER in several formats, including print on demand and digital. Also, have the work be openly licensed and create an avenue of compensation for the author. Create an avenue for the author to address future work by offering work via OER as catalyst for more opportunities and future work.

Does relationship building hold the key to the inclusion of Indigenous Traditional Knowledge in OERs?

Presenter: Lauren Bourdages

This presentation will examine the question of the role relationality places in how Indigenous Traditional Knowledges could be included ethically, respectfully and legally into OERs. The key problems that have excluded Traditional Knowledges from OERs have been Intellectual Property concerns. In theory, it should be possible for faculty members and librarians to form relationships with Indigenous communities in order to apply the Traditional Knowledge labels created by Local Contexts in conjunction with open licenses to OERs with the goal of fostering culturally appropriate uses of Traditional Knowledge in non-Indigenous contexts. This topic is based on a graduate-level research paper that was grounded in the Indigenous concept of relationality (the connections that exist between all people and things) while acknowledging that the primary concern of faculty members and Indigenous communities isn’t that the Traditional Knowledge will be shared but how it is shared.

Learning Outcomes: After this session, you will:
– Identify what Indigenous Traditional Knowledges are
– Be able to identify what Traditional Knowledge Labels are and how they are used
– Understand the key issues that have so far kept Indigenous Traditional Knowledge from being included in OER material
– Understand the importance of relationship-building when working with Indigenous Traditional Knowledge

Learner Empowerment through Canada’s 94 Calls to Action

Presenter: Jessica O’Reilly

In this Lightening Talk, Jess O’Reilly walks participants through an example of OER-enabled pedagogy that she has implemented in an asynchronous online course titled Truth and Reconciliation, a course devoted to supporting learners as they confront the myriad harms caused by Canada’s residential school system specifically, and settler colonialism generally. The culminating project in this course invites learners to contribute to a public-facing website dedicated to educating youth about Canada’s 94 Calls to Action, and grassroots efforts to support reconciliation, reclamation, and restoration across Turtle Island.

This example of OER-enabled pedagogy forms the basis of Jessica’s ongoing doctoral research project and intended research output for the Open Ed Group’s OER Research Fellows program.

Learning Outcomes: Participants will be able to:

– Observe an example of a renewable assignment implemented in service of learner empowerment and increased awareness of existing social justice issues facing Indigenous persons in Canada

– Consider how renewable assignments influence learner motivation, self-directedness, and group cohesion

– Explore an example of a for-credit postsecondary course actively implementing OER-enabled pedagogy

Using Open Pedagogy to Support Inclusive, Student-Centered Open Educational Practice: Lessons From the Field

Presenters: Will Cross, Lindsey Gumb, and Heather Miceli

Student agency, as embodied in values and practices such as learner-driven control of student work, critical understanding of and engagement with technology and privacy, and inclusive learning, is at the heart of open education and open educational practice (OEP). Unfortunately, many instructors feel unprepared to communicate these values and scaffold these skills in a way that their students can fully understand and engage with. As Open Education Fellows, we have been conducting research in order to help faculty and librarians partner to meet these needs and support broader discussion about student agency and equitable instruction.

This session presents the results of interviews with open pedagogy practitioners and their students. It also incorporates a content analysis of intellectual property policies at more than 100 institutions as a way of understanding how institutional policy does or does not support student agency in open licensing. Taken together, these findings offer an exciting set of approaches to open pedagogy that can be used by experienced practitioners to polish and update their course design and by new practitioners who need a blueprint to integrate agency and inclusivity from the beginning. Join us to get a better understanding of what we are doing well, what we can do better, and how the community can come together to build a blueprint for student agency that centers the values of open and offers concrete guidance for putting those values into practice.

Learning Outcomes:

• Discover best practices for supporting student agency based interviews with open pedagogy practitioners and their students
• Get answers about who owns the teaching materials we often put an open license on, every day and during rapid shifts to online learning
• Get a sneak preview of our upcoming work developing a Blueprint for Student Agency in Open Educational Practice

Equitable Emergence: Telling the Story of “Equity Unbound” in the Open

Presenters: Maha Bali, Mia Zamora, Regina Gong

How do we co-create an emergent, open community centered around equity in order to resist the exclusions of the hierarchical, hegemonic spaces we inhabit? How do we continually become what we and our communities need? These values are at the heart of Equity Unbound. Join us on a journey to explore this approach to open educational practice.

Slides: https://bit.ly/miaha

Join Socially Just Academia: https://bit.ly/JoinSociallyJust