Since the launch of the BC Open Textbook Project in 2012, the adoption of open textbooks has steadily grown within public post-secondary institutions in British Columbia, Canada. An analysis of adoption records over a five-year period reveals that open textbooks have been adopted across all types of institutions, including research universities, teaching universities, colleges, and institutes, and across a diverse set of disciplines, with the largest numbers in the sciences and social sciences. In this report we identify, describe, and illustrate eight distinct patterns of open textbook adoption. These are: stealth adoption, adoption by infection, committee adoption, sanctioned exceptional adoption, course developer adoption, infection by inter-institutional carrier, creation and adoption, and lone adoption. While these patterns are not intended to be exhaustive, we hope that identifying these patterns provides a useful framework for campus leaders to (a) understand how adoptions occur in their own contexts, (b) identify ways to support further adoptions, (c) recognize that there are multiple ways, and no single path, to supporting the adoption of educational innovations at their institutions, and (d) foster the embrace of wider open educational practices.
Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.
The practice of giving and receiving feedback is an essential element of a wholesome educational experience. As learners are engaged in the vulnerable role of waiting for and receiving feedback, there is a significant and potentially problematic power relationship at play in the feedback dyad. This chapter proposes that the practice of giving feedback offers a great scope for innovation, and that critical pedagogy offers a theoretical lens through which such innovation may be understood. This chapter explores and defines innovation through the lens of critical pedagogy, which calls for the intentional questioning of existing power structures in education. A scan of the literature presents the importance of feedback in the learning process, and supports a move towards a dialogic, student-centered process. The writers share two case studies in appreciative feedback and provide a proposed model for innovation in the delivery of feedback. When viewed as a compassionate, supportive act, feedback is well positioned to benefit learners as viewed through the lens of critical pedagogy.
In this chapter, the author shares specific case examples where universal design for learning (UDL) principles were used to deliver formative feedback to graphic design students, beyond giving written feedback. These cases are examined through the lens of UDL and its guiding principles, supported by a theoretical framework of appreciative feedback. Influences of critical pedagogy are also explored. A brief literature scan provides support for effective appreciative feedback strategies that support both theoretical as well as emotional growth in the learner. Case examples are shared, detailing the practical aspects of implementing recorded audio feedback in a face-to-face class, as well as the use of annotated video feedback in an online class. These practical examples outline not just the educational strategies, but provide detail on the technical aspects as well. The chapter concludes with a section outlining some best practices as learned by the author, as well as limitations and challenges faced along the way and opportunities for improvement.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.