New for the Fall

Every semeser I try something new. Usually some things new. There are three new items that I plam on introducing this Fall.

One Day 1, I thought I would do something like this for an icebreaker: 

1. Professor Jasmine Roberts-Crews TEDx Talk

"Are you tired of talking about race?" I will ask my students. In groups, I will request my students to write their own answers down. Then after a few minutes share their responses with the other group members. Each group will come to a group concensus as to the answer of that question. Then one member of the group will report the group's findings to the class. I will jot down on the board the students' answers and any major concerns, as well as those who answered "No" to the question. And, of course, "why." 

Then we will watch Professor Jasmine Roberts-Crews' TEDx talk "I'm tired of talking about race," recorded at Ohio State University, April 5th, 2019. 

Afterwards, we will revisit our discussion but thus time adding contemporary examples such as the January 6th Insurrection, police responses to BLM marches, legislative responses to Critical Race Theory (or what legislatures argue is CRT). 

2. Ungrading

In a nutshell, ungrading is the nontraditional or alternative way of coming up with the end of course appraisal for each individual student. I used to do this. I try something new each semester. Sometimes it sticks for a while, but eventually, I make room to try new stuff. Some time ago I had students not only come up with their own grades but their own assignments as well.

I placed students in groups. In groups, students produced a group assignment but were assigned specific individual tasks within each group. Then, the group would assess their final product and individuals would assess their productivity. The average of those two became each students' course grade. I did reserve the right to alter grades if the evidence dictates. 

Now ungrading is an actual thing. A national thing. Part of the pedagogy of teaching. A brand. So, before there was ungrading, I was ungrading. Now that there is ungrading, I am going to give it another go at it. 

Jesse Stommel is at the epicenter of the ungrading movement. 

3. Play

Play is not necessarily the opposite of work. The opposite of work is relaxation. Play, on the other hand, is action. Movement. Facilitates and promotes work. Play enhances work. Play is an important aspect of work. 

We play when we are children. We make up games. We make up rules. We enforce those rules. Then when we get older we start playing games with established rules (like sports). And more of us fall to the wayside. Play is important because play taps into our imagination, creativity, improv, and innovation skills that translate well in group work. 

One type of play that I plan on introducing to my classes is a role-playing game called Dungeons and Dragons. This game has players working both as individuals and as a group. There are all sorts of ways to break the ice, create group cohesion, and group identity. I think it is also important to push away from academics occasionally and play. Do something that is fun, but that also forwards the need for people to learn how to best work in groups while also maintaining their individual needs. There are rules to the game (gravity exists, some will be stronger or wiser or quicker than others) but most of the game is created in the players' heads and the outcomes are primarily based on what imaginative or innovative solutions the individuals or groups come up with. 

So, these are the Big Three new items I will introduce to my classes this Fall. I will report back on the findings. Better yet, I will have students report back their findings/reflections. 

Why Do I Author OER?

 Why do I author OER? Let me count the ways.

1. Affordability. I'm a fan of the old Cedarburg Flea Market. Once a week the town of Cedarburg Wisconsin hosted this massive flea market. Folks from all over would bring their treasures and junk to sell. My grandpa Kubicki and Uncle Tony frequently sold stuff there like beer cans and comic books that Tony collected. Upon their return, they would regale me with stories of all the cheap stuff they bought from the guys there. 

So when, in 2006, I was told that I had to use a $125 reader I said to myself "Self, I bet I can come up with a reader from sources on the internet." Challenge accepted! And I did. I didn't know what OER was or even if OER was a thing in 2006. 

Fast forward to 2011 when I started writing what would become my first shot at a textbook. Eventually, the book came (is coming) together and I am saving students the cost of having to shell out x amount of cash. 

Students told me that they frequently are forced to buy textbooks that they do not completely use. And so they applaud my efforts to provide them the opportunity to use that money on other things such as food, gas, and utilities as reported to me. The affordability argument is low-hanging fruit. 

2. Inclusion. Authoring this OER US history textbook has brought me closer to my students. They give me feedback on what they like and dislike and why, what works for them and why. So I have stepped off the traditional textbook path and have included people and events that my students report they like, they want to read more about. 

And, my students provide content for the book so this is an example of ultimate inclusion! My students research and write about what most interests them. So sometimes we have different views of the same event -contested history.

3. Diversity. Because of student content and because I change my lectures as my students voice their interests, I've found there becomes a greater diversity to the classroom, which includes what finds its way into our OER textbook. 

4. Ownership. Students pride themselves on the assignments and using the textbook. One of the goals of every assignment is to make it into the book. Most do not but even those who do not still feel the pride of ownership through their past classmates who have because they are excited about reading a textbook that includes work from their own peer group. 

5. Accessibility. The book is on a platform that works well with smartphones. I did this purposefully because for so many of my students their smartphone is their device of choice to read materials. The book also has a print option for those who want a traditional reading experience. 

6. Resource. The textbook, being a bit over 1,000 pages and counting, is a resource. The book is fully cited so students can go to the citations for further research ideas. There are hyperlinks thoughout the book. Once the 2nd edition is complete (as of this writing I have 6 more chapters to write) I will go back to chapter 1 and insert a "For Further Reading" section as well as a list o dedicated links. 

I am sure there are other reasons to author an OER textbook. These are just a few that immediately popped into my head. That's my story and I'm sticking to it.