Thinking about expressive poetry as a kind of personal attendant, a "page" that is created, in this case to carry out the instructor's wishes.

Here's an excerpt from the UNESCO recommendation that I really like: "Inclusive and equitable access to quality OER: OER are shared online and offline, in editable formats, on platforms that make them easy to find, use, adapt and share"

Dr. Deepak Gupta

This is very cool work Nate! Thank you for thinking through this and sharing it :-)

Feels like you are hitting on a meta-cognitive aspect here. Worth noting this explicitly?

Drawing on this article by Seraphin et al. (2018), I look at renewable work along several dimensions, including a larger audience (beyond the instructor/students), longer life (beyond the course/semester), and greater impact (outside of training & student learning). See: https://journals.sagepub.com/doi/10.1177/1475725718811711

I like how you included "training" in the Emerging category because so much of open pedagogy necessitates the development of new skills (which may then be practiced and applied). Wondering therefore about whether the training bit should stay across the Developing and Transforming categories?

Add a Mastadon link?

Should we clarify that this will/might require payment?

Worth mentioning also that Pressbooks https://pressbooks.com/ and the Rebus Community https://about.rebus.community/ are both based in Montreal

Worth mentioning that the OERu partnership has several Canadian partners, including Thompson Rivers University, Kwantlen Polytechnic University, BCcampus, and eCampus Ontario: https://oeru.org/

Add:

Hendricks, C., Reinsberg, S. A., & Rieger, G. W. (2017). The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions. The International Review of Research in Open and Distributed Learning, 18(4). https://doi.org/10.19173/irrodl.v18i4.3006

Jhangiani, R. S., Dastur, F. N., LeGrand, R., & Penner, K. (2018). As good or better than commercial textbooks: Students’ perceptions and outcomes from using open digital and open print textbooks. The Canadian Journal for the Scholarship of Teaching and Learning, 9(1).

Jhangiani, R. S., Green, A., & Belshaw, J. D. (2016). Multiple approaches to open textbook development: Lessons learned from three disciplines. In P. Blessinger & T. J. Bliss (Eds.), Open Education: International Perspectives in Higher Education. Open Book Publishers.

Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus.

Ross, H., Hendricks, C., & Mowat, V. (2018). Open Textbooks in an Introductory Sociology Course in Canada: Student Views and Completion Rates. Open Praxis, 10(4), 393-403. doi:http://dx.doi.org/10.5944/openpraxis.10.4.892

KPU now has 3 Zed Cred programs, including an Associate of Arts Degree in General Studies. More will be launched over the next year.

This role has evolved to an Associate Vice Provost, Open Education. For more information see: kpu.ca/open

This has changed a lot. 90% of BC institutions now adopt open textbooks. Awareness has grown across the country, with many institutions, from Yukon College to UPEI supporting OER adoption. Many institutions now have cross-functional OER working groups.

Kwantlen Polytechnic University has Open Education as a major theme in its Academic Plan: https://www.kpu.ca/vp-academic/academic-plan-2023/open-education and has a related strategic plan for Open Education: http://kpu.pressbooks.pub/openeducation

(Burnaby, BC)

I love the idea of these innovation pilots. I am especially interested in looking at the role that Open Pedagogy can play in OERu courses. If we design some elements within our courses that enable students to help shape, update, and otherwise improve the courses, this could be a very innovative and efficient way to support the continual update process.

In the year and half that have passed since the publication of this book, many new resources have been created to support educators who wish to embrace open pedagogy. These include the Open Pedagogy Notebook and A Guide to Making Open Textbooks with Students. Open Pedagogy also features among the 10 key directions highlighted in CPT+10, the 10th anniversary of the Cape Town Open Education Declaration.

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As all assignments should. See for example the work on "disposable assignments"

When I work with "campus" faculty, the use of online as a mode (even in part) is often associated with innovation.

This is critical. The potential of online learning to help overcome some barriers can be completed negated if we ignore UDL, for example.

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