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File:Hybrid Teaching Pilot Evaluation Report Edited HorizonReport Jan2023.pdf

2023-01-22T20:41:57Z

ChristinaHendricks: ChristinaHendricks uploaded a new version of File:Hybrid Teaching Pilot Evaluation Report Edited HorizonReport Jan2023.pdf

=={{int:filedesc}}==
{{Information
|description={{en|1=An abridged version of an evaluation report of course using a hybrid teaching and learning format in Summer 2021, supported by pilot funding from UBC.}}
|date=Fall 2021
|source=An abridged version of a longer report posted at https://isotl.sites.olt.ubc.ca/files/2022/04/Hybrid-Teaching-Pilot_Evaluation-Report-10202021.pdf
|author=Trish Varao- Sousa, Paulina Semenec and Adriana Briseño-Garzón
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cr-ubc}}

[[Category:CTLT Resources]]

Documentation:Hybrid Teaching Report 2021

2023-01-22T20:38:10Z

ChristinaHendricks: Added link to the report as posted on the UBC Wiki

The VP Academic Office provided funding for piloting hybrid courses in the summer of 2021, where "a hybrid course was defined as one where a portion of the students attend in-person for some/all of the learning activities, while the remainder are remote." The link below is to an evaluation report produced by the CTLT Research and Evaluation Team in the fall of 2021, discussing five course pilots from the previous summer, with differing hybrid approaches. The report also includes several recommendations for teaching and learning in these kinds of formats.

* [https://wiki.ubc.ca/File:Hybrid_Teaching_Pilot_Evaluation_Report_Edited_HorizonReport_Jan2023.pdf Hybrid Teaching Pilot Grants Evaluation Report, Fall 2021 (abridged version)]

[https://isotl.sites.olt.ubc.ca/files/2022/04/Hybrid-Teaching-Pilot_Evaluation-Report-10202021.pdf A longer version of the report] with more details can be found on the Institute for the Scholarship of Teaching and learning website.

As of 2022, the terminology at UBC has changed, with new [https://students.ubc.ca/enrolment/courses/course-modes-delivery definitions of in-person, online, hybrid, and multi-access courses]. Some of the courses in the report may fall under different categories than "hybrid" under that nomenclature.
[[Category:CTLT Resources]]

File:Hybrid Teaching Pilot Evaluation Report Edited HorizonReport Jan2023.pdf

2023-01-22T20:36:55Z

ChristinaHendricks: Uploaded a work by Trish Varao- Sousa, Paulina Semenec and Adriana Briseño-Garzón from An abridged version of a longer report posted at https://isotl.sites.olt.ubc.ca/files/2022/04/Hybrid-Teaching-Pilot_Evaluation-Report-10202021.pdf with UploadWizard

Documentation:Hybrid Teaching Report 2021

2023-01-22T20:33:41Z

ChristinaHendricks: Added new page

The VP Academic Office provided funding for piloting hybrid courses in the summer of 2021, where "a hybrid course was defined as one where a portion of the students attend in-person for some/all of the learning activities, while the remainder are remote." The link below is to an evaluation report produced by the CTLT Research and Evaluation Team in the fall of 2021, discussing five course pilots from the previous summer, with differing hybrid approaches. The report also includes several recommendations for teaching and learning in these kinds of formats.

Hybrid Teaching Pilot Grants Evaluation Report, Fall 2021 (abridged version)

[https://isotl.sites.olt.ubc.ca/files/2022/04/Hybrid-Teaching-Pilot_Evaluation-Report-10202021.pdf A longer version of the report] with more details can be found on the Institute for the Scholarship of Teaching and learning website.

As of 2022, the terminology at UBC has changed, with new [https://students.ubc.ca/enrolment/courses/course-modes-delivery definitions of in-person, online, hybrid, and multi-access courses]. Some of the courses in the report may fall under different categories than "hybrid" under that nomenclature.
[[Category:CTLT Resources]]

Sandbox:PHIL TAtraining TeachingDossier

2022-07-25T19:03:32Z

ChristinaHendricks: /* Discussion: */

These are notes and links to resources for the Philosophy department TA training session on teaching dossiers. This session was held April 12, 2017, but this page can be used for future sessions as well if anyone would like!

== Objectives for the session ==

By the end of this session you should be able to:

* Explain some of the important elements of a teaching philosophy statement in the discipline of philosophy
* Explain the main elements you'll put into your teaching dossier, depending on the purpose and audience you're creating it for

You will leave the workshop with:
* An outline of some of the main points you could include in your own teaching philosophy statement
* An outline of elements you may include in your teaching dossier

== Elements of a teaching dossier ==

What kind of dossier you create, and what goes into it, will depend on the '''purpose''' and '''audience''' for it.

=== '''Discussion:''' ===

1. For what kinds of purposes might one create a teaching dossier or portfolio? Who would be the audiences for these?
* Write on board purposes we come up with

There is space on one of the worksheets handed out in the session for notes on these things: [[File:TchgDossier-TAtraining-Worksheets-April2017.pdf|thumb|Worksheet for Philosophy Dept. TA training session on teaching dossiers]]

'''notes from session in April 2017 on the above'''
* job applications
* for students, to see information about you as a teacher
* for feedback from others
* for reflection on your own teaching

2. How does one demonstrate effective teaching? What evidence could be used to show it?
* List on board
* Then say which sort of portfolio each kind of evidence might go into, from number 1, above)
'''notes from session in April 2017 on the above'''
* For job applications
** Teaching statement
** Teaching experience: describe courses and responsibilities in each, briefly
** Professional development activities (e.g., workshops on teaching and learning you've taken)
** Sample course materials (e.g., syllabi, assignments, advice for writing)
** List of courses you are prepared to teach
** Evidence of Teaching Effectiveness
*** student evaluations (be sure to include representative sample of comments, including critical ones; can briefly explain how those helped you reflect on & improve your teaching if applicable)
*** student letters or emails thanking you for the course, or solicited student letters for things like teaching awards
*** evidence of what your students have been able to do on the basis of your course (e.g., did you help a student publish a paper in an undergrad journal that they had written in your course?)
*** peer reviews of teaching--by profs, by graduate student peers (informal; CTLT has a program that organizes such peer reviews)
*** teaching awards or other recognition
*** professional development workshops you've facilitated
*** conference presentations about teaching & learning

=== Collect evidence as you go through your graduate study! ===
* Keep many documents: syllabi, assignments you've created, course evals, emails from students, notes or slides you have from giving guest lectures or running discussion groups, notes from PD workshops...what else?
* These things may not all go into your dossier but they are useful for reflecting on what you've done as you craft your dossier, even if they don't go in.

=== Some online examples of dossiers ===

* Joanne Fox – http://www.joannealisonfox.com/
* Rebecca Taylor – https://rebeccalynntaylor.wordpress.com/
* Shona Ellis - http://blogs.ubc.ca/shonaellis/

Philosophy dossiers

* Melissa Jacquart: http://melissajacquart.com/ (three sections under "teaching" tab)
* Christina Hendricks: http://chendricks.org/portfolio
* a few shown on paper in the session

For teaching dossiers related to academic job applications in philosophy, you could also ask the Philosophy department Placement Officer for samples from recent graduate students who have agreed to provide their dossiers for this purpose.

== Teaching philosophy statement ==
 

=== Activity ===
Groups read teaching philosophy statements from recent graduate students in philosophy. Write down:

* what you think is particularly effective
* whether you think anything might be improved
* whether there is anything else you would like to know about this person's teaching if you were reading this for a job application

=== Discussion ===
Brainstorm and write on board what you think should go into a teaching philosophy statement, focusing in particular on the context of teaching philosophy courses. You can take notes on the worksheets for this session: [[File:TchgDossier-TAtraining-Worksheets-April2017.pdf|thumb|Worksheet for Philosophy Dept. TA training session on teaching dossiers]]

=== General suggestions for teaching philosophy statements ===

Here are some general suggestions gleaned from my own experience reading teaching philosophy statements and from reading a few online sources.

* '''Keep it concise:''' Most teaching philosophy statements are 1-2 pages. This makes doing all of the following challenging!
* '''Get feedback:''' Write a draft, get feedback from others (including peers and also those with experience in reading or writing effective teaching statements), write a new draft, get more feedback if others are willing. Repeat.
* '''Be specific:''' Don't stop at sweeping statements about what you hope to accomplish in your teaching but give concrete examples of what you have done or plan to do. E.g., instead of just saying you include both lecture and classroom activities during class time, give one or two specific examples of the classroom activities and why you use those.
* '''Show evidence of reflection:''' Explain your rationale for what you do in your teaching; if your teaching practice is based in any research on teaching and learning, you could include citations to that research (optional).
* '''Don't forget student learning:''' This is a "teaching philosophy statement," but it's good to also talk about student learning. What are your goals for student learning and how do you try to achieve them? (more on this below). How have students reacted to what you are doing in the classroom? Has their work improved through a particular intervention?
* '''Avoid jargon:''' Your audience may not know buzzwords or jargon related to teaching and learning, so it's better to explain what you are doing rather than rely on terms the audience may not know (this is audience-dependent, of course)
* '''Avoid nice-sounding but empty terms and phrases (or fill them out):''' Everyone wants their students to be critical thinkers; don't stop at saying that. If you want to include discussion of that, explain what it means to you and how you try to instill that skill/habit in students.
* '''Ground your statement in your discipline:''' Your teaching philosophy statement shouldn't be interchangeable with that of someone in another discipline; think about what you do that is specific to teaching philosophy courses, what you try to accomplish in those.That will help you avoid the empty phrases discussed above.
* '''Make it memorable:''' Here is a nice piece of advice from [http://gradschool.cornell.edu/career-guide/teaching-philosophy-statement a Cornell University website on teaching philosophy statements]: "The search committee is seeing many of these documents—What is going to set you apart? What will they remember? Your teaching philosophy will come to life if you create a vivid portrait of yourself as a person who is intentional about teaching practices and committed to your career."
** You can set your statement apart and make it more memorably by including specifics of what you do and why, allowing others to visualize your teaching practice beyond platitudes.

=== Online resources for teaching philosophy statements ===
 

==== The Center for Research on Learning and Teaching at the University of Michigan ====

They have [http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no23.pdf a helpful short paper] with advice on writing teaching philosophy statements that is based on survey responses from search committee chairs, research on best practices in teaching and learning, and the authors' own experiences reading teaching philosophy statements.

They suggest a few categories of things you could include in your statement:

* Goals for student learning
** Consider: how do you hope students will be different after taking your class? What can they do, what sorts of skills and attitudes will that have if your goals are met?

* Enactment of goals
** What sorts of activities do students do in your class that are aimed at reaching the above goals?

* Assessment of goals
** How do you determine if the goals are met? What kinds of assessments do you use, and how are they related to your goals for student learning?

* Creating an inclusive learning environment (this might be covered in a separate diversity statement, if you have one)
** Instead of having a standalone "diversity paragraph" in the statement, consider including diversity considerations in several aspects of the statement

They also have [http://www.crlt.umich.edu/sites/default/files/resource_files/TeachingPhilosophyRubric.pdf a rubric] you could use to evaluate the quality of your teaching philosophy statement in these categories.

They emphasize ensuring you have an alignment between goals, activities to enact these goals, and assessments--this not only unifies your teaching statement, but is best practice for course design as well!

==== [http://advan.physiology.org/content/35/2/136.long Article by Kearns and Subino Sullivan (2011)] ====
This article makes similar suggestions as to elements of the dossier, saying it would be useful to include learning goals, teaching methods aimed at achieving those, and assessment of student learning. They also add another category you could include:

* Assessment of teaching: "What are your strengths as a teacher? How will you improve students' achievement of [your] learning goals? What aspects of your teaching are you working on right now?" (p. 139).

They also provide a useful set of examples for how to structure a teaching statement. There are multiple formats you might choose, such as:

* Start with a paragraph about the goals you have for student learning, then give specific examples of activities and assessments linked to these goals in the next 2-3 paragraphs, then end with a paragraph in which you "analyze your overall teaching effectiveness and propose future teaching developments" (p. 140).
* Include as part of your statement a "great moment" you have had in teaching--what has worked well and why? How do you know it worked? How does it connect to your teaching goals?
** You could also include a "not-so-great moment" as well as a great moment, comparing the two and saying what you've learned.
* Structure your statement around a story, "a pivotal moment, either in your own learning or in your teaching" (140). Then connect the rest of the statement to that event in some way, being sure to still talk about teaching goals, activities and assessments.
* Start with a metaphor about teaching and learning, and then structure the rest of the statement around that metaphor.

== Outlining your dossier ==

Start with your statement of teaching philosophy, and then build your evidence around that in order to have a coherent dossier.

=== Starting a teaching philosophy statement ===
'''Activity:'''
* Write down 2-3 goals you have for student learning when you teach philosophy courses. These could be different for different courses, so choose 1-2 courses to focus on. They can be short phrases.
** Put these at the top of sheets of paper (or one per side of a piece of paper)
* Under each goal, brainstorm course activities and assessments you do or could do to help students achieve the goal.

Put these notes on the worksheets for the session: [[File:TchgDossier-TAtraining-Worksheets-April2017.pdf|thumb|Worksheet for Philosophy Dept. TA training session on teaching dossiers]]

If you want to work on your teaching statement outside the workshop, you could also consider brainstorming:
* Write down a "great moment" in your teaching so far, and a "not-so-great moment." Why were these great and not-so-great? What did you learn from the latter? How could you connect those to teaching goals?
* Think about an excellent teacher you have had. What did they do that impacted your learning effectively? What values or goals for your own teaching can you connect to that experience?
* Is there a story about a pivotal moment in your teaching or learning experience you could use to start your statement and connect other parts of your statement to? How could you connect it to teaching goals?

=== Outlining your dossier ===

'''Activity:''' Outline which elements you'd like to include in your dossier, based on:
* What we brainstormed on the board earlier
* What you are including in your teaching statement--how could your dossier connect to what you said in your teaching statement?

Put these notes on the worksheets for the session: [[File:TchgDossier-TAtraining-Worksheets-April2017.pdf|thumb|Worksheet for Philosophy Dept. TA training session on teaching dossiers]]

== Resources ==

Here are some web pages linked to above and also a few others.

'''Teaching Philosophy Statements'''
* [http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no23.pdf O'Neal, C. et al. (2007). Writing a statement of teaching philosophy for the academic job search.] University of Michigan Center for Research on Teaching and Learning.
** [http://www.crlt.umich.edu/sites/default/files/resource_files/TeachingPhilosophyRubric.pdf Rubric for evaluating teaching statements] using the categories they suggest for such statements
* [http://advan.physiology.org/content/35/2/136.long Kearns, K.D. and Subino Sullivan, C. (2011). Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy.] Advances in Physiology Education 35, 136-145. Open access.
* [https://ucat.osu.edu/professional-development/teaching-portfolio/philosophy/ Ohio State University Centre for the Advancement of Teaching page on Teaching Philosophy Statements.]
* [https://cft.vanderbilt.edu/guides-sub-pages/teaching-statements/ Vanderbilt University Center for Teaching web page on teaching statements]
* [http://gradschool.cornell.edu/career-guide/teaching-philosophy-statement Cornell University Graduate School web page on teaching statements]
* [http://www.chronicle.com/article/How-to-Write-a-Statement-of/45133/ Gabriella Montell, "How to Write a Statement of Teaching Philosophy" (2003)], from the Chronicle of Higher Education

'''Diversity Statements'''
* [https://www.insidehighered.com/advice/2016/06/10/how-write-effective-diversity-statement-essay Golash-Boza (2016). The Effective Diversity Statement.] Inside Higher Ed website.
* [http://facultydiversity.ucsd.edu/c2d/index.html University of California San Diego information on diversity statements]. From the UCSD Center for Faculty Diversity and Inclusion.
* [https://tacdiversitystatement.wikispaces.com/ Resources from a workshop on writing diversity statements] from University of California, Davis.

'''Teaching Portfolios'''
* [http://ctlt.ubc.ca/resources/teaching/portfolios/ UBC Centre for Teaching, Learning and Technology web page on teaching portfolios]
* [http://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/academic-careers/landing-an-academic-job/teaching-portfolio Dusquene University web page on teaching portfolios]
* [https://www.uwo.ca/tsc/graduate_student_programs/western_certificate/teaching_portfolio.html Western University Teaching Support Centre page on teaching portfolios]
* [https://teaching.usask.ca/teaching-support/teaching-portfolios.php University of Saskatchewan Centre for Teaching and Learning page on teaching portfolios]

'''Philosophy Specific resources'''
* Melissa Jacquart has some useful slides on teaching dossiers & teaching philosophy statements for philosophy, [http://melissajacquart.com/ on her website]. [http://melissajacquart.com/wp-content/uploads/2014/09/Teaching_Dossier_Workshop.pdf Here is a PDF of the slides,] which are under Teaching -> Resources for Instructors on her site.

[[Category:Philosophy]]

Sandbox:OER Lethbridge 2020

2022-06-01T18:15:53Z

ChristinaHendricks: /* Slides */

This is a page for a workshop in Lethbridge, Alberta, about adapting OER (specifically focusing on Pressbooks), on October 20, 2020. The workshop was facilitated by [[User:ChristinaHendricks|Christina Hendricks]], and it was held online due to COVID-19.

== Workshop overview & slides ==

=== Territory acknowledgement ===
I am joining from the traditional and unceded territories of the [https://www.musqueam.bc.ca/ xʷməθkʷəy̓əm] (Musqueam), [https://www.squamish.net/ Sḵwx̱wú7mesh] (Squamish), and [https://twnation.ca/ Sel̓íl̓witulh] (Tsleil-Waututh) Nations.

Resources mentioned during territory acknowledgement:
* [https://open.ubc.ca/open-dialogues-daniel-heath-justice/ Interview with Daniel Heath Justice on Decolonizing Open] (August 2020)
* [[Documentation:Open UBC/Open for Learning/Presentations#Tension and Risk in Open Scholarship: A Conversation|Tension and Risk in Open Scholarship panel discussion]] in Vancouver in Oct. 2017

=== Agenda ===
Part One: (45 mins)
* Overview of OER; CC licenses and adapting OER
Break(5 mins)

Part Two: (30 mins)
* Intro to Pressbooks: add/delete chapters, revise text, add video & images
Part Three: (20-25 mins)
* Breakout rooms to practice hands on in Pressbooks
Part Four: (15-20 mins)
* Discussion/Debrief/Q&A

=== Slides ===
The slides are embedded below, and you can download a Power Point version of the slides for reuse or revision by clicking on the three dots icon, then "more."

If the embedded slides aren't working, you can [https://docs.google.com/presentation/d/1rbs3T6fjCV_6Tpk6Q7TLofrirD1aotFcguq4Y5t84h4/edit?usp=sharing view them on Google slides here].

{{Google Presentation|docid=1rbs3T6fjCV_6Tpk6Q7TLofrirD1aotFcguq4Y5t84h4|size=medium}}

== Part 1: Overview of OER ==
This section is partly presentation, partly interactive.
* What does "open" mean? What are OER?
* Why OER?
** What are some benefits of using, adapting, or creating OER?
** Challenges with using, adapting, or creating OER
* CC licenses & adapting OER
** How to do attribution statements for adaptations
* Break to get up and move around!

== Part 2: Introduction to Pressbooks ==
Participants will all be working to adapt a copy of ''[https://opentextbc.ca/biology/ Concepts of Biology: 1st Canadian Edition]'' in Pressbooks, so sample images and videos are related to that book.

=== A few basics ===
Links below are to relevant sections in the [https://guide.pressbooks.com/ Pressbooks User Guide])
* Navigating the parts of the dashboard we'll use today ([https://guide.pressbooks.com/chapter/navigating-the-pressbooks-menus/ Pressbooks User Guide on various aspects of the dashboard])
* [https://guide.pressbooks.com/chapter/chapters/ Adding and deleting chapters]
* [https://guide.pressbooks.com/chapter/visual-text-editors/ Revising text in a chapter], including using headers
=== Embedding videos ===
How to [https://guide.pressbooks.com/chapter/embedded-media-interactive-content/#howtoembedcontent embed a video in a chapter] on Pressbooks (from the Pressbooks User Guide)

It's as simple as pasting the URL into the visual editing screen!

==== Sample videos you could add ====
* [https://youtu.be/bunbwBuLdJE Cell physiology] (licensed CC BY)
* [https://youtu.be/Hhj04Uai3_Q Cell cycle] (licensed CC BY)

==== Finding other videos ====
Whether you can embed a video that has all rights reserved, without express permission, may differ in different copyright jurisdictions. The safest thing to do is to find CC licensed videos to embed in an open textbook.

For [https://youtube.com YouTube] videos, do a search, then click on "Filters" on the top left, go to "Features" and choose "Creative Commons."

For [https://vimeo.com/watch Vimeo], do a search, then go to the left menu and find "+ More Filters", then scroll down to filter by CC license.

=== Adding an image to a chapter ===
We will use method 1, below. Method 2 is easier, but you run the risk of losing the image if it gets removed from the place it's currently in.
# [https://guide.pressbooks.com/chapter/adding-images/ Pressbooks Guide chapter on adding images] (This method uploads the image to the media library in the book, so it will always remain in the book.)
# [https://wiki.ubc.ca/Sandbox:Pressbooks_Images_CCsearch Adding images using CC search html code] (Note, this method does not upload the image to the media library for the book, which means that it's possible the image could be removed from its current location and you wouldn't have it in the book anymore.)
==== Sample images you could add ====
The links below are all for images found using the [https://search.creativecommons.org/ CC search tool].
* Chapter 1: [https://search.creativecommons.org/photos/6206e529-c246-47f7-828b-1174c8b6c813 Earth]
* Chapter 1.1: [https://search.creativecommons.org/photos/aeda7a09-8103-4833-ab42-2d6b37cf8584 Woodhouse's Toad]; [https://search.creativecommons.org/photos/edaea9c6-ebf5-4077-b344-fcbfb54da1f1 Mimosa Pudica]
* Chapter 1.2: [https://search.creativecommons.org/photos/87134233-98d8-44bc-861c-a139e4aed9b5 e. coli image]
* Chapter 2.1: [https://search.creativecommons.org/photos/19d876a7-2ea2-4f0b-8a63-cf1aac425aea Ionic bonds]
* Chapter 2.2: [https://search.creativecommons.org/photos/ae21526e-13ef-4ec4-b96c-9503e7020154 Litmus paper for alkaline testing]
* Chapter 2.3: [https://search.creativecommons.org/photos/639810ec-93fe-4454-b2da-362458ef68cf Diamond and graphite with scale]

*

==== Finding other images ====
[[Documentation:PDCCLicenses|A collection of image, video, and audio resources, here on the UBC wiki]]: various places where you can find public domain, CC licensed, or otherwise revisable and reusable images, videos, audio.

See also the library resources under "Further Resources," below.

== Part 3: Practice in Pressbooks in breakout rooms ==
Each registrant will have access the [https://opentextbc.ca/biology/ Concepts of Biology: First Canadian Edition] open textbook on Pressbooks. Participants will work together in small groups in breakout rooms to practice doing some minor revisions to the textbook.

=== Breakout rooms and sections of the textbook ===
Each group will have one section of the textbook they're working on:
* Group 1: Chapter 1.1
* Group 2: Chapter 1.2
* Group 3: Chapter 2.1
* Group 4: Chapter 2.2
* Group 5: Chapter 2.3

=== Breakout room instructions ===
The breakout rooms will last about 20-25 minutes.
* '''One person in the group will share their screen on Zoom''' so everyone can discuss together what to do.

* Only one person at a time can edit a section in the book, so if other group members want to practice on their own, they'll need to choose a section later down in the book that no one else is editing.
* Each group has a facilitator that can help with Pressbooks questions.
* If the group needs further help, click "Ask for help" at the bottom of your breakout room screen, which will signal the main host to come into the breakout room.
* Pick '''one person to report back''' on how things went, what questions you have or issues you ran into.

In the breakout room, the group can choose to practice one or more of the following things (links are to the Pressbooks User Guide)
* [https://guide.pressbooks.com/chapter/chapters/ Adding and deleting chapters]
* [https://guide.pressbooks.com/chapter/visual-text-editors/ Revising text in a chapter], including using headers
* [https://guide.pressbooks.com/chapter/embedded-media-interactive-content/ Embedding a video]
* [https://guide.pressbooks.com/chapter/adding-images/ Adding an image] (instructions for method 1, above)

== Further Resources ==
* [https://library.ulethbridge.ca/c.php?g=422640&p=2885861 University of Lethbridge Library Guide on OER]
* [https://guides.library.ubc.ca/open-education/home UBC Library Guide on open education]: See the left menu for searching by type of OER (e.g., images, audio, textbooks) or by subject.
* [https://opentextbc.ca/oerdiscipline/ BCcampus OER by Discipline Directory]: lists OER by various disciplines; frequently updated.

* [https://opentextbc.ca/accessibilitytoolkit/ BCcampus OER Accessibility Toolkit (2nd edition)]
{{cc-by-sa-4.0}}
[[Category:Pressbooks]]
[[Category:Open Education]]

Documentation:Inclusive Teaching/Learner Centered Syllabus

2022-05-17T16:42:53Z

ChristinaHendricks: /* Online Resources */ Fixed some broken links

'''<big><big>How to Make your Syllabus More Learner-Centered</big></big>''' 
The syllabus is an important document which contains key information about a course. In particular, learner-centered syllabus are written focusing on the needs of students. For example, a well-organized, comprehensive, and clearly written learner-centered syllabus will:
* Use a positive tone and a tone of caring
* Provide rationale for the course objectives, activities, and assignments
* Communicate what students need to do to succeed in the course
* Emphasize how the course/instructor can facilitate academic success of students
* Foster a learning community

Considering this is the first communication that you will have with your students, why not use effective strategies that will motivate students to be more active and engaged in learning and foster a positive learning community from the beginning?

This resource explores the characteristics and benefits of a learner-centered syllabus, and guides you on developing an effective learner-centered syllabus.

After completing this resource, you will learn how to:
# list essential items that need to be included in a syllabus.
# explain the purposes and benefits of a learner-centered syllabus, from both the student and instructor’s perspective.
# identify at least 5 strategies for learner-centered syllabus.
# take the information from this session and create an updated learner-centred syllabus.

== What is Syllabus at UBC-V? ==

As part of your course design process, you will compile key information into a syllabus.

Please read [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf UBC-V’s Senate Policy] on “Content and Distribution of Course Syllabi”. This document details the requirements for all course syllabi at UBC-V.

A course syllabus template can be found [[:File:Ubc-course-syllabus-template.docx|here]]. Note: the linked template is optional but it is meant to help you meet the requirements the new policy for UBC-V syllabi mentioned above.

Requirements for a course syllabus include, but are not limited to:
* Course title and description
* Name of the course instructor
* Description of the course structure
* Course-level learning outcomes
* Assessment, evaluation, and grading
* List of required learning materials
* Course schedule

A course syllabus is often viewed as a technical document; some may even view it as a ‘contract’ between the instructors and the students (Bart, 2015). However, an effective syllabus can help build connections and provide support in students’ academic success.

=== Sample syllabi created using the UBC-V optional template ===
Dr. Jackie Stewart (Department of Chemistry) [[:File:CHEM100Syllabus20W(1).pdf|Chemistry 100 Syllabus]]

Dr. Silvia Bartolic (Department of Sociology) [https://wiki.ubc.ca/File:Family_Studies_314_Syllabus_(W2019-2020).pdf Family Studies 314: Development of Relationships Syllabus]

If you have created your syllabus using the [[:File:Ubc-course-syllabus-template.docx|UBC-V template]] and are willing to have it posted here, please send your syllabus to Dr. Isabeau Iqbal [isabeau(dot)iqbal@ubc(dot)ca]

== Why Construct Learner-Centered Syllabus ==

An effective syllabus connects the instructor with the students, acquaints students with the structure of course, sets the tone for caring and defines students’ responsibilities for success. Learner-centred syllabi help to build greater student-instructor rapport considering the instructor more approachable, encouraging, open-minded and enthusiastic for teaching and learning (reference).

::''A learner-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development. Diamond, 1997, p. xi.''

== How to Construct a Learner-Centered Syllabus ==

'''Focus on the needs of the students, as these relate to their learning process'''
* Emphasis shifts from “What are we going to cover?” to “How can the course promote learning and intellectual development in students”?
* Language aims to foster a more engaging learning environment.

'''Foster a learning community'''
* Inform how to communicate with the instructor (eg. office hours and methods of contact).
* Use a positive tone and set a tone of caring.
* Describe the importance of active learning and encourage students to help each other.
* Convey your enthusiasm for teaching and learning.

'''Facilitate the academic success of students'''
* Include rationale for course objectives and assignments.
* When possible, allow student to have choice around deadlines and/or assignments.
* Guide students to overcome potential pitfalls.
* Outline expectations for students and ask what they expect of us
* Include recommendations for how to tackle certain projects, assignments.

'''View learning as a partnership between instructor(s) and students'''
* This philosophy of teaching goes beyond the syllabus, and requires a redesign of the instructional and learning activities.

== What are the characteristics and benefits of a Learner-Centered Syllabus? ==

There are numerous characteristics and benefits associated with a learner-centered syllabus. Transitioning between a “traditional” syllabus to a more learner-centered requires some careful planning and thinking. The shift may be done over time and adjustments made progressively to better address students’ needs. You may want to consider up front how you would like to address the students through the syllabus, with a writing style that provides a cohesive picture between you in class and the way the document is written.

Here are some of the characteristics and benefits of a learning-centered syllabus:
* Provide a cohesive picture between “me” in class and the way I write the syllabus
* Establishes connection with students
* Acquaints students with structure of course
* Sets the warm and caring tone
* Defines students’ responsibilities for success (e.g. How to do well in this course?)
* Includes brief but enough descriptions of assignments
* Helps students determine their readiness for the course
* States how course fits into the overall program, or meets certain accreditation requirements
* Communicates technology requirements (if applicable).

These elements vary from one discipline to another, you could include some information on student behaviour with regards to labs, computer labs (e.g. food and drink not allowed)., clinical placements, etc.

== Strategies and Examples ==

In the following section, we provide few examples of course syllabi to show the difference between a traditional format and a more learning-centered approach. The shifting from traditional to learner-centered requires several iterations.

=== Office Hours and Communication ===
Listing your contact information only will not be enough to encourage students to reach out to you for help. Use a friendly tone to present yourself (instructor) more approachable.

'''Example:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Instructor:''' John Doe 
'''Office:''' 2.22 Irving K. Barber Learning Centre 
'''Telephone:''' 604-123-4567 
'''Email:''' john.doe@ubc.ca 
'''Office Hour:''' By appointment 
| '''Instructor:''' John Doe 
'''Office:''' 2.22 Irving K. Barber Learning Centre 
'''Telephone:''' 604-123-4567 
'''Email:''' john.doe@ubc.ca 
'''Office Hour:''' TR 9:30–10:30 am (walk-in) 
'''Virtual Office Hour:''' W 7:00-8:00 pm, www.virtualoffice.ca/JohnDoe 
I always welcome you to contact me outside of class and office hours. During my office hours, my door and my virtual door are always open. Stop by or call me during the office hour. If the office hour does not work with your schedule, please let me know and I will try to work out a time to meet you. 

If you prefer emails, I aim to respond within 48 hours.
|}

=== Course Overview ===
Provide a clear statement of intended goals and student outcomes in one paragraph, with the intention of establishing a connection with the students. The emphasis will be on the tone of the paragraph.

'''Examples:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''FNH 200 Exploring Our Foods''' 
Students are introduced to chemical and physical properties of foods; issues pertaining to safety; nutritive value and consumer acceptability of food, food quality and additives; food preservation techniques and transformation of agricultural commodities into food products; foods of the future. 
| '''FNH 200 Exploring Our Foods''' 
In a collaborative and peer-based environment, we will explore the chemical and physical properties of foods and examine how issues pertaining to safety, nutritive value and consumer acceptability of food may affect our own health and safety. You will also learn about different processing techniques and become an informed consumer.
|}

{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| This course in integral calculus complements technical content with applications and examples drawn primarily from life sciences. The course starts by calculating areas and approximating the area using thin stripes as an introduction to Riemannian sums, which then lead to the Fundamental Theorem of Calculus. Applications of integration include determining the center of mass, calculating volumes and lengths of curves. After introducing different techniques of integration further applications are discussed in the context of continuous probability distributions as well as differential equations. After an exploration of series and sequences the course ends with an introduction to Taylor polynomials. 
| This course in integral calculus introduces you to the foundational knowledge that is required throughout your program. 

Together, we will explore various ways of applying fundamental integral calculus knowledge to real examples drawn primarily from life sciences. These examples are aimed to make your learning experience more enthusiastic and applicable to different contexts you may be involved in in other courses or in your professional career. 

'''Learning objectives''' 
* By the end of this course, you will be able to:
* Calculate and approximate areas using thin stripes
* Determine the center of mass
* Calculate volumes and lengths of curves
* Use Taylor polynomials
|}

=== Assessment and Feedback ===
Major assignments/assessments should be adequately paced and scaffolded. Describe them briefly including the explanation on how they will help students attain the course objectives, and what kinds of the feedback strategies will be used to guide students along the way.

'''Examples:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Term Paper''' 
The term paper (1500 words, double-spaced, in docx format) must be submitted online via the assignment tool before 5:00 pm on the last day of class. 
| '''Term Paper''' 
In order to help you develop a meaningful research paper, we encourage you to submit your paper in three stages:
# A 200-word outline stating your research questions, describing why it matters to you and how the topic is relevant to the course content. You should also include a few primary sources. You may submit this to me before the Reading Break.
# A rough draft to be submitted two weeks before the due date. The TAs and I will do our best to identify gaps you may have and offer some quick advices.
# The final version of your term paper (1500 words, double-spaced, in docx format) must be submitted online via the assignment tool before 5:00 pm on the last day of class. 
The submission of the outline and draft is voluntary. Though you will not receive additional mark for these submissions, I believe that you will benefit from following a timeline and receiving early feedback from the teaching team.
|}

{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Quizzes''' 
There are six quizzes for Module 1 ~ 6. The quizzes will be timed (15 mins for each quiz), and each quiz is worth 5 points towards final grade. 

After the due date, the quizzes will no longer be available. 

| '''Quizzes''' 
A number of online quizzes are available throughout the course to ensure that you are on track with your readings. You may re-take a quiz once two days after your initial attempt as I wish that you will use the time in between to review the concepts and be prepared. 

After the due date, quizzes will remain available until the final exam.
|}

=== Learning Activities ===
You may also want to introduce the different learning activities and indicate how they will support students in their learning and acquire the knowledge or develop the skills required to succeed in the course.

'''Example:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Field Trip''' 
Attendance at the field trip is mandatory. Please arrive on time for the guided tour. You should answer all questions on the worksheet associated with this field trip and submit to your TA at the end of the field trip. Late submission will not be accepted. 
| '''Field Trip''' 
On the third Thursday in March we will visit Site XYZ to experience the living situations of miners during the Gold Rush. A week before the field trips, you should:
# Explore the its website
# Identify up to three specific locations where you really want to explore during the field trip and explain why these particular locations are important to you.
# At the end of the field trip, work with a partner, identify gaps in the exhibitions and propose a plan for future development
|}

=== Course Schedule ===
Course schedule is more than a mere list of content topics and readings. It should contain enough information including topics, readings, learning activities and due dates for assignments to guide students throughout the course. It should be neatly formatted and organized.

'''Example:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 100%;" | Traditional
|- style="vertical-align: top;"
| '''Week 1 Introduction to the course and Lesson 1''' 
Readings:
* Food Consumption Highlights in Canada in 2009
* Top Ten Functional Food Trends in 2014

'''Week 2 Lesson 2''' 
Readings:
* Position of the Academy of Nutrition and Dietetics: Use of Nutritive and Nonnutritive Sweeteners. (2012). J Acad Nutr Diet.112:739-758.
* American Dietetic Association (2007). Position of the American Dietetic Association and Dietitians of Canada: Dietary Fatty Acids. Journal of the AMERICAN DIETETIC ASSOCIATION 107(9), 1599-1611.
|-
! scope="col" style="width: 100%;" | Learner-centered
|- style="vertical-align: top;"
|
{| class="wikitable" valign="top" width="100%"
|-
! style="width: 100pt;" | Week
! style="width: 400pt;" | Topic & Reading
! style="width: 150pt;" | In-Class Activity
! style="width: 150pt;" | Due Dates
|-
| style="width: 100pt;vertical-align:top" | Week 1
| style="width: 400pt;vertical-align:top" | '''Lesson 1: Food Science and the Canadian Food System''' 

Readings:
* Course Syllabus
* Food Consumption Highlights in Canada in 2009
* Top Ten Functional Food Trends in 2014
| style="width: 150pt;vertical-align:top" | Introduce course syllabus

We will discuss what food science is and explore what Canadian eat.
| style="width: 150pt;vertical-align:top" | Bring your questions on the course syllabus to the class.
|-
| style="width: 100pt;vertical-align:top" | Week 2
| style="width: 400pt;vertical-align:top" | '''Lesson 2: Chemical and Physical Properties of Food''' 

Readings:
* Position of the Academy of Nutrition and Dietetics: Use of Nutritive and Nonnutritive Sweeteners. (2012). J Acad Nutr Diet.112:739-758.
* American Dietetic Association (2007). Position of the American Dietetic Association and Dietitians of Canada: Dietary Fatty Acids. Journal of the AMERICAN DIETETIC ASSOCIATION 107(9), 1599-1611.
| style="width: 150pt;vertical-align:top" | A range of food samples will be available in class today.
| style="width: 150pt;vertical-align:top" | Online self-introduction due.
|}
|}

=== Course Policy ===
Establishing ground rules for the course, your expectations. Make it sound more encouraging, less negative in the formulation.

'''Examples:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Late Penalty:''' Course assessments are due at the time and date specified in the syllabus, '''with no exception'''.
10% of your assignment grade will be deducted for each late day.
| Due dates are set to help you manage your time. Adhesion to the suggested timeline will help you earn 100% of your desired grades. If you need extra time to complete your assignment, please consult with me first.
|}

{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Class Discussion''' 
You are expected to participate actively in class discussion. It is unacceptable to come to class without preparing. Do not sit in quietly during class discussion.
| '''Class Discussion''' 
Active participation in class discussion will help you learn better in this course and get a deeper understanding of the key concepts. Don’t be shy in providing your perspective. All questions and responses will be valued in this class. You are encouraged not only to engage in discussion actively but also to collaborate with peers for learning. Your peers (not just the instructor or TA) are your valuable resources because you all come from different backgrounds and experiences.
|}

=== Plagiarism and Academic Integrity Statement ===
Your department may provide statements for this section. However, you may want to provide some additional resources to help your students write and get additional support. You may refer your students to the Centre for Writing and Scholarly Communication: http://learningcommons.ubc.ca/tutoring-studying/writing/. The resources help address particular teaching context and discipline needs (e.g. argument and persuasion, science writing resource).

=== Presentation and Visual Formatting: Concise and Clear ===
The last piece of a learner-centered syllabus is also the visual presentation of the document, short, concise, easy to read, with a visual emphasis on the key elements of the course. The idea is not to put as much information as possible, but rather synthesize. Keep in the mind that the course syllabus is the most important document of the course, it sets the tone of the course, hence the importance of emphasizing on the visual formatting of the document.

'''Examples:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| Minimum variations in font size and limited spacing
| '''Catherine Rawn, PSYC102''' 
http://blogs.ubc.ca/catherinerawn/files/2015/01/Psyc-102-Syllabus-2014.15-Section-4-FINAL.pdf

'''Gail Hammond, FNH250''' 
http://wiki.ubc.ca/images/b/b7/16F-250_Syllabus.pdf
|}

=== Tips for Sharing your Syllabus ===
You can present your syllabus in different formats:
* Connect, students can access it in advance and at all time (PDF format preferred);
* UBC Wiki, easier to share and update from term to term;
* UBC Blogs, openly accessible.

== References ==
=== Literature ===
* Bart, M (2015). A Learner-Centered Syllabus Helps Set the Tone for Learning, Retrieved from http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/
* Blumberg, P. (2009). ''Developing learner-centered teaching: A practical guide for faculty.'' San Francisco, CA: Jossey-Bass
* Richmond, A. S. (2016). Constructing a Learner-Centered Syllabus: One Professor's Journey. IDEA Paper# 60. ''IDEA Center, Inc.''
* Richmond, A. S., Slattery, J. M., Mitchell, N., Morgan, R. K., & Becknell, J. (2016). Can a learner-centered syllabus change students’ perceptions of student–professor rapport and master teacher behaviors? ''Scholarship of Teaching and Learning in Psychology, 2''(3), 159. http://dx.doi.org/10.1037/stl0000066
* Weimer, M. (2002). ''Learner-centered teaching: Five key changes to practice.'' John Wiley & Sons. 

=== Online Resources ===
* [http://www.celt.iastate.edu/teaching/preparing-to-teach/how-to-create-an-effective-syllabus/ How to Create an Effective Syllabus] by IOWA State University
* [https://www.celt.iastate.edu/teaching/preparing-to-teach/how-to-create-an-effective-syllabus/recommended-iowa-state-university-syllabus-statements/#tools Mindful and Learner-Centered Syllabus Checklist] by IOWA State University
* [https://www.rit.edu/academicaffairs/tls/course-design/syllabus-design/syllabus-design-info/ A Learner-Centered Syllabus] by Rochester Insitute of Technology
* [https://uwf.edu/academic-affairs/departments/cutla/supporting-pages/best-practices-for-learning-centered-syllabus/ Best Practices for Designing a Learning-Centered Syllabus] by University of West Florida
* [https://teachanywhere.byu.edu/0000017c-5219-dc42-a97f-fa3bb6e00001/designing-a-course-syllabus-pdf Designing a Course Syllabus: A Learning-Centered Approach] by Brigham Young University

[[Category: CTLT Resources]] [[Category: Inclusive Teaching]] [[Category: Teaching and Learning]] [[Category: Syllabus]]

Documentation:Inclusive Teaching/Learner Centered Syllabus

2022-05-17T16:40:14Z

ChristinaHendricks: /* Online Resources */ fixed a broken link and a typo

'''<big><big>How to Make your Syllabus More Learner-Centered</big></big>''' 
The syllabus is an important document which contains key information about a course. In particular, learner-centered syllabus are written focusing on the needs of students. For example, a well-organized, comprehensive, and clearly written learner-centered syllabus will:
* Use a positive tone and a tone of caring
* Provide rationale for the course objectives, activities, and assignments
* Communicate what students need to do to succeed in the course
* Emphasize how the course/instructor can facilitate academic success of students
* Foster a learning community

Considering this is the first communication that you will have with your students, why not use effective strategies that will motivate students to be more active and engaged in learning and foster a positive learning community from the beginning?

This resource explores the characteristics and benefits of a learner-centered syllabus, and guides you on developing an effective learner-centered syllabus.

After completing this resource, you will learn how to:
# list essential items that need to be included in a syllabus.
# explain the purposes and benefits of a learner-centered syllabus, from both the student and instructor’s perspective.
# identify at least 5 strategies for learner-centered syllabus.
# take the information from this session and create an updated learner-centred syllabus.

== What is Syllabus at UBC-V? ==

As part of your course design process, you will compile key information into a syllabus.

Please read [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf UBC-V’s Senate Policy] on “Content and Distribution of Course Syllabi”. This document details the requirements for all course syllabi at UBC-V.

A course syllabus template can be found [[:File:Ubc-course-syllabus-template.docx|here]]. Note: the linked template is optional but it is meant to help you meet the requirements the new policy for UBC-V syllabi mentioned above.

Requirements for a course syllabus include, but are not limited to:
* Course title and description
* Name of the course instructor
* Description of the course structure
* Course-level learning outcomes
* Assessment, evaluation, and grading
* List of required learning materials
* Course schedule

A course syllabus is often viewed as a technical document; some may even view it as a ‘contract’ between the instructors and the students (Bart, 2015). However, an effective syllabus can help build connections and provide support in students’ academic success.

=== Sample syllabi created using the UBC-V optional template ===
Dr. Jackie Stewart (Department of Chemistry) [[:File:CHEM100Syllabus20W(1).pdf|Chemistry 100 Syllabus]]

Dr. Silvia Bartolic (Department of Sociology) [https://wiki.ubc.ca/File:Family_Studies_314_Syllabus_(W2019-2020).pdf Family Studies 314: Development of Relationships Syllabus]

If you have created your syllabus using the [[:File:Ubc-course-syllabus-template.docx|UBC-V template]] and are willing to have it posted here, please send your syllabus to Dr. Isabeau Iqbal [isabeau(dot)iqbal@ubc(dot)ca]

== Why Construct Learner-Centered Syllabus ==

An effective syllabus connects the instructor with the students, acquaints students with the structure of course, sets the tone for caring and defines students’ responsibilities for success. Learner-centred syllabi help to build greater student-instructor rapport considering the instructor more approachable, encouraging, open-minded and enthusiastic for teaching and learning (reference).

::''A learner-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development. Diamond, 1997, p. xi.''

== How to Construct a Learner-Centered Syllabus ==

'''Focus on the needs of the students, as these relate to their learning process'''
* Emphasis shifts from “What are we going to cover?” to “How can the course promote learning and intellectual development in students”?
* Language aims to foster a more engaging learning environment.

'''Foster a learning community'''
* Inform how to communicate with the instructor (eg. office hours and methods of contact).
* Use a positive tone and set a tone of caring.
* Describe the importance of active learning and encourage students to help each other.
* Convey your enthusiasm for teaching and learning.

'''Facilitate the academic success of students'''
* Include rationale for course objectives and assignments.
* When possible, allow student to have choice around deadlines and/or assignments.
* Guide students to overcome potential pitfalls.
* Outline expectations for students and ask what they expect of us
* Include recommendations for how to tackle certain projects, assignments.

'''View learning as a partnership between instructor(s) and students'''
* This philosophy of teaching goes beyond the syllabus, and requires a redesign of the instructional and learning activities.

== What are the characteristics and benefits of a Learner-Centered Syllabus? ==

There are numerous characteristics and benefits associated with a learner-centered syllabus. Transitioning between a “traditional” syllabus to a more learner-centered requires some careful planning and thinking. The shift may be done over time and adjustments made progressively to better address students’ needs. You may want to consider up front how you would like to address the students through the syllabus, with a writing style that provides a cohesive picture between you in class and the way the document is written.

Here are some of the characteristics and benefits of a learning-centered syllabus:
* Provide a cohesive picture between “me” in class and the way I write the syllabus
* Establishes connection with students
* Acquaints students with structure of course
* Sets the warm and caring tone
* Defines students’ responsibilities for success (e.g. How to do well in this course?)
* Includes brief but enough descriptions of assignments
* Helps students determine their readiness for the course
* States how course fits into the overall program, or meets certain accreditation requirements
* Communicates technology requirements (if applicable).

These elements vary from one discipline to another, you could include some information on student behaviour with regards to labs, computer labs (e.g. food and drink not allowed)., clinical placements, etc.

== Strategies and Examples ==

In the following section, we provide few examples of course syllabi to show the difference between a traditional format and a more learning-centered approach. The shifting from traditional to learner-centered requires several iterations.

=== Office Hours and Communication ===
Listing your contact information only will not be enough to encourage students to reach out to you for help. Use a friendly tone to present yourself (instructor) more approachable.

'''Example:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Instructor:''' John Doe 
'''Office:''' 2.22 Irving K. Barber Learning Centre 
'''Telephone:''' 604-123-4567 
'''Email:''' john.doe@ubc.ca 
'''Office Hour:''' By appointment 
| '''Instructor:''' John Doe 
'''Office:''' 2.22 Irving K. Barber Learning Centre 
'''Telephone:''' 604-123-4567 
'''Email:''' john.doe@ubc.ca 
'''Office Hour:''' TR 9:30–10:30 am (walk-in) 
'''Virtual Office Hour:''' W 7:00-8:00 pm, www.virtualoffice.ca/JohnDoe 
I always welcome you to contact me outside of class and office hours. During my office hours, my door and my virtual door are always open. Stop by or call me during the office hour. If the office hour does not work with your schedule, please let me know and I will try to work out a time to meet you. 

If you prefer emails, I aim to respond within 48 hours.
|}

=== Course Overview ===
Provide a clear statement of intended goals and student outcomes in one paragraph, with the intention of establishing a connection with the students. The emphasis will be on the tone of the paragraph.

'''Examples:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''FNH 200 Exploring Our Foods''' 
Students are introduced to chemical and physical properties of foods; issues pertaining to safety; nutritive value and consumer acceptability of food, food quality and additives; food preservation techniques and transformation of agricultural commodities into food products; foods of the future. 
| '''FNH 200 Exploring Our Foods''' 
In a collaborative and peer-based environment, we will explore the chemical and physical properties of foods and examine how issues pertaining to safety, nutritive value and consumer acceptability of food may affect our own health and safety. You will also learn about different processing techniques and become an informed consumer.
|}

{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| This course in integral calculus complements technical content with applications and examples drawn primarily from life sciences. The course starts by calculating areas and approximating the area using thin stripes as an introduction to Riemannian sums, which then lead to the Fundamental Theorem of Calculus. Applications of integration include determining the center of mass, calculating volumes and lengths of curves. After introducing different techniques of integration further applications are discussed in the context of continuous probability distributions as well as differential equations. After an exploration of series and sequences the course ends with an introduction to Taylor polynomials. 
| This course in integral calculus introduces you to the foundational knowledge that is required throughout your program. 

Together, we will explore various ways of applying fundamental integral calculus knowledge to real examples drawn primarily from life sciences. These examples are aimed to make your learning experience more enthusiastic and applicable to different contexts you may be involved in in other courses or in your professional career. 

'''Learning objectives''' 
* By the end of this course, you will be able to:
* Calculate and approximate areas using thin stripes
* Determine the center of mass
* Calculate volumes and lengths of curves
* Use Taylor polynomials
|}

=== Assessment and Feedback ===
Major assignments/assessments should be adequately paced and scaffolded. Describe them briefly including the explanation on how they will help students attain the course objectives, and what kinds of the feedback strategies will be used to guide students along the way.

'''Examples:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Term Paper''' 
The term paper (1500 words, double-spaced, in docx format) must be submitted online via the assignment tool before 5:00 pm on the last day of class. 
| '''Term Paper''' 
In order to help you develop a meaningful research paper, we encourage you to submit your paper in three stages:
# A 200-word outline stating your research questions, describing why it matters to you and how the topic is relevant to the course content. You should also include a few primary sources. You may submit this to me before the Reading Break.
# A rough draft to be submitted two weeks before the due date. The TAs and I will do our best to identify gaps you may have and offer some quick advices.
# The final version of your term paper (1500 words, double-spaced, in docx format) must be submitted online via the assignment tool before 5:00 pm on the last day of class. 
The submission of the outline and draft is voluntary. Though you will not receive additional mark for these submissions, I believe that you will benefit from following a timeline and receiving early feedback from the teaching team.
|}

{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Quizzes''' 
There are six quizzes for Module 1 ~ 6. The quizzes will be timed (15 mins for each quiz), and each quiz is worth 5 points towards final grade. 

After the due date, the quizzes will no longer be available. 

| '''Quizzes''' 
A number of online quizzes are available throughout the course to ensure that you are on track with your readings. You may re-take a quiz once two days after your initial attempt as I wish that you will use the time in between to review the concepts and be prepared. 

After the due date, quizzes will remain available until the final exam.
|}

=== Learning Activities ===
You may also want to introduce the different learning activities and indicate how they will support students in their learning and acquire the knowledge or develop the skills required to succeed in the course.

'''Example:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Field Trip''' 
Attendance at the field trip is mandatory. Please arrive on time for the guided tour. You should answer all questions on the worksheet associated with this field trip and submit to your TA at the end of the field trip. Late submission will not be accepted. 
| '''Field Trip''' 
On the third Thursday in March we will visit Site XYZ to experience the living situations of miners during the Gold Rush. A week before the field trips, you should:
# Explore the its website
# Identify up to three specific locations where you really want to explore during the field trip and explain why these particular locations are important to you.
# At the end of the field trip, work with a partner, identify gaps in the exhibitions and propose a plan for future development
|}

=== Course Schedule ===
Course schedule is more than a mere list of content topics and readings. It should contain enough information including topics, readings, learning activities and due dates for assignments to guide students throughout the course. It should be neatly formatted and organized.

'''Example:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 100%;" | Traditional
|- style="vertical-align: top;"
| '''Week 1 Introduction to the course and Lesson 1''' 
Readings:
* Food Consumption Highlights in Canada in 2009
* Top Ten Functional Food Trends in 2014

'''Week 2 Lesson 2''' 
Readings:
* Position of the Academy of Nutrition and Dietetics: Use of Nutritive and Nonnutritive Sweeteners. (2012). J Acad Nutr Diet.112:739-758.
* American Dietetic Association (2007). Position of the American Dietetic Association and Dietitians of Canada: Dietary Fatty Acids. Journal of the AMERICAN DIETETIC ASSOCIATION 107(9), 1599-1611.
|-
! scope="col" style="width: 100%;" | Learner-centered
|- style="vertical-align: top;"
|
{| class="wikitable" valign="top" width="100%"
|-
! style="width: 100pt;" | Week
! style="width: 400pt;" | Topic & Reading
! style="width: 150pt;" | In-Class Activity
! style="width: 150pt;" | Due Dates
|-
| style="width: 100pt;vertical-align:top" | Week 1
| style="width: 400pt;vertical-align:top" | '''Lesson 1: Food Science and the Canadian Food System''' 

Readings:
* Course Syllabus
* Food Consumption Highlights in Canada in 2009
* Top Ten Functional Food Trends in 2014
| style="width: 150pt;vertical-align:top" | Introduce course syllabus

We will discuss what food science is and explore what Canadian eat.
| style="width: 150pt;vertical-align:top" | Bring your questions on the course syllabus to the class.
|-
| style="width: 100pt;vertical-align:top" | Week 2
| style="width: 400pt;vertical-align:top" | '''Lesson 2: Chemical and Physical Properties of Food''' 

Readings:
* Position of the Academy of Nutrition and Dietetics: Use of Nutritive and Nonnutritive Sweeteners. (2012). J Acad Nutr Diet.112:739-758.
* American Dietetic Association (2007). Position of the American Dietetic Association and Dietitians of Canada: Dietary Fatty Acids. Journal of the AMERICAN DIETETIC ASSOCIATION 107(9), 1599-1611.
| style="width: 150pt;vertical-align:top" | A range of food samples will be available in class today.
| style="width: 150pt;vertical-align:top" | Online self-introduction due.
|}
|}

=== Course Policy ===
Establishing ground rules for the course, your expectations. Make it sound more encouraging, less negative in the formulation.

'''Examples:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Late Penalty:''' Course assessments are due at the time and date specified in the syllabus, '''with no exception'''.
10% of your assignment grade will be deducted for each late day.
| Due dates are set to help you manage your time. Adhesion to the suggested timeline will help you earn 100% of your desired grades. If you need extra time to complete your assignment, please consult with me first.
|}

{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| '''Class Discussion''' 
You are expected to participate actively in class discussion. It is unacceptable to come to class without preparing. Do not sit in quietly during class discussion.
| '''Class Discussion''' 
Active participation in class discussion will help you learn better in this course and get a deeper understanding of the key concepts. Don’t be shy in providing your perspective. All questions and responses will be valued in this class. You are encouraged not only to engage in discussion actively but also to collaborate with peers for learning. Your peers (not just the instructor or TA) are your valuable resources because you all come from different backgrounds and experiences.
|}

=== Plagiarism and Academic Integrity Statement ===
Your department may provide statements for this section. However, you may want to provide some additional resources to help your students write and get additional support. You may refer your students to the Centre for Writing and Scholarly Communication: http://learningcommons.ubc.ca/tutoring-studying/writing/. The resources help address particular teaching context and discipline needs (e.g. argument and persuasion, science writing resource).

=== Presentation and Visual Formatting: Concise and Clear ===
The last piece of a learner-centered syllabus is also the visual presentation of the document, short, concise, easy to read, with a visual emphasis on the key elements of the course. The idea is not to put as much information as possible, but rather synthesize. Keep in the mind that the course syllabus is the most important document of the course, it sets the tone of the course, hence the importance of emphasizing on the visual formatting of the document.

'''Examples:'''
{| class="wikitable" valign="top" width="800px"
|-
! scope="col" style="width: 50%;" | Traditional
! scope="col" style="width: 50%" | Learning-centered
|- style="vertical-align: top;"
| Minimum variations in font size and limited spacing
| '''Catherine Rawn, PSYC102''' 
http://blogs.ubc.ca/catherinerawn/files/2015/01/Psyc-102-Syllabus-2014.15-Section-4-FINAL.pdf

'''Gail Hammond, FNH250''' 
http://wiki.ubc.ca/images/b/b7/16F-250_Syllabus.pdf
|}

=== Tips for Sharing your Syllabus ===
You can present your syllabus in different formats:
* Connect, students can access it in advance and at all time (PDF format preferred);
* UBC Wiki, easier to share and update from term to term;
* UBC Blogs, openly accessible.

== References ==
=== Literature ===
* Bart, M (2015). A Learner-Centered Syllabus Helps Set the Tone for Learning, Retrieved from http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/
* Blumberg, P. (2009). ''Developing learner-centered teaching: A practical guide for faculty.'' San Francisco, CA: Jossey-Bass
* Richmond, A. S. (2016). Constructing a Learner-Centered Syllabus: One Professor's Journey. IDEA Paper# 60. ''IDEA Center, Inc.''
* Richmond, A. S., Slattery, J. M., Mitchell, N., Morgan, R. K., & Becknell, J. (2016). Can a learner-centered syllabus change students’ perceptions of student–professor rapport and master teacher behaviors? ''Scholarship of Teaching and Learning in Psychology, 2''(3), 159. http://dx.doi.org/10.1037/stl0000066
* Weimer, M. (2002). ''Learner-centered teaching: Five key changes to practice.'' John Wiley & Sons. 

=== Online Resources ===
* [http://www.celt.iastate.edu/teaching/preparing-to-teach/how-to-create-an-effective-syllabus/ How to Create an Effective Syllabus] by IOWA State University
* [http://www.celt.iastate.edu/wp-content/uploads/2015/10/LearnerCenteredMindfulSyllabusChecklist-1.pdf/ Mindful and Learner-Centered Syllabus Checklist] by IOWA State University
* [https://www.rit.edu/academicaffairs/tls/course-design/syllabus-design/syllabus-design-info/ A Learner-Centered Syllabus] by Rochester Insitute of Technology
* [https://uwf.edu/offices/cutla/supporting-pages/best-practices-for-learning-centered-syllabus/ Best Practices for Designing a Learning-Centered Syllabus] by University of West Florida
* [https://teachanywhere.byu.edu/0000017c-5219-dc42-a97f-fa3bb6e00001/designing-a-course-syllabus-pdf Designing a Course Syllabus: A Learning-Centered Approach] by Brigham Young University

[[Category: CTLT Resources]] [[Category: Inclusive Teaching]] [[Category: Teaching and Learning]] [[Category: Syllabus]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-12T23:26:43Z

ChristinaHendricks: Added some info about Wikipedia assignments based on feedback from a faculty member I asked about them.

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_apa_2022
== Introduction & Context ==

=== Territory acknowledgement ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== Learning objectives ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== Discussion: Traditional assignments in philosophy ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license

{| style="background: #EAFAF0; padding: .5em; border: solid 2px #19763B;"
|
'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).
|}

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|thumb|600x600px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/|none]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://www1.rebus.community/#/project/4ec7ecce-d2b3-4f20-973c-6b6502e7cbb2 Introduction to Philosophy open textbook series]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
** Students creating video games on [https://bitsy.org/#0,0 the Bitsy platform] and discussing how games could be effective means of community-based storytelling (UBC 4th year course on Indigenous New Media); e.g., [https://joshmckenna.itch.io/sage-plains Sage Plains game].
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
**[[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
*** [https://blogs.ubc.ca/holocaustliterature/literary-representations-of-the-holocaust/assignment-significance-of-artefacts-in-the-understanding-of-the-holocaust/ One assignment] was to go to the Vancouver Holocaust Education Centre, review artifacts there, connect artifacts to the readings, and talk about how an artifact can be a sustainable piece of cultural heritage to help in understanding the Holocaust.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
#* Recognizing and showcasing the excellence of student research, which otherwise may be hidden.
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#* Report from instructors doing Wikipedia assignments at UBC:
#** One instructor teaching a 4th year course: "I must say that I have never seen students be as excited for an assignment or project, and the cool thing was that it was not just the super keen students, or the creative ones, etc - it was everybody. And that was truly unique."
#*** In student reflections they reported "a great sense of pride about making an authentic contribution to such a broadly used resource and about conquering the challenge of writing for a general audience."
#** Another instructor teaching a grad course that replaced a literature review assignment with creating or revising a Wikipedia article: Students are "quite excited with this since it is quite obvious to them that this is something potentially useful for a broad community. I haven't seen that level of excitement with literature review type of term papers that we had previously in this course."
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30%
#* From an instructor at UBC who asked students to contribute to an open textbook:
#** "I was really amazed to see a dramatic improvement in the quality of the ... writing/accuracy in the student-produced work, even at the draft stage. It was beyond my expectations .... My guess is this might be related to both having their work be public and live on (represents them in a lasting way), and my emphasis on making sure they are accurate and correct (because people will rely on the content). The students have said in feedback that having their work be useful for future students leads them to create high quality work." 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students. Having to go through and remove copyrighted media from student-created work if they make mistakes can be time-consuming for faculty.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders
# '''Wikipedia projects'''
#* Articles must conform to specific standards; if student work doesn't quite fit those it may be overwritten quickly. Or even if others just feel it should be written differently. Sometimes the student work is considered too technically advanced and needs to be written more for a general audience. See [https://wiki.ubc.ca/images/4/4d/Intro_to_Wikipedia_Based_Assignments.pdf slides from a UBC workshop on Wikipedia-based assignments].
#* From an instructor at UBC who asks students to write or add to Wikipedia articles: Students struggled with the genre of Wikipedia articles, not being entirely sure what kinds of information to include, and that these are encylopedia articles not opinion pieces or scientific literature review articles. Students tended to shift to typical scientific writing.

== Advice from others ==
Here is some advice I've gathered from colleagues at UBC who have included Non-disposable or Renewable assignments in their courses.

'''General'''

* Start early with planning, talk with others about platforms you can use to showcase student work, and get support if needed on setting that up.
* Take the project in small steps, providing feedback along the way.
* Involve students in peer review of each others' work before sharing; this not only improves the work but also provides students an opportunity to practice a skill that they may use in their future careers (critical assessment of others' work and providing constructive feedback).
** Clear instructions are helpful, but another idea is to provide a model peer review so students have a better sense of how to do one well.
* Students may not feel confident that their work is good enough to share; may need to discuss this, and go through several rounds of review to help them build confidence.

'''Wikipedia-based assignments'''

* Work with the Wiki Education Foundation; they can provide not only support information and a platform for the students to work in before editing Wikipedia itself, but also a contact person to support you and your students.
* Try out a mini version of your class project yourself so that you are familiar with each of the steps and some of the issues students may run into along the way.
* With accounts on Wikipedia, students can work on articles in a "sandbox" that is in the Wikipedia format/platform but doesn't connect with any published articles. That way they can set up their drafts in the right format, draft and revise, before editing a "live" article.
* Allow more time for students to work on their articles than you would for a typical essay-type assignment, as students may need time to get to understand the kind of writing and information needed for Wikipedia, and even with careful instructions may need a few rounds of feedback before the work is ready to put into Wikipedia. enough time for students to prepare these articles, probably more than you would allow for a literature review type of term papers, with which students are more familiar.

'''Students writing for open textbooks or other books'''

* Letting students choose topics for an open textbook may mean some important topics aren't covered. May need to assign topics in some cases.
* Have a style guide that will provide consistency in things such as citations, punctuation, spelling, terms, and more. See [https://open.ubc.ca/open-publishing-guide/phase-4/style-sheets/ information on style guides] from the UBC Open Textbook Publishing Guide.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}

== References ==
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T21:55:59Z

ChristinaHendricks:

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_apa_2022
== Introduction & Context ==

=== Territory acknowledgement ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== Learning objectives ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== Discussion: Traditional assignments in philosophy ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license

{| style="background: #EAFAF0; padding: .5em; border: solid 2px #19763B;"
|
'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).
|}

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|thumb|600x600px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/|none]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://www1.rebus.community/#/project/4ec7ecce-d2b3-4f20-973c-6b6502e7cbb2 Introduction to Philosophy open textbook series]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
** Students creating video games on [https://bitsy.org/#0,0 the Bitsy platform] and discussing how games could be effective means of community-based storytelling (UBC 4th year course on Indigenous New Media); e.g., [https://joshmckenna.itch.io/sage-plains Sage Plains game].
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
**[[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
*** [https://blogs.ubc.ca/holocaustliterature/literary-representations-of-the-holocaust/assignment-significance-of-artefacts-in-the-understanding-of-the-holocaust/ One assignment] was to go to the Vancouver Holocaust Education Centre, review artifacts there, connect artifacts to the readings, and talk about how an artifact can be a sustainable piece of cultural heritage to help in understanding the Holocaust.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
#* Recognizing and showcasing the excellence of student research, which otherwise may be hidden.
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#* Report from an instructor doing a Wikipedia assignment in a 4th year course in Biology at UBC: students were very engaged and enthusiastic, put extra work into the project: "I must say that I have never seen students be as excited for an assignment or project, and the cool thing was that it was not just the super keen students, or the creative ones, etc - it was everybody. And that was truly unique."
#** In student reflections they reported "a great sense of pride about making an authentic contribution to such a broadly used resource and about conquering the challenge of writing for a general audience."
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30%
#* From an instructor at UBC who asked students to contribute to an open textbook:
#** "I was really amazed to see a dramatic improvement in the quality of the ... writing/accuracy in the student-produced work, even at the draft stage. It was beyond my expectations .... My guess is this might be related to both having their work be public and live on (represents them in a lasting way), and my emphasis on making sure they are accurate and correct (because people will rely on the content). The students have said in feedback that having their work be useful for future students leads them to create high quality work." 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students. Having to go through and remove copyrighted media from student-created work if they make mistakes can be time-consuming for faculty.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders
# '''Wikipedia projects'''
#* Articles must conform to specific standards; if student work doesn't quite fit those it may be overwritten quickly. Or even if others just feel it should be written differently. Sometimes the student work is considered too technically advanced and needs to be written more for a general audience. See [https://wiki.ubc.ca/images/4/4d/Intro_to_Wikipedia_Based_Assignments.pdf slides from a UBC workshop on Wikipedia-based assignments].

== Advice from others ==
Here is some advice I've gathered from colleagues at UBC who have included Non-disposable or Renewable assignments in their courses.

'''General'''

* Start early with planning, talk with others about platforms you can use to showcase student work, and get support if needed on setting that up.
* Take the project in small steps, providing feedback along the way.
* Involve students in peer review of each others' work before sharing; this not only improves the work but also provides students an opportunity to practice a skill that they may use in their future careers (critical assessment of others' work and providing constructive feedback).
** Clear instructions are helpful, but another idea is to provide a model peer review so students have a better sense of how to do one well.
* Students may not feel confident that their work is good enough to share; may need to discuss this, and go through several rounds of review to help them build confidence.

'''Wikipedia-based assignments'''

* Work with the Wiki Education Foundation; they can provide not only support information and a platform for the students to work in before editing Wikipedia itself, but also a contact person to support you and your students.
* Try out a mini version of your class project yourself so that you are familiar with each of the steps and some of the issues students may run into along the way.

'''Students writing for open textbooks or other books'''

* Letting students choose topics for an open textbook may mean some important topics aren't covered. May need to assign topics in some cases.
* Have a style guide that will provide consistency in things such as citations, punctuation, spelling, terms, and more. See [https://open.ubc.ca/open-publishing-guide/phase-4/style-sheets/ information on style guides] from the UBC Open Textbook Publishing Guide.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}

== References ==
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:54:11Z

ChristinaHendricks: /* Transforming Assessments with Renewable Assignments in Philosophy */

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_apa_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 500pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?
|}
== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

{| style="background: #EAFAF0; padding: .5em; border: solid 2px #19763B;"
|
'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).
|}

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|602x602px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}
== References ==

<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:54:01Z

ChristinaHendricks:

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:'''https://is.gd/renewable_apa_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 500pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?
|}
== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

{| style="background: #EAFAF0; padding: .5em; border: solid 2px #19763B;"
|
'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).
|}

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|602x602px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}
== References ==

<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:50:06Z

ChristinaHendricks:

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 500pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?
|}
== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

{| style="background: #EAFAF0; padding: .5em; border: solid 2px #19763B;"
|
'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).
|}

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|602x602px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}
== References ==

<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T21:34:48Z

ChristinaHendricks: styling boxes on the page

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==

=== Territory acknowledgement ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== Learning objectives ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== Discussion: Traditional assignments in philosophy ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license

{| style="background: #EAFAF0; padding: .5em; border: solid 2px #19763B;"
|
'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).
|}

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|thumb|600x600px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/|none]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://www1.rebus.community/#/project/4ec7ecce-d2b3-4f20-973c-6b6502e7cbb2 Introduction to Philosophy open textbook series]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
** Students creating video games on [https://bitsy.org/#0,0 the Bitsy platform] and discussing how games could be effective means of community-based storytelling (UBC 4th year course on Indigenous New Media); e.g., [https://joshmckenna.itch.io/sage-plains Sage Plains game].
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
**[[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
*** [https://blogs.ubc.ca/holocaustliterature/literary-representations-of-the-holocaust/assignment-significance-of-artefacts-in-the-understanding-of-the-holocaust/ One assignment] was to go to the Vancouver Holocaust Education Centre, review artifacts there, connect artifacts to the readings, and talk about how an artifact can be a sustainable piece of cultural heritage to help in understanding the Holocaust.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
#* Recognizing and showcasing the excellence of student research, which otherwise may be hidden.
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#* Report from an instructor doing a Wikipedia assignment in a 4th year course in Biology at UBC: students were very engaged and enthusiastic, put extra work into the project: "I must say that I have never seen students be as excited for an assignment or project, and the cool thing was that it was not just the super keen students, or the creative ones, etc - it was everybody. And that was truly unique."
#** In student reflections they reported "a great sense of pride about making an authentic contribution to such a broadly used resource and about conquering the challenge of writing for a general audience."
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30%
#* From an instructor at UBC who asked students to contribute to an open textbook:
#** "I was really amazed to see a dramatic improvement in the quality of the ... writing/accuracy in the student-produced work, even at the draft stage. It was beyond my expectations .... My guess is this might be related to both having their work be public and live on (represents them in a lasting way), and my emphasis on making sure they are accurate and correct (because people will rely on the content). The students have said in feedback that having their work be useful for future students leads them to create high quality work." 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students. Having to go through and remove copyrighted media from student-created work if they make mistakes can be time-consuming for faculty.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders
# '''Wikipedia projects'''
#* Articles must conform to specific standards; if student work doesn't quite fit those it may be overwritten quickly. Or even if others just feel it should be written differently. Sometimes the student work is considered too technically advanced and needs to be written more for a general audience. See [https://wiki.ubc.ca/images/4/4d/Intro_to_Wikipedia_Based_Assignments.pdf slides from a UBC workshop on Wikipedia-based assignments].

== Advice from others ==
Here is some advice I've gathered from colleagues at UBC who have included Non-disposable or Renewable assignments in their courses.

'''General'''

* Start early with planning, talk with others about platforms you can use to showcase student work, and get support if needed on setting that up.
* Take the project in small steps, providing feedback along the way.
* Involve students in peer review of each others' work before sharing; this not only improves the work but also provides students an opportunity to practice a skill that they may use in their future careers (critical assessment of others' work and providing constructive feedback).
** Clear instructions are helpful, but another idea is to provide a model peer review so students have a better sense of how to do one well.
* Students may not feel confident that their work is good enough to share; may need to discuss this, and go through several rounds of review to help them build confidence.

'''Wikipedia-based assignments'''

* Work with the Wiki Education Foundation; they can provide not only support information and a platform for the students to work in before editing Wikipedia itself, but also a contact person to support you and your students.
* Try out a mini version of your class project yourself so that you are familiar with each of the steps and some of the issues students may run into along the way.

'''Students writing for open textbooks or other books'''

* Letting students choose topics for an open textbook may mean some important topics aren't covered. May need to assign topics in some cases.
* Have a style guide that will provide consistency in things such as citations, punctuation, spelling, terms, and more. See [https://open.ubc.ca/open-publishing-guide/phase-4/style-sheets/ information on style guides] from the UBC Open Textbook Publishing Guide.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}

== References ==
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:34:36Z

ChristinaHendricks:

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 500pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?
|}
== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

{| style="background: #EAFAF0; padding: .5em; border: solid 2px #19763B;"
|
'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).
|}

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|660x660px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}
== References ==

<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:31:12Z

ChristinaHendricks: styling boxes on the page

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 500pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?
|}
== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

{| style="background: #EAFAF0; padding: .5em; border: solid 2px #19763B;"
|
'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).
|}

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|660x660px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}
=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T21:16:42Z

ChristinaHendricks: /* Examples of NDAs and RAs */ added advice from others in a new section at the end of the page

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==

=== Territory acknowledgement ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== Learning objectives ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== Discussion: Traditional assignments in philosophy ===
Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|thumb|600x600px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/|none]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://www1.rebus.community/#/project/4ec7ecce-d2b3-4f20-973c-6b6502e7cbb2 Introduction to Philosophy open textbook series]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
** Students creating video games on [https://bitsy.org/#0,0 the Bitsy platform] and discussing how games could be effective means of community-based storytelling (UBC 4th year course on Indigenous New Media); e.g., [https://joshmckenna.itch.io/sage-plains Sage Plains game].
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
**[[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
*** [https://blogs.ubc.ca/holocaustliterature/literary-representations-of-the-holocaust/assignment-significance-of-artefacts-in-the-understanding-of-the-holocaust/ One assignment] was to go to the Vancouver Holocaust Education Centre, review artifacts there, connect artifacts to the readings, and talk about how an artifact can be a sustainable piece of cultural heritage to help in understanding the Holocaust.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
#* Recognizing and showcasing the excellence of student research, which otherwise may be hidden.
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#* Report from an instructor doing a Wikipedia assignment in a 4th year course in Biology at UBC: students were very engaged and enthusiastic, put extra work into the project: "I must say that I have never seen students be as excited for an assignment or project, and the cool thing was that it was not just the super keen students, or the creative ones, etc - it was everybody. And that was truly unique."
#** In student reflections they reported "a great sense of pride about making an authentic contribution to such a broadly used resource and about conquering the challenge of writing for a general audience."
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30%
#* From an instructor at UBC who asked students to contribute to an open textbook:
#** "I was really amazed to see a dramatic improvement in the quality of the ... writing/accuracy in the student-produced work, even at the draft stage. It was beyond my expectations .... My guess is this might be related to both having their work be public and live on (represents them in a lasting way), and my emphasis on making sure they are accurate and correct (because people will rely on the content). The students have said in feedback that having their work be useful for future students leads them to create high quality work." 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students. Having to go through and remove copyrighted media from student-created work if they make mistakes can be time-consuming for faculty.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders
# '''Wikipedia projects'''
#* Articles must conform to specific standards; if student work doesn't quite fit those it may be overwritten quickly. Or even if others just feel it should be written differently. Sometimes the student work is considered too technically advanced and needs to be written more for a general audience. See [https://wiki.ubc.ca/images/4/4d/Intro_to_Wikipedia_Based_Assignments.pdf slides from a UBC workshop on Wikipedia-based assignments].

== Advice from others ==
Here is some advice I've gathered from colleagues at UBC who have included Non-disposable or Renewable assignments in their courses.

'''General'''

* Start early with planning, talk with others about platforms you can use to showcase student work, and get support if needed on setting that up.
* Take the project in small steps, providing feedback along the way.
* Involve students in peer review of each others' work before sharing; this not only improves the work but also provides students an opportunity to practice a skill that they may use in their future careers (critical assessment of others' work and providing constructive feedback).
** Clear instructions are helpful, but another idea is to provide a model peer review so students have a better sense of how to do one well.
* Students may not feel confident that their work is good enough to share; may need to discuss this, and go through several rounds of review to help them build confidence.

'''Wikipedia-based assignments'''

* Work with the Wiki Education Foundation; they can provide not only support information and a platform for the students to work in before editing Wikipedia itself, but also a contact person to support you and your students.
* Try out a mini version of your class project yourself so that you are familiar with each of the steps and some of the issues students may run into along the way.

'''Students writing for open textbooks or other books'''

* Letting students choose topics for an open textbook may mean some important topics aren't covered. May need to assign topics in some cases.
* Have a style guide that will provide consistency in things such as citations, punctuation, spelling, terms, and more. See [https://open.ubc.ca/open-publishing-guide/phase-4/style-sheets/ information on style guides] from the UBC Open Textbook Publishing Guide.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.

* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
{{Cc-by-sa-4.0}}

== References ==
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:16:09Z

ChristinaHendricks: /* Examples, benefits, challenges of Disposable assignments */

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?
|}
== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|660x660px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>'''What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>'''In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}
=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>'''Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:14:48Z

ChristinaHendricks: /* Thank you! */ added hyperlink to email address

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?
|}

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|660x660px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>'''What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>'''In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>'''Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: [mailto:christina.hendricks@ubc.ca christina.hendricks@ubc.ca]

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:13:31Z

ChristinaHendricks: Added some discussion & activity boxes in various places, and contact information at the end.

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==

=== Definitions ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Question:</big>''' What does the phrase "disposable assignments" mean to you?
|}

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>''' What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?
|}

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|660x660px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>'''What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.
|}

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>'''In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.
|}

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Activity:</big>'''Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment. You can use the space at the end of the worksheet linked at the top of this page.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

|}

== Thank you! ==
Thank you for joining this workshop. If you would like to get in touch, please do so: <a href="mailto:christina.hendricks@ubc.ca">christina.hendricks@ubc.ca</a>

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:03:22Z

ChristinaHendricks: /* Introduction & Context */ Added small discussion box

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

{| style="border: 3px dotted #26a65b; padding: .5em; float:center; width: 700pt; margin: .48em; vertical-align: top;"
|'''<big>Discuss:</big>''' Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?
|}

== "Disposable" assignments ==

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|660x660px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T21:00:16Z

ChristinaHendricks: /* Examples of NDAs and RAs */

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|660x660px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming, both for students and for the instructors working on how to share their work.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T19:55:09Z

ChristinaHendricks: added one example of NDA and removed one part of the "benefits" on motivation, to keep the handout shorter

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|660x660px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202)]
** Students creating games on [https://bitsy.org/#0,0 the Bitsy platform] for community-based storytelling (UBC 4th year course in Indigenous New Media).

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T19:49:56Z

ChristinaHendricks: /* Examples of NDAs and RAs */

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==

=== Territory acknowledgement ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== Learning objectives ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== Discussion: Traditional assignments in philosophy ===
Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|thumb|600x600px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/|none]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://www1.rebus.community/#/project/4ec7ecce-d2b3-4f20-973c-6b6502e7cbb2 Introduction to Philosophy open textbook series]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
** Students creating video games on [https://bitsy.org/#0,0 the Bitsy platform] and discussing how games could be effective means of community-based storytelling (UBC 4th year course on Indigenous New Media).
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.

* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
{{Cc-by-sa-4.0}}

== References ==
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T19:47:58Z

ChristinaHendricks: /* Examples of Non-disposable assignments */ Added new example

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==

=== Territory acknowledgement ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== Learning objectives ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== Discussion: Traditional assignments in philosophy ===
Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|thumb|600x600px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/|none]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://www1.rebus.community/#/project/4ec7ecce-d2b3-4f20-973c-6b6502e7cbb2 Introduction to Philosophy open textbook series]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
** Students creating video games on [https://bitsy.org/#0,0 the Bitsy platform] and discussing how games could be effective means of community-based storytelling (UBC FNIS 454).
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.

* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
{{Cc-by-sa-4.0}}

== References ==
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T19:19:17Z

ChristinaHendricks:

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==

=== Territory acknowledgement ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== Learning objectives ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== Discussion: Traditional assignments in philosophy ===
Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|thumb|600x600px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/|none]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://www1.rebus.community/#/project/4ec7ecce-d2b3-4f20-973c-6b6502e7cbb2 Introduction to Philosophy open textbook series]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.

* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
{{Cc-by-sa-4.0}}

== References ==
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T19:16:52Z

ChristinaHendricks:

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==

=== Territory acknowledgement ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== Learning objectives ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== Discussion: Traditional assignments in philosophy ===
Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|thumb|600x600px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/|none]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://www1.rebus.community/#/project/4ec7ecce-d2b3-4f20-973c-6b6502e7cbb2 Introduction to Philosophy open textbook series]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.

* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
{{Cc-by-sa-4.0}}

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T19:14:53Z

ChristinaHendricks: /* Introduction & Context */

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==

=== Territory acknowledgement ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== Learning objectives ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== Discussion: Traditional assignments in philosophy ===
Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.

* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
{{Cc-by-sa-4.0}}

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T19:14:24Z

ChristinaHendricks: /* Transforming Assessments with Renewable Assignments in Philosophy */

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==

=== '''Territory acknowledgement''' ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== '''Learning objectives''' ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== '''Discussion: Traditional assignments in philosophy''' ===
Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.

* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
{{Cc-by-sa-4.0}}

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T19:13:35Z

ChristinaHendricks: /* Introduction & Context */ added various things throughout

= Transforming Assessments with Renewable Assignments in Philosophy =
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==

=== '''Territory acknowledgement''' ===
This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]

=== '''Learning objectives''' ===
By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses

=== '''Discussion: Traditional assignments in philosophy''' ===
Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* Werth & Williams (2022) explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* [https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
#'''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of 92 respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.

* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
{{Cc-by-sa-4.0}}

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T19:11:39Z

ChristinaHendricks: /* Benefits, challenges, & risks of Non-disposable and Renewable assignments */ Added more items in this section

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of being publicly available and having an open license.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202]

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Values supported'''
#* [https://link.springer.com/article/10.1186/s40561-022-00191-0#Tab1 Werth & Williams (2022)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2022|title=The why of open pedagogy: a value-first conceptualization for enhancing instructor praxis|url=https://link.springer.com/article/10.1186/s40561-022-00191-0|journal=Smart Learning Environments|volume=9|issue=10|pages=|doi=10.1186/s40561-022-00191-0|via=}}</ref> explain the following values supported by "open pedagogy," which often involves using NDAs or RAs, as found in the scholarly literature: sharing, transparency, collaborative knowledge construction, deconstructing traditional power structures, personalized learning, learner empowerment.
#* I would also add, depending on the audience of the works, expanding access to knowledge, ideas, information--when appropriate to do so (considering discussion in the land acknowledgement earlier).
# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#*[https://www.irrodl.org/index.php/irrodl/article/view/5373 Werth & Wiliams (2021)]<ref>{{Cite journal|last=Werth|first=Eric|last2=Williams|first2=Katherine|date=2021|title=What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory|url=https://www.irrodl.org/index.php/irrodl/article/view/5373|journal=The International Review of Research in Open and Distributed Learning|volume=22|issue=3|pages=34-54|doi=10.19173/irrodl.v22i3.5373|via=}}</ref>: In in-depth interviews with first year students (n=16) contributing artifacts for an open book on what they would have liked to know starting university, most were motivated by gaining skills themselves or helping others to do so.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T04:57:14Z

ChristinaHendricks:

= Transforming Assessments with Renewable Assignments in Philosophy =
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shorter version of this page given out during the workshop:''' [[Sandbox:RenewableAssignmentsPhilHandout2022]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#* [https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which took more time.
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.

* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?
{{Cc-by-sa-4.0}}

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T04:52:38Z

ChristinaHendricks:

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of being publicly available and having an open license.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])
** Students writing chapters for an open textbook in a 3rd year course at Elon University on Rap, Race, Gender, and Philosophy

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202]

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T04:33:25Z

ChristinaHendricks:

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

= Transforming Assessments with Renewable Assignments in Philosophy =
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of being publicly available and having an open license.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202]

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T04:32:59Z

ChristinaHendricks: /* Examples, benefits, challenges of Disposable assignments */

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? List a few on the worksheet linked above, then choose one kind of these and discuss the following:

* What value does it provide and to whom?
* Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of being publicly available and having an open license.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202]

=== Examples of Renewable Assignments ===

* '''Students contributing to Wikipedia''': instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support. E.g, [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* '''Students writing publicly-available articles with an open license on other platforms:''' E.g., [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* '''Students contributing to openly-licensed open books or textbooks:''' E.g., UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* '''Other:''' Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC]

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

{{Cc-by-sa-4.0}}
== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T04:27:37Z

ChristinaHendricks: removed ToC

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of being publicly available and having an open license.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

{{Cc-by-sa-4.0}}

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]
__NOTOC__

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T04:27:12Z

ChristinaHendricks:

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of being publicly available and having an open license.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

{{Cc-by-sa-4.0}}

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T04:18:56Z

ChristinaHendricks: /* In your own courses */

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of being publicly available and having an open license.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T04:16:19Z

ChristinaHendricks:

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of being publicly available and having an open license.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed. A number of them also noted that they worried others might misjudge them based on one piece of work.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

File:Disposable, Non-disposable, and Renewable Assignments table.docx

2022-04-11T04:15:03Z

ChristinaHendricks: ChristinaHendricks uploaded a new version of File:Disposable, Non-disposable, and Renewable Assignments table.docx

=={{int:filedesc}}==
{{Information
|description={{en|1=A table that provides spaces to fill in examples of disposable, non-disposable, and renewable assignments in philosophy, as well as benefits and drawbacks of each.}}
|date=2022-04-10
|source={{own}}
|author=[[User:ChristinaHendricks|ChristinaHendricks]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:Open Education]]
[[Category:Open Pedagogy]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T04:01:35Z

ChristinaHendricks:

{{DISPLAYTITLE:RenewableAssignmentsPhilHandout2022}}

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019)].<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018])"Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of being publicly available and having an open license.

'''<big>NOTE:</big>''' '''It is important to provide students the option whether to share their work publicly and/or with an open license or not.''' They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Category:OER

2022-04-11T03:56:28Z

ChristinaHendricks: added categories so this one falls under broader ones

[[Category:Open Education]]
[[Category:Open Content]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T03:49:29Z

ChristinaHendricks: Removing some things to make the handout shorter

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019]).<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |thumb|621x621px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.

'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn. 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T03:45:59Z

ChristinaHendricks: /* Detour: Open licenses and Open Educational Resources (OERs) */

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019]).<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.
[[File:CC License Requirements.png|alt=A graphic showing the different kinds of Creative Commons licenses, and which require attribution (all but CC0), which allow for commercial use (all but those with NC), which allow for modification of the work (all but those with ND), and which allow for licensing a derivative work with a different license (all but those with SA). |left|thumb|589x589px|Types of CC licenses, from the Foter blog, licensed CC BY-SA: https://foter.com/blog/how-to-attribute-creative-commons-photos/]]
For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
*
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#* [https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
#* Paper in progress on a survey of students writing open case studies: Out of 127 respondents, 73% agreed with the statement, "Having to do a project that is publicly available online compared to one that is not is more stressful."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T01:46:27Z

ChristinaHendricks: /* Some challenges and risks */ added some more challenges

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#* [https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which took more time.
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T01:46:17Z

ChristinaHendricks: /* Some challenges and risks */

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019]).<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#* [https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
#* Paper in progress on a survey of students writing open case studies: Out of 127 respondents, 73% agreed with the statement, "Having to do a project that is publicly available online compared to one that is not is more stressful."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T01:44:57Z

ChristinaHendricks: /* Benefits, challenges, & risks of Non-disposable and Renewable assignments */ added some more challenges

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019]).<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#* [https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
#* Paper in progress on a survey of students writing open case studies: Out of 127 respondents, 73% agreed with the statement, "Having to do a project that is publicly available online compared to one that is not is more stressful."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which caused concern for some students (extra time, stress).
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.
# '''Copyright, technical challenges'''
#* Finding relevant resources to use in publicly-available works that are either public domain or openly licensed can be challenging and time-consuming for students.
#* Learning new technology, running into technical difficulties can also be challenging and time-consuming.
# '''Some reasons why students may choose not to share their work publicly''', from a paper in progress on a survey of students writing open case studies:
#* Feeling their work may not be good enough to share publicly
#* Fearing that others might misjudge them based on one piece of work
#* Feeling vulnerable about sharing their professional work publicly
#* Feeling they don't have permission to speak for certain stakeholders

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T01:31:17Z

ChristinaHendricks: /* Transforming Assessments with Renewable Assignments in Philosophy */ added link to longer version of the page

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Longer version of this page,''' with more information: [[Sandbox:RenewableAssignmentsPhilosophy2022]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019]).<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#* [https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
#* Paper in progress on a survey of students writing open case studies: Out of 127 respondents, 73% agreed with the statement, "Having to do a project that is publicly available online compared to one that is not is more stressful."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilHandout2022

2022-04-11T01:30:06Z

ChristinaHendricks: Shortened content for this version so it would work better as a handout during the session.

== Transforming Assessments with Renewable Assignments in Philosophy ==
Handout for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Short URL for this page:''' https://is.gd/renewable_phil_handout_2022

== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations.

Learn more:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
|
|
|
|-
|'''Non-disposable'''
|
|
|
|-
|'''Renewable'''
|
|
|
|}

=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship]).
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad" ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019]).<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
**[https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
* Students writing publicly-available articles with an open license that are on other platforms
**[https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#* [https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety."
#* Paper in progress on a survey of students writing open case studies: Out of 127 respondents, 73% agreed with the statement, "Having to do a project that is publicly available online compared to one that is not is more stressful."
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]

Sandbox:RenewableAssignmentsPhilosophy2022

2022-04-11T01:20:33Z

ChristinaHendricks:

== Transforming Assessments with Renewable Assignments in Philosophy ==
Information for a workshop facilitated by Christina Hendricks at the Teaching Hub at the Pacific Division meeting of the American Philosophical Association, April 13, 2022.

'''Abstract:''' “Disposable assignments,” according to David Wiley, are tied to the specific requirements of courses and do not add value to the world beyond learning in a course and receiving a grade. While these do serve important purposes, what are some kinds of assignments in philosophy courses that are “non-disposable, that contribute something of value to others beyond completing a learning activity tied to a particular course? What might it mean to create “renewable” assignments,” ones that can be revised and built upon later by others? Participants in this interactive workshop will discuss benefits and challenges of non-disposable and renewable assignments in philosophy courses, and brainstorm some examples they could use in their own teaching.

'''Worksheet to fill out during workshop:''' [[:File:Disposable, Non-disposable, and Renewable Assignments table.docx|File:Disposable, Non-disposable, and Renewable Assignments table.docx]]

'''Shortened URL for this page:''' https://is.gd/renewable_phil_2022
== Introduction & Context ==
'''Territory acknowledgement'''

This workshop is taking place on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and sə̓lílwətaʔɬ (Tseil-Waututh) Nations. Some of the things we'll be discussing today have to do with asking students to do assignments where their work will be public, and maybe available with an open copyright license. I frequently reflect on something I have learned from several Indigenous colleagues at UBC, which is that we need to be careful when sharing knowledge by and for Indigenous people and communities. And that a popular view of knowledge, that knowledge should be universally available to all, can be problematic.

[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ According to Daniel Heath Justice] (Professor, Critical Indigenous Studies at UBC),

* "[T]he idea that all knowledge should be available to all people .... is a very imperialist notion that comes out of the Enlightenment. It comes out of extractive colonialism. It does not take into account protocols around knowledge and the ways in which certain kinds of knowledge are in Indigenous context. Certain kinds of knowledge belong to certain communities and to certain people who are charged not only with the care of that knowledge but also the careful utilization and employment of that knowledge."
* "I don’t think that all knowledge is meant for all people. I think a lot of it is, and I think accessibility to a lot of knowledge is really important. But there is an extractive mentality at the heart of the idea that all things should be available to all people. What that usually means is that the ideas and resources of marginalized people are available for extraction from the powerful. It typically doesn’t mean that marginalized people get access to the knowledge and power of the powerful."

Learn more about the Nations on whose lands this session is taking place:

* [https://www.musqueam.bc.ca/ Musqueam]
* [https://www.squamish.net/about-our-nation/ Squamish]
* [https://twnation.ca/our-story/ Tseil-Waututh]
'''Learning objectives'''

By the end of the session you should be able to:

* Explain disposable, non-disposable, and renewable assignments
* Discuss benefits and challenges of these
* Generate ideas for including non-disposable or renewable assignments in your courses
'''Discussion: Traditional assignments in philosophy'''

Choose one common assignment in philosophy courses and discuss: Why do we often have such assignments in our courses? What can they do for students? Do they have value for others as well?

== "Disposable" assignments ==
[[File:Disposable, Non-disposable, and Renewable Assignments table.docx|thumb|A table with space to fill in examples of disposable, non-disposable, and renewable assignments.|alt=]]
{| class="wikitable"
|+Table on the worksheet in the link above
!Type
!Examples
!Benefits
!Challenges
|-
|'''Disposable'''
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|'''Non-disposable'''
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|'''Renewable'''
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=== Definitions ===
What does the phrase "disposable assignments" mean to you?

From others:

* "These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." ([https://opencontent.org/blog/archives/2975 Wiley, 2013])<ref>{{Cite web|last=Wiley|first=David|date=October 21, 2013|title=What is Open Pedagogy? [Blog post]|url=https://opencontent.org/blog/archives/2975|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* "Disposable assignments are those which neither the student or teacher will use again. They are used to check whether the student is able to perform the assignment." ([https://library.fvtc.edu/OA/reuse Fox Valley Technical College Library Services])
* "Disposable assignments ... are those that only the instructor and students will see and which students are likely to throw away once they have been graded" ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* Disposable assignments do not have value beyond the students' learning. ([https://libguides.jibc.ca/OER/open-assignments Justice Institute of BC Library])

=== Examples, benefits, challenges of Disposable assignments ===
What are some Disposable assignments often given in philosophy courses? Choose one kind of these and discuss the following: What value does it provide and to whom? Could an artifact produced from it have other kinds of values/purposes if the assignment were altered in some way?

== "Non-disposable" assignments (NDAs) and "Renewable" assignments (RAs) ==

=== Definitions of NDAs ===
Non-disposable assignments are more or less the opposite of disposable assignments:

* Assignments "that add value to a student's world, live outside of the boundaries and beyond the duration of the course, and are likely to have a lasting impact." ([https://www.kpu.ca/open/un-sdg-fellowship Kwantlen Polytechnic University page on UN SDG open pedagogy fellowship])
* "... any activity that: (a) students are asked to engage in as part of an organized course; (b) promotes student learning through the completion of the assignment; (c) affords assessment of students’ learning of course objectives; and (d) provides impact or value outside of the traditional student–teacher dyad." ([https://journals.sagepub.com/doi/10.1177/1475725718811711 Seraphin et al., 2019])<ref>{{Cite journal|last=Seraphin|first=Sally B.|last2=Grizzell|first2=J. Alex|last3=Kerr-German|first3=Anastasia|last4=Perkins|first4=Marjorie A.|last5=Grzanka|first5=Patrick R.|last6=Hardin|first6=Erin E.|date=March 2019|title=A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research|url=http://journals.sagepub.com/doi/10.1177/1475725718811711|journal=Psychology Learning & Teaching|volume=18|issue=1|pages=84-97|doi=10.1177/1475725718811711|via=}}</ref>
** According to Seraphin et al. (2019), impact can be conceived along three dimensions:
*** Time: "a potential for the product (and associated learning) to persist and can range from a few hours or days (e.g. in-class activity) to a theoretically infinite period, surpassing a semester (e.g., creation of web-based resources)" (p. 89).
*** Space: "students’ learning (and sharing) transcends the usual margins separating those inside/outside the classroom, institution, community, and nation" (p. 89).
**** e.g., they could share just within the teacher-student dyad, within the course, with a particular organization or community, publicly, etc.
*** Gravity: "extent of value/impact"; "For instance, gravity may refer to the learning impact for student creator (internal gravity) and/or fellow student/public consumers (external gravity) of the final learning product" p. 90).

=== Definitions of RAs ===
Renewable assignments are "renewable" in the sense that they are not only shared with others, but have an open copyright license that allows others to build on them, revise them, and share out the results.

* "without providing the permissions for others to revise, remix, build on, and improve the work, it’s difficult to really call it “renewable" ([https://opencontent.org/blog/archives/4691 Wiley, 2016]).<ref>{{Cite web|last=Wiley|first=David|date=July 7, 2016|title=Towards Renewable Assessments [Blog post]|url=https://opencontent.org/blog/archives/4691|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Improving Learning}}</ref>
* From [https://www.irrodl.org/index.php/irrodl/article/view/3601 Wiley & Hilton (2018]):<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton|first2=John|date=September 2018|title=Defining OER-Enabled Pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=The International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=133-147|doi=10.19173/irrodl.v19i4.3601|via=}}</ref>
** "Open licensing ... ensures that these artifacts will be perpetually and freely available to all who wish to engage them as part of their learning. Rather than a single assignment that is completed, displayed, and archived (or recycled), the artifacts constructed in the context of open become a source of renewal and additional learning-by-making for later learners" (p. 136).
** Renewable assignments "both support an individual student's learning and result in new or improved open educational resources that provide a lasting benefit to the broader community of learners" (p. 137).
** In RAs, the artifacts created contribute to students' learning, are made publicly available, and have an open copyright license that allows others to reuse and revise them.

RAs are thus similar to NDAs in some respects--they have value to others beyond the teacher-student dyad, and beyond the individual student's learning--but have the added elements of:

* being publicly available
* having an open license
'''NOTE:''' It is important to provide students the option whether to share their work publicly and/or with an open license or not. They could instead share it publicly without an open license (in which case, any reuse would require permission), or share it in a more limited fashion--e.g., submitting only to the instructor, or showing only on the course website and not publicly, or showing publicly but with a pseudonym).

=== Detour: Open licenses and Open Educational Resources (OERs) ===
'''Open copyright licenses''' allow for creators of works to retain copyright but attach a license that lets others know what they can do with the work without asking direct permission. In the educational sphere, openly licensed works often have a Creative Commons license.

For more information, see [https://pose.open.ubc.ca/open-education/creative-commons/what-is-creative-commons-and-what-are-creative-commons-licenses/ the "What is Creative Commons" page] from the [https://pose.open.ubc.ca Program for Open Scholarship and Education] (UBC), as well as the "Different types of CC licenses" page on the left menu of that site.
[[File:CC_License_Requirements.png|alt=Chart showing which Creative Commons licenses allow for use and copying (all), which require attribution (all but CC0), which can be used for commercial purposes (all but those with NC), which allow modifications to the work (all but those with ND), and which allow for new works to be licensed differently (all but those with SA)|center|thumb|700x700px|Types of CC licenses, from Foter blog; http://foter.com/blog/how-to-attribute-creative-commons-photos/]]
[[File:5rs.PNG|alt=A graphic with "5 R" in the middle, and around it in a circle are the following words: Retain, Reuse, Revise, Remix, Redistribute.|thumb|224x224px|5 R's of OER [https://opencontent.org/blog/archives/3221 as defined by David Wiley.] ]]
'''Open Educational Resources''' '''(OER)''' are any educational resources that are in the public domain or have an open license.

* "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others" ([https://www.unesco.org/en/communication-information/open-solutions/open-educational-resources UNESCO]).
* Here is [[:File:5Rs of OER Infographic.pdf|an infographic explaining the "5R's" of OER]]: retain, reuse, revise, remix, redistribute.
'''Some OERs in philosophy'''

* [https://openlogicproject.org/ Open Logic Project]
* [https://open.umn.edu/opentextbooks/subjects/philosophy Open Textbook Library list of philosophy textbooks]
* Search [https://www.oercommons.org/ OER Commons] for "Arts and Humanities" and then "philosophy"
* Free to access and publicly available, but not openly licensed: [https://plato.stanford.edu/ Stanford Encyclopedia of Philosophy]

== Examples of NDAs and RAs ==

=== Brainstorm ===
What are some examples of non-disposable or renewable assignments? Brainstorm on your own for a few minutes. You could write them on the worksheet listed at the top of this page.

=== Examples of Non-disposable assignments ===
*'''Philosophy courses:'''
** Students writing introductions to assigned readings in a first-year philosophy course
** "Philosophy in the World" assignment in a first-year philosophy course ([https://blogs.ubc.ca/phil102/assignments/philosophy-in-the-world/ Hendricks, PHIL 102])
** Abstracts/summaries of secondary literature posted online for other students or the public to view, in a 4th year philosophy course ([https://blogs.ubc.ca/phil449/abstract-of-secondary-source/ Hendricks, PHIL 449])

*'''Other courses'''
** Students writing homework, quiz, or exam questions for their own course or later versions of a psychology course ([https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/ Jhangiani, 2017])<ref>{{Cite web|last=Jhangiani|first=Rajiv|date=January 12, 2017|title=Why have students answer questions when they can write them? [Blog post]|url=https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/|url-status=live|archive-url=|archive-date=|access-date=April 10, 2022|website=Rajiv Jhangiani}}</ref>
** Students creating other assignments for courses, along with tutorials and examples--e.g., [https://assignments.ds106.us/ DS106 Assignment Bank] (Digital Storytelling course)
** Student blog posts available inside or beyond the course ([https://artsone-open.arts.ubc.ca/ Arts One Open]; [https://rmst202.arts.ubc.ca/ Beasley-Murray, RMST 202])
**[[Course:ANTH302A|UBC 3rd year Anthropology course]]: students work in groups to write articles on the UBC Wiki about pandemic experiences and responses in various regions of South Asia.
**[https://artsone.arts.ubc.ca/student-journal-one/ First year interdisciplinary course at UBC (Arts One)]: student essays selected at the end of each year to be published in an online journal

=== Examples of Renewable Assignments ===

* Students contributing to Wikipedia--instructors can work with the [https://wikiedu.org/teach-with-wikipedia/ Wikipedia Education Foundation] to set up such projects and get support.
** [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/home UBC 4th year Canadian Literature course:] "As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia."
** [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/HIST_432,_IR_in_the_20th_Century_2022_(Spring) UBC 4th year History course] on the history of International Relations from 1945-present.
* Students writing publicly-available articles with an open license that are on other platforms
** [[Course:FNH200|UBC 2nd year Food, Nutrition, and Health course]], asking students to write articles on various foods--see [[Course:FNH200/TeamProjectsShowcase|the "UBC Wiki" projects listed here]].
** [https://blogs.ubc.ca/holocaustliterature/ UBC 4th year German course on Literary Representations of the Holocaust]: student essays from the course are posted on a blog with an open license.
* Students contributing to openly-licensed open books or textbooks
**[[Course:ASIA321|UBC 3rd year Asian Studies course]]: students are contributing to a book called ''Celebrity culture in Chinese Societies: Histories, Theories, and Debates.'' This book will be published on the UBC Wiki and downloadable as a PDF.
** [[Documentation:FIB|UBC 4th year course in Mechanical Engineering]]: students are contributing chapters to an openly-licensed book on the UBC Wiki that will be used for later versions of the course, with students building upon earlier work in the book.
** UBC 3rd year Classical Studies course: students wrote chapters for [https://pressbooks.bccampus.ca/unromantest/ a book called ''UnRoman Romans'']. From the introduction: "This reader was created for and by a third year class in Classics at the University of British Columbia, called ‘UnRoman Romans’, and is still (and will remain for some time) a work in progress. The class looked at those who did not fit in or were stigmatized in the Roman empire from sexual minorities to ethnic groups to entertainers and beyond."
* Other
** Students writing case studies for an [https://cases.open.ubc.ca/case-studies/ "open case studies" collection at UBC].
***

== Benefits, challenges, & risks of Non-disposable and Renewable assignments ==

=== Discussion: Why NDAs or RAs? ===
In a small group, choose one or more Non-disposable assignment examples, and one or more Renewable assignment examples, and discuss benefits, challenges, and risks. You could write these on the worksheet linked at the top of this page.

=== Some benefits ===

# '''Student engagement and motivation'''
#*[https://journals.sagepub.com/doi/10.1177/2373379920962416 Kruger & Hollister (2020)]<ref>{{Cite journal|last=Kruger|first=Jessica Sloan|last2=Hollister|first2=Christopher|date=October 2020|title=Engaging Undergraduate Public Health Students Through a Textbook Creation Project|url=https://journals.sagepub.com/doi/10.1177/2373379920962416|journal=Pedagogy in Health Promotion|volume=7|issue=3|pages=226-234|doi=10.1177/2373379920962416|via=}}</ref>: In a survey of undergraduate students who wrote chapters for an open textbook on public health, 100% of respondents (n=69) agreed or strongly agreed that the project helped them feel more engaged with the course material.
#* [https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0">{{Cite journal|last=Hilton|first=John|last2=Wiley|first2=David|last3=Chaffee|first3=Reta|last4=Darrow|first4=Jennifer|last5=Guilmett|first5=JoAnn|last6=Harper|first6=Sarah|last7=Hilton|first7=Bryson|date=November 2019|title=Student Perceptions of Open Pedagogy: An Exploratory Study|url=https://openpraxis.org/index.php/OpenPraxis/article/view/973|journal=Open Praxis|volume=11|issue=3|pages=275-288|doi=10.5944/openpraxis.11.3.973|via=}}</ref>: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 24% reported increased engagement or interest in the topic or course.
#* Paper in progress on a survey of students writing open case studies:
#** 47% of respondents (n=92) said they felt more engaged and interested in the project than they would have if it were just shared with the instructor.
#** 61% of respondents (n=127) agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more motivating."
#*** Many reasons cited for this related to the sense that one's work is contributing something meaningful that could be of value to others; many others noted that the visibility of the case study motivated them to do their best work.
# '''Student learning and skills development'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/973 Hilton et al. (2019)]<ref name=":0" />: In a survey of 173 students in 9 different courses doing different NDAs or RAs, 43% said that their achievement of the following learning outcomes was greater with these assignments than "traditional" ones: mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, learning how to learn.
#* Paper in progress on a survey of students writing open case studies:
#** In a survey question with 92 respondents, the following percentage of students said that the project supported them to improve or gain new skills in:
#*** Gathering and integrating credible sources in my writing: 60%
#*** Translating disciplinary knowledge to educate the general public: 52%
#*** Communicating my thoughts and position clearly in my writing: 42%
#** In addition, the following percentage of respondents said:
#*** I put in more effort in my research to ensure accurate information is presented and to provide credible references: 52%
#*** I paid more attention to the clarity and coherence of my writing to ensure that a lay person can learn from my work: 36%
#*** I imposed a higher self-expectation and focused more on the overall quality of my work: 30% 
=== Some challenges and risks ===

# '''Stress and anxiety'''
#*[http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/ Hollister (2020)]<ref>{{Cite journal|last=Hollister|first=Christopher|date=2020|title=Using Open Pedagogy to Engage LIS Students: A Case Study|url=http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2357/|journal=Journal of Librarianship and Scholarly Communication|volume=8|issue=1|pages=1-17|doi=10.7710/2162-3309.2357|via=}}</ref>: In a survey of 20 students creating chapters for an open textbook on international and comparative librarianship, 16 said the assignment caused them "discomfort or anxiety." This was due to the short timeframe for the work, discomfort with having their work published publicly, and for some, worries about writing from a N. American perspective about librarianship in other countries.
#* Paper in progress on a survey of students writing open case studies:
#** Out of 127 respondents, 73% agreed with the statement: "Having to do a project that is publicly available online compared to one that is not is more stressful."
#** Most of the responses were related to stress about ensuring that the content was accurate and the case study well done because it would be available publicly. A significant number of students also said that they were concerned about violating copyright, or doing references incorrectly and possibly plagiarising as a result.
# '''Unfamiliar kinds of assignments'''
#*[https://openpraxis.org/index.php/OpenPraxis/article/view/1025 Bloom, (2019])<ref>{{Cite journal|last=Bloom|first=Matthew|date=October-December 2019|title=Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition|url=https://openpraxis.org/articles/10.5944/openpraxis.11.4.1025/|journal=Open Praxis|volume=11|issue=4|pages=343-353|doi=10.5944/openpraxis.11.4.1025|via=}}</ref>: Students were asked to create a "learning tool" that can help others learn about a topic, such as a flyer, video, or slideshow that could be shared publicly. In doing so they had to make further decisions around form and content rather than sticking with the traditional essay format they are familiar with, which took more time.
#* Also, students may be less sure what a high quality project would be like for an assignment unfamiliar to them.
# '''Digital footprint'''
#* Paper in progress on a survey of students writing open case studies: A number of students noted, in various open-ended or other survey questions, that they were worried about their digital identity or reputation, and that once something is posted publicly online it can never be fully removed.

== In your own courses ==
Consider one assignment you have in a course that you think could benefit from being turned into a Non-disposable or a Renewable assignment.
* How might you transform it?
* What considerations do you need to take into account for students, yourself, and TAs (if applicable)?
* What concerns or questions do you have?

== References ==
*

*
<references />
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:OER]]