UBC Wiki - User contributions [en]

Thread:Documentation talk:Open Case Studies/Civil Engineering A/Template/Students' Perspective Feedback

2016-05-20T22:23:01Z

DanielMunro: New thread: Students' Perspective Feedback

* Good, helpful learning objectives
* More examples, or one overarching case, would be helpful for understanding all the concepts and definitions (e.g. a UBC-specific example)
* Include activities that encourage students to find examples from the UBC context that demonstrate concepts and tensions explained in the case study
* One idea for an activity or something to encourage students to do: encourage students to think about how they would develop a sustainable business model (similar to the company where most of the references come from)

Thread:Documentation talk:Open Case Studies/LFS/Template/Students' Perspective Feedback

2016-05-20T22:12:45Z

DanielMunro: New thread: Students' Perspective Feedback

* Some sentences are very long and get confusing
* Under historical context: specific examples of how UBC has "embraced diversity as a value"
* Under historical context: examples of how "The impact of loss of biocultural diversity over the last 100 years continues to manifest in different forms”
* For the following quote, show where UBC has committed to this, and then show examples of how it has failed to live up to the commitment: "UBC has stated values of integrity, mutual respect equity and the public interest in its Vision Statements and strategic plans. However, the links to the importance of biocultural diversity to the are not taken in account in the integration of physical development, social responsibility, and strategic planning"
* Define "social sustainability" and explain the differences between different types of sustainability (social, environmental, economic) and where biodiversity fits into these distinctions

Thread:Documentation talk:Open Case Studies/Law/Template/Students' Perspective Feedback

2016-05-20T22:04:48Z

DanielMunro: New thread: Students' Perspective Feedback

* The Layout is really good, especially the section with questions for students to think about
* Under Introduction: some more definitions or links to more info would be good for some terms like "natural gas condensate," "diluted bitumen," Athabasca oil sands, and the marine terminal in Kitimat
* Under Introduction: More description or links for the following, give specific examples: “The Wet'suwet'en First Nation has adamantly opposed the pipeline, as well as many Dakelh First Nations including the Saik'uz First Nation. West Coast Environmental Law has compiled a list of over 130 First Nations opposed to the Northern Gateway Pipeline.”
* Under "Historical Context": define or link to definition of "terra nullius"
* Give more information on the Environmental Impact Assessment (EIA) process, specifically the Canadian context and how it has changed depending on which federal party is in power (e.g. add a link where it is mentioned in the introduction, or some relevant images/graphs)

Thread:Documentation talk:Open Case Studies/Economics/Template/Students' Perspective Feedback

2016-05-20T21:52:37Z

DanielMunro: New thread: Students' Perspective Feedback

* All the students found this case study very interesting
* Abstract is really helpful, but it should explain what "habitat bycatch limitation agreement" means because this is not clear
* Make the questions for students to consider more prominent, and add more of them. This would make the case study more useful for students
* Some acronyms/abbreviations are introduced at the beginning before the name of the organization is given; should use the full name first, or provide a "key" of acronyms and definitions at the beginning
* Some important economic terms (e.g. "free rider," "negative externality") could be bolded or emphasized a bit more, to highlight the fact that they are important economic terms
* More images for illustration would be helpful, since the case study is very long
* The page would flow better if some of the images were on the left rather than all on the right

Thread:Documentation talk:Open Case Studies/Forestry/Template/Students' Perspective Feedback

2016-05-20T21:35:27Z

DanielMunro: New thread: Students' Perspective Feedback

* This case had a lot of well-organized, thought-provoking questions
* Part about Epic of Gilgamesh: seemed very abrupt, could be better integrated into the rest of the case
* Part about government officials being assassinated: also seemed a big abrupt, could have some examples associated it
* Too much abbreviations for names of organizations--you start to forget what acronyms mean, would be better to spell out the whole name each time it is mentioned, or else include a "key" of definitions at the beginning
* In the Introduction: put the different definitions of illegal logging under sub-headings or find a way to better sub-divide
* Discussions of impacts on indigenous communities: more local examples (Canada, B.C.) would make it easier to relate to
* Economic Implications section: using a more specific example would make it easier to relate to
* What about the perspective of the workers being hired to do illegal logging? Why people get into the industry in the first place? They may be economically disadvantaged and the industry provides them with work; could discuss these types of social implications, or could include more questions for students about these social implications to get them thinking about it
* Does illegal logging benefit the farming industry? Post-forest land often results in farmland being created, does the farming industry exploit illegal logging for this purpose? Could include some perspective on this or could include more questions for students to get them to think about it

Documentation:Open Case Studies/Topics

2016-05-18T20:58:58Z

DanielMunro: /* Case Study Writers */

==Case Study Writers==
Please add your proposed case study topic below and indicate whether you will write solo or are seeking a collaborator.

Please also add a request for materials from the Library - if you have something specific you would like to be available to you during the Case Study Sprint.

===Topics===
* Example topic - Name (seeking a collaborator)
* Climate Justice: Richard Price (seeking collaborator). What distribution of costs for climate change mitigation should be regarded as fair by the most (important) countries ? (Would be most helpful to work with someone who has expertise in causes of climate change)*
::* Are problem-solving approaches to environmental problems inadequate, such that more holistic ecological ethical approaches are needed? How feasible are such changes? Case studies on the development of bans on killing of whales and use of animals for research can show us how some such changes have occurred globally. (Again, if there is someone such as in the sciences with expertise on these issues that woudl be enormously helpful).
* Janette Bulkan: Illegal logging: a multi-billion global industry hiding in plain sight.

==Library Resources==

If you require any print resources from [http://www.library.ubc.ca/ UBC Library], please list them below. These resources will be brought to the sprint for your use.

===Library Resources===
* Author, Title, Link (if you have one)
* Henry Shue, Climate Justice: Vulnerability and Protection (Oxford University Press, 2014). (listed as only held by UBCO library!: can we get a copy?) '''(Request Made)'''
*Peter Singer, [http://ezproxy.library.ubc.ca/login?url=http://web.a.ebscohost.com/ehost/detail/detail?sid=473b715d-2bd3-4bb5-b02d-344c9f0811b3%40sessionmgr4002&vid=0&hid=4107&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl Animal Liberation]. '''(2015 - Online Available)'''

==Pages to keep track of resources==
Remember that there are individual pages for each discipline, where you can keep track of resources you might use during the writing of the case study. See here: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Prep_Workshop#Developing_a_Shared_Resource_using_Wiki

[[Category: Open Case Studies]]

User:DanielMunro

2016-05-12T20:56:33Z

DanielMunro: Undo revision 412183 by DanielMunro (talk)

I am a fourth year undergraduate student, currently in my last semester of an Honours Philosophy degree. I also work at the Alma Mater Society of UBC as Associate Vice-President, Academic and University Affairs, which has included various initiatives to promote the creation and adoption of Open Educational Resources on platforms like the UBC Wiki.

User:DanielMunro

2016-05-12T20:55:59Z

DanielMunro: Undo revision 412186 by DanielMunro (talk)

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2016-05-12T20:49:07Z

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2016-05-12T20:45:41Z

DanielMunro:

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Documentation:Open Case Studies

2016-05-12T19:31:26Z

DanielMunro: /* Participants */

{{Open Case Studies}}
==Project Description==
''This project brings together faculty and students from across departments and Faculties to co-create an interdisciplinary, open educational resource on sustainability and environmental ethics. The structure and open nature of this resource will allow faculty and students to contribute to and provide commentary on a collection of case studies through the lens of their respective academic disciplines. We will hold a “sprint” to start the resource, but students and faculty will continue to add to it later. Graduate RAs will work with professors to incorporate the resource into their courses and evaluate its success, with emphasis on leveraging the resource's openness to create new, student- generated cases as well as disciplinary, research-based commentary on cases. With new contributions from students and faculty, the resource will evolve and expand over time.''

::TLEF Application - Project Description.
The project is funded through a [http://tlef.ubc.ca/ TLEF] - small grant for 2016.

==Participants==

Organizers:
* Daniel Munro, AMS, Philosophy
* Christina Hendricks, Philosophy

Support:
* Lucas Wright, CTLT
* Emily Renoe, CTLT
* Cindy Underhill, CTLT
* Erin Fields, UBC Library

Instructors:
* John Beatty, Philosophy
* Loch Brown, Geography
* Janette Bulkan, Forestry and Natural Resources Conservation
* Mark Harris, Law and Society
* Tara Ivanochko, Earth, Ocean, and Atmospheric Sciences
* Eduardo Jovel, Land and Food Systems
* Gordon Munro, Economics
* Richard Price, Political Science
* Joerg Winter, Civil Engineering
* Negar Roghanian, Civil Engineering

Undergraduate Students:
* Sherrie Wang, Electrical Engineering
* Pattie Shang, Geography
* Daniel Lam, Atmospheric Sciences
* Marium Hamid, Economics and Anthropology
* Adrian Cheng, Geography

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing Citation.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Licensing_Citation#Open_Licenses|Open Licenses]]
[[Documentation:Open_Case_Studies/Licensing_Citation#Attributing_Creative_Commons_Materials|Attributing Open Licensed Material]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Searching_for_Open_Education_Resources|Searching for Open Education Resources]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Citing_Resources_in_a_Wiki|Citing Resources in the Wiki]]
|-
|}
* icon image credits may be viewed by clicking on the image.

[[Category: Open Case Studies]]

Documentation:Open Case Studies

2016-05-11T02:07:33Z

DanielMunro: /* Participants */

{{Open Case Studies}}
==Project Description==
''This project brings together faculty and students from across departments and Faculties to co-create an interdisciplinary, open educational resource on sustainability and environmental ethics. The structure and open nature of this resource will allow faculty and students to contribute to and provide commentary on a collection of case studies through the lens of their respective academic disciplines. We will hold a “sprint” to start the resource, but students and faculty will continue to add to it later. Graduate RAs will work with professors to incorporate the resource into their courses and evaluate its success, with emphasis on leveraging the resource's openness to create new, student- generated cases as well as disciplinary, research-based commentary on cases. With new contributions from students and faculty, the resource will evolve and expand over time.''

::TLEF Application - Project Description.
The project is funded through a [http://tlef.ubc.ca/ TLEF] - small grant for 2016.

==Participants==

Organizers:
* Daniel Munro, AMS, Philosophy
* Christina Hendricks, Philosophy

Support:
* Lucas Wright, CTLT
* Emily Renoe, CTLT
* Cindy Underhill, CTLT
* Erin Fields, UBC Library

Instructors:
* John Beatty, Philosophy
* Loch Brown, Geography
* Janette Bulkan, Forestry and Natural Resources Conservation
* Mark Harris, Law and Society
* Tara Ivanochko, Earth, Ocean, and Atmospheric Sciences
* Eduardo Jovel, Land and Food Systems
* Gordon Munro, Economics
* Richard Price, Political Science
* Joerg Winter, Civil Engineering
* Negar Roghanian, Civil Engineering

Undergraduate Students:
* Sherrie Wang, Electrical Engineering
* Pattie Shang, Geography
* Daniel Lam, Atmospheric Sciences
* Marium Hamid, Economics and Anthropology

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing Citation.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Licensing_Citation#Open_Licenses|Open Licenses]]
[[Documentation:Open_Case_Studies/Licensing_Citation#Attributing_Creative_Commons_Materials|Attributing Open Licensed Material]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Searching_for_Open_Education_Resources|Searching for Open Education Resources]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Citing_Resources_in_a_Wiki|Citing Resources in the Wiki]]
|-
|}
* icon image credits may be viewed by clicking on the image.

[[Category: Open Case Studies]]

Documentation:Open Case Studies/Sprint/Author Guide

2016-05-10T21:31:29Z

DanielMunro: /* Proposed format */

=Case Study Details=

==What do we mean by "case study?"==

These ideas came from the brainstorm activity we engaged in during the workshop in April.

The case study:

*Encourages students to think critically about an issue
*Includes elements of reflection: How do students internalize?
*Contains value uncertainty
*Deals with complex problems/wicked problems with many stakeholders and values
*Abstractable (local-global)
*Deals with specific problems that are addressed
*Focuses on a particular scenario
*Highlights controversy/Uncertainty
*Includes specific examples of where a problem is addressed
*Includes discussion of What works? What does not work?
*Clear enough to be understood across different disciplines and areas

===Questions, suggestions, comments on this shared definition===
''Participants edit this section to add their thoughts here''

==Who is the audience?==

There are multiple audiences for these case studies:
* Students in the courses you teach
* Students in courses in other disciplines
* Students and instructors not involved in this project, both inside and outside of UBC, who might use the resource in their own teaching and learning (those outside UBC can't edit it, but they can still use it or copy/paste into something else and change it there)
* The general public, who might learn a lot from these resources

==Proposed format==

Given that we anticipate a broad audience for the case studies, it's important that they be written using layperson language. Discipline specific terminology may be brought in at the level of the "perspectives" piece - where there is opportunity to identify how various disciplines would approach the problem (for example, some may bring expertise in different tools/frameworks for problem analysis or public consultation, etc.).

===Template===
'''Cases'''
* Introduction
* Framing the Problem: describe a (hypothetical or actual) problem or dilemma related to sustainability or environmental ethics, describe why it is a problem and why it is difficult to solve
* Historical Context: how the problem developed, similar or related historical problems
* Implications:
** Political: describe governmental jurisdiction over this issue and dilemmas for lawmakers, current laws/precedents related to the problem
** Economic: describe economic issues related to the problem
** Social: describe social groups this problem impacts and who needs to be taken into account in its solution
* Moving Forward: describe suggestions for solving the problem, pros and cons of these
* References
'''Disciplinary Perspectives'''
* What would a philosopher do?: How might someone from philosophy approach solving this problem? Which issues would they take into account when analyzing the problem? What does literature from this discipline say about problems like this?
* What would a geographer do?
* Etc.
'''Teaching Resources'''
* Philosophy: How might an instructor in philosophy incorporate this case study into their course readings, discussions, and assignments?
* Geography
* Etc.

===Questions, suggestions, comments on this proposed format===
''Participants edit this section to add their thoughts here''

==How might the case studies be used in teaching?==
The case studies we develop may be used in any learning environment where students are grappling with themes related to sustainability or environmental ethics. The objectives may be refined to support the learning goals of a particular course.

As a starting place, we propose that instructors use the case studies developed within this project by requiring students to answer a series of open-ended questions, contributing to an analysis of the issue presented and a proposed solution or way forward. Some suggested lines of questioning include:

* What is the issue?
* What is the goal of the analysis?
* What is the context in which this issue is arising?
* What key facts should be considered?
* Whose voices are we hearing and whose are absent?
* What alternatives are available to the decision-maker(s)?
* What would you recommend — and why?

Case studies offer a way for students to "actively engage in figuring out the principles by abstracting from the examples" (Boston University - [http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/ Using Case Studies to Teach]) . This process develops their skills for:

* Problem solving
* Using analytical tools, quantitative and/or qualitative, depending on the case
* Decision making in complex situations
* Coping with ambiguities

===Questions, suggestions, comments on how to use the case studies===
''Participants edit this section to add their thoughts here''

==Document to record case study topics==

Please go to this page to write down the topic or topics you're thinking you might use for your case study: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Topics

We can see what others are doing and see if there are overlaps, see if others have ideas we might use, etc.

==Sprint Process==

===Our goals===
* Create a single case for each of the disciplines focused on a theme in sustainability or environmental ethics.
* Collaboratively develop a perspective section for each of the case studies: "How would a philosopher, polical scientist,georgrapher, etc. approach the problem?"
* Suggest teaching resources, such as relevant questions that will help students approach the topic from various disciplinary perspectives.

===Day 1, May 19th, : 9:30am-4:30pm, May 19th===

====9:00-10:30: Setting the stage====
*Mapping out the two-days (group activity)
*Revisiting and finalizing structure and approaches to case studies
*Discussion (Approaches to using case-studies in the classroom)
*Clarification of roles

====10:30-12:00: Initial Drafting/Writing====
*Drafting case studies

====12:00-1:00pm LUNCH--Provided====

====1:00-4:15: Case study feedback/Revising/Writing====
*Case study group feedback: check-ins
*Incorporating revisions

====4:15-4:30: Session Sharing and Wrap-up====

===Day 2 May 20th, : 9:30am - 4:30pm, May 19th, Refining Case Studies and Perspectives===

====9:30-9:45: Day 1 Debrief====
*Reflecting on Day 1 Process
*Feedback and day 2 plan

====9:45-12:00: Revising case-studies====
*Case study revisions

===1:00-1:30pm: Case studies check in/Sharing

====1:30-3:45: Case studies Perspective/Sharing Activity====
*Activity: Individual case studies are shared between individuals. Colleagues add onto their colleagues' case study, considering “How would a political scientist (etc.) approach this? What about a philosopher?" 3 rotations to build on the case studies.

====3:45-4:30pm: Final Debrief====

[[Category: Open Case Studies]]

Documentation:Open Case Studies

2016-05-09T23:03:55Z

DanielMunro:

{{Open Case Studies}}
==Project Description==
''This project brings together faculty and students from across departments and Faculties to co-create an interdisciplinary, open educational resource on sustainability and environmental ethics. The structure and open nature of this resource will allow faculty and students to contribute to and provide commentary on a collection of case studies through the lens of their respective academic disciplines. We will hold a “sprint” to start the resource, but students and faculty will continue to add to it later. Graduate RAs will work with professors to incorporate the resource into their courses and evaluate its success, with emphasis on leveraging the resource's openness to create new, student- generated cases as well as disciplinary, research-based commentary on cases. With new contributions from students and faculty, the resource will evolve and expand over time.''

::TLEF Application - Project Description.
The project is funded through a [http://tlef.ubc.ca/ TLEF] - small grant for 2016.

==Participants==

Organizers:
* Daniel Munro, AMS, Philosophy
* Christina Hendricks, Philosophy

Support:
* Lucas Wright, CTLT
* Emily Renoe, CTLT
* Cindy Underhill, CTLT
* Erin Fields, UBC Library

Instructors:
* John Beatty, Philosophy
* Loch Brown, Geography
* Janette Bulkan, Forestry and Natural Resources Conservation
* Mark Harris, Law and Society
* Tara Ivanochko, Earth, Ocean, and Atmospheric Sciences
* Eduardo Jovel, Land and Food Systems
* Gordon Munro, Economics
* Richard Price, Political Science
* Joerg Winter, Civil Engineering
* Negar Roghanian, Civil Engineering

Undergraduate Students:
* Sherrie Wang, Electrical Engineering
* Pattie Shang, Geography
* Daniel Lam, Atmospheric Sciences

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing Citation.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Licensing_Citation#Open_Licenses|Open Licenses]]
[[Documentation:Open_Case_Studies/Licensing_Citation#Attributing_Creative_Commons_Materials|Attributing Open Licensed Material]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Searching_for_Open_Education_Resources|Searching for Open Education Resources]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Citing_Resources_in_a_Wiki|Citing Resources in the Wiki]]
|-
|}
* icon image credits may be viewed by clicking on the image.

[[Category: Open Case Studies]]

Documentation:Open Case Studies

2016-05-09T20:37:41Z

DanielMunro:

{{Open Case Studies}}
==Project Description==
''This project brings together faculty and students from across departments and Faculties to co-create an interdisciplinary, open educational resource on sustainability and environmental ethics. The structure and open nature of this resource will allow faculty and students to contribute to and provide commentary on a collection of case studies through the lens of their respective academic disciplines. We will hold a “sprint” to start the resource, but students and faculty will continue to add to it later. Graduate RAs will work with professors to incorporate the resource into their courses and evaluate its success, with emphasis on leveraging the resource's openness to create new, student- generated cases as well as disciplinary, research-based commentary on cases. With new contributions from students and faculty, the resource will evolve and expand over time.''

::TLEF Application - Project Description.
The project is funded through a [http://tlef.ubc.ca/ TLEF] - small grant for 2016.

==Participants==

Organizers:
* Daniel Munro, AMS, Philosophy
* Christina Hendricks, Philosophy

Support:
* Lucas Wright, CTLT
* Emily Renoe, CTLT
* Cindy Underhill, CTLT
* Erin Fields, UBC Library

Instructors:
* John Beatty, Philosophy
* Loch Brown, Geography
* Janette Bulkan, Forestry and Natural Resources Conservation
* Mark Harris, Law and Society
* Tara Ivanochko, Earth, Ocean, and Atmospheric Sciences
* Eduardo Jovel, Land and Food Systems
* Gordon Munro, Economics
* Richard Price, Political Science
* Joerg Winter, Civil Engineering
* Negar Roghanian, Civil Engineering

Undergraduate Students:
* Sherrie Wang, Electrical Engineering
* Pattie Shang, Geography

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing Citation.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Licensing_Citation#Open_Licenses|Open Licenses]]
[[Documentation:Open_Case_Studies/Licensing_Citation#Attributing_Creative_Commons_Materials|Attributing Open Licensed Material]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Searching_for_Open_Education_Resources|Searching for Open Education Resources]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Citing_Resources_in_a_Wiki|Citing Resources in the Wiki]]
|-
|}
* icon image credits may be viewed by clicking on the image.

[[Category: Open Case Studies]]

Documentation:Open Case Studies

2016-05-08T22:14:07Z

DanielMunro: /* Participants */

{{Open Case Studies}}
==Project Description==
''This project brings together faculty and students from across departments and Faculties to co-create an interdisciplinary, open educational resource on sustainability and environmental ethics. The structure and open nature of this resource will allow faculty and students to contribute to and provide commentary on a collection of case studies through the lens of their respective academic disciplines. We will hold a “sprint” to start the resource, but students and faculty will continue to add to it later. Graduate RAs will work with professors to incorporate the resource into their courses and evaluate its success, with emphasis on leveraging the resource's openness to create new, student- generated cases as well as disciplinary, research-based commentary on cases. With new contributions from students and faculty, the resource will evolve and expand over time.''

::TLEF Application - Project Description.
The project is funded through a [http://tlef.ubc.ca/ TLEF] - small grant for 2016.

==Participants==

Organizers:
* Daniel Munro, AMS, Philosophy
* Christina Hendricks, Philosophy

Support:
* Lucas Wright, CTLT
* Emily Renoe, CTLT
* Cindy Underhill, CTLT
* Erin Fields, UBC Library

Instructors:
* John Beatty, Philosophy
* Loch Brown, Geography
* Janette Bulkan, Forestry and Natural Resources Conservation
* Mark Harris, Law and Society
* Tara Ivanochko, Earth, Ocean, and Atmospheric Sciences
* Eduardo Jovel, Land and Food Systems
* Gordon Munro, Economics
* Richard Price, Political Science
* Joerg Winter and Negar Roghanian, Civil Engineering

Undergraduate Students:
* Sherrie Wang, Electrical Engineering
* Pattie Shang, Geography

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing Citation.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Licensing_Citation#Open_Licenses|Open Licenses]]
[[Documentation:Open_Case_Studies/Licensing_Citation#Attributing_Creative_Commons_Materials|Attributing Open Licensed Material]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Searching_for_Open_Education_Resources|Searching for Open Education Resources]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Citing_Resources_in_a_Wiki|Citing Resources in the Wiki]]
|-
|}
* icon image credits may be viewed by clicking on the image.

[[Category: Open Case Studies]]

Documentation:Open Case Studies

2016-05-02T03:24:10Z

DanielMunro: /* Participants */

{{Open Case Studies}}
==Project Description==
''This project brings together faculty and students from across departments and Faculties to co-create an interdisciplinary, open educational resource on sustainability and environmental ethics. The structure and open nature of this resource will allow faculty and students to contribute to and provide commentary on a collection of case studies through the lens of their respective academic disciplines. We will hold a “sprint” to start the resource, but students and faculty will continue to add to it later. Graduate RAs will work with professors to incorporate the resource into their courses and evaluate its success, with emphasis on leveraging the resource's openness to create new, student- generated cases as well as disciplinary, research-based commentary on cases. With new contributions from students and faculty, the resource will evolve and expand over time.''

::TLEF Application - Project Description.
The project is funded through a [http://tlef.ubc.ca/ TLEF] - small grant for 2016.

==Participants==

Organizers:
* Daniel Munro, AMS, Philosophy
* Christina Hendricks, Philosophy

Support:
* Lucas Wright, CTLT
* Emily Renoe, CTLT
* Cindy Underhill, CTLT
* Erin Fields, UBC Library

Instructors:
* John Beatty, Philosophy
* Loch Brown, Geography
* Janette Bulkan, Forestry and Natural Resources Conservation
* Mark Harris, Law and Society
* Tara Ivanochko, Earth, Ocean, and Atmospheric Sciences
* Eduardo Jovel, Land and Food Systems
* Gordon Munro, Economics
* Richard Price, Political Science
* Joerg Winter and Negar Roghanian, Civil Engineering

Undergraduate Students:
* Cheryl-Lee Madden, Geography
* Sherrie Wang, Electrical Engineering
* Pattie Shang, Geography
* (more to be confirmed)

==Help Links==
{| class="wikitable"
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| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Licensing_Citation#Open_Licenses|Open Licenses]]
[[Documentation:Open_Case_Studies/Licensing_Citation#Attributing_Creative_Commons_Materials|Attributing Open Licensed Material]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Searching_for_Open_Education_Resources|Searching for Open Education Resources]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Citing_Resources_in_a_Wiki|Citing Resources in the Wiki]]
|-
|}
* icon image credits may be viewed by clicking on the image.

[[Category: Open Case Studies]]

Documentation:Open Case Studies/Sprint/Author Guide

2016-04-29T17:39:41Z

DanielMunro: /* How might the case studies be used in teaching? */

=Case Study Details=

==What do we mean by "case study?"==

These ideas came from the brainstorm activity we engaged in during the workshop in April.

The case study:

*Encourages students to think critically about an issue
*Includes elements of reflection: How do students internalize?
*Contains value uncertainty
*Deals with complex problems/wicked problems with many stakeholders and values
*Abstractable (local-global)
*Deals with specific problems that are addressed
*Highlights controversy/Uncertainty
*Includes specific examples of where a problem is addressed
*Includes discussion of What works? What does not work?
*Clear enough to be understood across different disciplines and areas

===Questions, suggestions, comments on this shared definition===
''Participants edit this section to add their thoughts here''

==Who is the audience?==

There are multiple audiences for these case studies:
* Students in the courses you teach
* Students in courses in other disciplines
* Students and instructors not involved in this project, both inside and outside of UBC, who might use the resource in their own teaching and learning (those outside UBC can't edit it, but they can still use it or copy/paste into something else and change it there)
* The general public, who might learn a lot from these resources

==Proposed format==
Given that we anticipate a broad audience for the case studies, it's important that they be written using layperson language. Discipline specific terminology may be brought in at the level of the "perspectives" piece - where there is opportunity to identify how various disciplines would approach the problem (for example, some may bring expertise in different tools/frameworks for problem analysis or public consultation, etc.).

===Key ingredients===
'''Cases'''
* Introduction
* Framing the Problem: describe a (hypothetical or actual) problem or dilemma related to sustainability or environmental ethics, describe why it is a problem and why it is difficult to solve
* Historical Context: how the problem developed, similar or related historical problems
* Implications:
** Political: describe governmental jurisdiction over this issue and dilemmas for lawmakers, current laws/precedents related to the problem
** Economic: describe economic issues related to the problem
** Social: describe social groups this problem impacts and who needs to be taken into account in its solution
* Moving Forward: describe suggestions for solving the problem, pros and cons of these
* References
'''Disciplinary Perspectives'''
* What would a philosopher do?: How might someone from philosophy approach solving this problem? Which issues would they take into account when analyzing the problem? What does literature from this discipline say about problems like this?
* What would a geographer do?
* Etc.
'''Teaching Resources'''
* Philosophy: How might an instructor in philosophy incorporate this case study into their course readings, discussions, and assignments?
* Geography
* Etc.

===Questions, suggestions, comments on this proposed format===
''Participants edit this section to add their thoughts here''

==How might the case studies be used in teaching?==
The case studies we develop may be used in any learning environment where students are grappling with themes related to sustainability or environmental ethics. The objectives may be refined to support the learning goals of a particular course.

As a starting place, we propose that the case studies developed within this project require students to answer a series of open-ended questions, contributing to an analysis of the issue presented and a proposed solution or way forward. Some suggested lines of questioning include:

* What is the issue?
* What is the goal of the analysis?
* What is the context in which this issue is arising?
* What key facts should be considered?
* Whose voices are we hearing and whose are absent?
* What alternatives are available to the decision-maker(s)?
* What would you recommend — and why?

Case studies offer a way for students to "actively engage in figuring out the principles by abstracting from the examples" (Boston University - [http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/ Using Case Studies to Teach]) . This process develops their skills for:

* Problem solving
* Using analytical tools, quantitative and/or qualitative, depending on the case
* Decision making in complex situations
* Coping with ambiguities

===Questions, suggestions, comments on how to use the case studies===
''Participants edit this section to add their thoughts here''

==Document to record case study topics==

Please go to this page to write down the topic or topics you're thinking you might use for your case study: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Topics

We can see what others are doing and see if there are overlaps, see if others have ideas we might use, etc.

==Sprint Process==

===Our goals===
* Create a single case for each of the disciplines focused on a theme in sustainability or environmental ethics.
* Collaboratively develop a perspective section for each of the case studies: "How would a philosopher, polical scientist,georgrapher, etc. approach the problem?"
* Suggest teaching resources, such as relevant questions that will help students approach the topic from various disciplinary perspectives.

===Day 1, May 19th, : 9am-4:00pm, May 19th===

====9:00-10:30: Setting the stage====
*Mapping out the two-days (group activity)
*Revisiting and finalizing structure and approaches to case studies
*Discussion (Approaches to using case-studies in the classroom)
*Clarification of roles

====10:30-12:00: Initial Drafting/Writing====
*Drafting/Storyboarding case studies/Objectives

====12:00-1:00pm LUNCH--Provided====

====1:00-3:30: Case study feedback/Revising/Writing====
*Case study group feedback: check-ins
*Incorporating revisions

====3:30-4:00: Session Sharing and Wrap-up====

===Day 2 May 20th, : 9am - 4:00pm, May 19th, Refining, Ancillaries and Perspectives===

====9:00-9:30: Day 1 Debrief====
*Reflecting on Day 1 Process
*Feedback and day 2 plan

====9:30-10:30: Revising case-studies====
*Case study revisions

====10:30-1:00: Case studies Perspective/Sharing Activity====
*Activity: Individual case studies are shared between individuals. Colleagues add onto their colleagues' case study, considering “How would a political scientist (etc.) approach this? What about a philosopher?" 2-3 rotations to build on the case studies.

====LUNCH====

====1:00-3:30pm: Building a Teaching Toolkit to Support the Case Studies====
*Resource creation in groups

====3:30-4:00pm: Final Debrief====

[[Category: Open Case Studies]]

Documentation:Open Case Studies/Sprint/Author Guide

2016-04-29T17:38:51Z

DanielMunro: /* Case Study Details */

=Case Study Details=

==What do we mean by "case study?"==

These ideas came from the brainstorm activity we engaged in during the workshop in April.

The case study:

*Encourages students to think critically about an issue
*Includes elements of reflection: How do students internalize?
*Contains value uncertainty
*Deals with complex problems/wicked problems with many stakeholders and values
*Abstractable (local-global)
*Deals with specific problems that are addressed
*Highlights controversy/Uncertainty
*Includes specific examples of where a problem is addressed
*Includes discussion of What works? What does not work?
*Clear enough to be understood across different disciplines and areas

===Questions, suggestions, comments on this shared definition===
''Participants edit this section to add their thoughts here''

==Who is the audience?==

There are multiple audiences for these case studies:
* Students in the courses you teach
* Students in courses in other disciplines
* Students and instructors not involved in this project, both inside and outside of UBC, who might use the resource in their own teaching and learning (those outside UBC can't edit it, but they can still use it or copy/paste into something else and change it there)
* The general public, who might learn a lot from these resources

==Proposed format==
Given that we anticipate a broad audience for the case studies, it's important that they be written using layperson language. Discipline specific terminology may be brought in at the level of the "perspectives" piece - where there is opportunity to identify how various disciplines would approach the problem (for example, some may bring expertise in different tools/frameworks for problem analysis or public consultation, etc.).

===Key ingredients===
'''Cases'''
* Introduction
* Framing the Problem: describe a (hypothetical or actual) problem or dilemma related to sustainability or environmental ethics, describe why it is a problem and why it is difficult to solve
* Historical Context: how the problem developed, similar or related historical problems
* Implications:
** Political: describe governmental jurisdiction over this issue and dilemmas for lawmakers, current laws/precedents related to the problem
** Economic: describe economic issues related to the problem
** Social: describe social groups this problem impacts and who needs to be taken into account in its solution
* Moving Forward: describe suggestions for solving the problem, pros and cons of these
* References
'''Disciplinary Perspectives'''
* What would a philosopher do?: How might someone from philosophy approach solving this problem? Which issues would they take into account when analyzing the problem? What does literature from this discipline say about problems like this?
* What would a geographer do?
* Etc.
'''Teaching Resources'''
* Philosophy: How might an instructor in philosophy incorporate this case study into their course readings, discussions, and assignments?
* Geography
* Etc.

===Questions, suggestions, comments on this proposed format===
''Participants edit this section to add their thoughts here''

==How might the case studies be used in teaching?==
The case studies we develop may be used in any learning environment where students are grappling with themes related to sustainability or environmental ethics. The objectives may be refined to support the learning goals of a particular course.

As a starting place, we propose that the case studies developed within this project require students to answer a series of open-ended questions, contributing to an analysis of the issue presented and a proposed solution or way forward. Some suggested lines of questioning include:

* What is the issue?
* What is the goal of the analysis?
* What is the context in which this issue is arising?
* What key facts should be considered?
* Whose voices are we hearing and whose are absent?
* What alternatives are available to the decision-maker(s)?
* What would you recommend — and why?

Case studies offer a way for students to "actively engage in figuring out the principles by abstracting from the examples" (Boston University - [http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/ Using Case Studies to Teach]) . This process develops their skills for:

* Problem solving
* Using analytical tools, quantitative and/or qualitative, depending on the case
* Decision making in complex situations
* Coping with ambiguities

==Document to record case study topics==

Please go to this page to write down the topic or topics you're thinking you might use for your case study: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Topics

We can see what others are doing and see if there are overlaps, see if others have ideas we might use, etc.

==Sprint Process==

===Our goals===
* Create a single case for each of the disciplines focused on a theme in sustainability or environmental ethics.
* Collaboratively develop a perspective section for each of the case studies: "How would a philosopher, polical scientist,georgrapher, etc. approach the problem?"
* Suggest teaching resources, such as relevant questions that will help students approach the topic from various disciplinary perspectives.

===Day 1, May 19th, : 9am-4:00pm, May 19th===

====9:00-10:30: Setting the stage====
*Mapping out the two-days (group activity)
*Revisiting and finalizing structure and approaches to case studies
*Discussion (Approaches to using case-studies in the classroom)
*Clarification of roles

====10:30-12:00: Initial Drafting/Writing====
*Drafting/Storyboarding case studies/Objectives

====12:00-1:00pm LUNCH--Provided====

====1:00-3:30: Case study feedback/Revising/Writing====
*Case study group feedback: check-ins
*Incorporating revisions

====3:30-4:00: Session Sharing and Wrap-up====

===Day 2 May 20th, : 9am - 4:00pm, May 19th, Refining, Ancillaries and Perspectives===

====9:00-9:30: Day 1 Debrief====
*Reflecting on Day 1 Process
*Feedback and day 2 plan

====9:30-10:30: Revising case-studies====
*Case study revisions

====10:30-1:00: Case studies Perspective/Sharing Activity====
*Activity: Individual case studies are shared between individuals. Colleagues add onto their colleagues' case study, considering “How would a political scientist (etc.) approach this? What about a philosopher?" 2-3 rotations to build on the case studies.

====LUNCH====

====1:00-3:30pm: Building a Teaching Toolkit to Support the Case Studies====
*Resource creation in groups

====3:30-4:00pm: Final Debrief====

[[Category: Open Case Studies]]

Documentation:Open Case Studies/Sprint/Author Guide

2016-04-29T17:37:54Z

DanielMunro: /* Proposed format */

=Case Study Details=

==What do we mean by "case study?"==

These ideas came from the brainstorm activity we engaged in during the workshop in April.

The case study:

*Encourages students to think critically about an issue
*Includes elements of reflection: How do students internalize?
*Contains value uncertainty
*Deals with complex problems/wicked problems with many stakeholders and values
*Abstractable (local-global)
*Deals with specific problems that are addressed
*Highlights controversy/Uncertainty
*Includes specific examples of where a problem is addressed
*Includes discussion of What works? What does not work?
*Clear enough to be understood across different disciplines and areas

===Questions, suggestions, comments on this shared definition===
Participants edit this section to add their thoughts here

==Who is the audience?==

There are multiple audiences for these case studies:
* Students in the courses you teach
* Students in courses in other disciplines
* Students and instructors not involved in this project, both inside and outside of UBC, who might use the resource in their own teaching and learning (those outside UBC can't edit it, but they can still use it or copy/paste into something else and change it there)
* The general public, who might learn a lot from these resources

==Proposed format==
Given that we anticipate a broad audience for the case studies, it's important that they be written using layperson language. Discipline specific terminology may be brought in at the level of the "perspectives" piece - where there is opportunity to identify how various disciplines would approach the problem (for example, some may bring expertise in different tools/frameworks for problem analysis or public consultation, etc.).

===Key ingredients===
'''Cases'''
* Introduction
* Framing the Problem: describe a (hypothetical or actual) problem or dilemma related to sustainability or environmental ethics, describe why it is a problem and why it is difficult to solve
* Historical Context: how the problem developed, similar or related historical problems
* Implications:
** Political: describe governmental jurisdiction over this issue and dilemmas for lawmakers, current laws/precedents related to the problem
** Economic: describe economic issues related to the problem
** Social: describe social groups this problem impacts and who needs to be taken into account in its solution
* Moving Forward: describe suggestions for solving the problem, pros and cons of these
* References
'''Disciplinary Perspectives'''
* What would a philosopher do?: How might someone from philosophy approach solving this problem? Which issues would they take into account when analyzing the problem? What does literature from this discipline say about problems like this?
* What would a geographer do?
* Etc.
'''Teaching Resources'''
* Philosophy: How might an instructor in philosophy incorporate this case study into their course readings, discussions, and assignments?
* Geography
* Etc.

===Questions, suggestions, comments on this proposed format===
Participants edit this section to add their thoughts here

==How might the case studies be used in teaching?==
The case studies we develop may be used in any learning environment where students are grappling with themes related to sustainability or environmental ethics. The objectives may be refined to support the learning goals of a particular course.

As a starting place, we propose that the case studies developed within this project require students to answer a series of open-ended questions, contributing to an analysis of the issue presented and a proposed solution or way forward. Some suggested lines of questioning include:

* What is the issue?
* What is the goal of the analysis?
* What is the context in which this issue is arising?
* What key facts should be considered?
* Whose voices are we hearing and whose are absent?
* What alternatives are available to the decision-maker(s)?
* What would you recommend — and why?

Case studies offer a way for students to "actively engage in figuring out the principles by abstracting from the examples" (Boston University - [http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/ Using Case Studies to Teach]) . This process develops their skills for:

* Problem solving
* Using analytical tools, quantitative and/or qualitative, depending on the case
* Decision making in complex situations
* Coping with ambiguities

==Document to record case study topics==

Please go to this page to write down the topic or topics you're thinking you might use for your case study: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Topics

We can see what others are doing and see if there are overlaps, see if others have ideas we might use, etc.

==Sprint Process==

===Our goals===
* Create a single case for each of the disciplines focused on a theme in sustainability or environmental ethics.
* Collaboratively develop a perspective section for each of the case studies: "How would a philosopher, polical scientist,georgrapher, etc. approach the problem?"
* Suggest teaching resources, such as relevant questions that will help students approach the topic from various disciplinary perspectives.

===Day 1, May 19th, : 9am-4:00pm, May 19th===

====9:00-10:30: Setting the stage====
*Mapping out the two-days (group activity)
*Revisiting and finalizing structure and approaches to case studies
*Discussion (Approaches to using case-studies in the classroom)
*Clarification of roles

====10:30-12:00: Initial Drafting/Writing====
*Drafting/Storyboarding case studies/Objectives

====12:00-1:00pm LUNCH--Provided====

====1:00-3:30: Case study feedback/Revising/Writing====
*Case study group feedback: check-ins
*Incorporating revisions

====3:30-4:00: Session Sharing and Wrap-up====

===Day 2 May 20th, : 9am - 4:00pm, May 19th, Refining, Ancillaries and Perspectives===

====9:00-9:30: Day 1 Debrief====
*Reflecting on Day 1 Process
*Feedback and day 2 plan

====9:30-10:30: Revising case-studies====
*Case study revisions

====10:30-1:00: Case studies Perspective/Sharing Activity====
*Activity: Individual case studies are shared between individuals. Colleagues add onto their colleagues' case study, considering “How would a political scientist (etc.) approach this? What about a philosopher?" 2-3 rotations to build on the case studies.

====LUNCH====

====1:00-3:30pm: Building a Teaching Toolkit to Support the Case Studies====
*Resource creation in groups

====3:30-4:00pm: Final Debrief====

[[Category: Open Case Studies]]

Documentation:Open Case Studies/Sprint/Author Guide

2016-04-29T17:37:30Z

DanielMunro: /* What do we mean by "case study?" */

=Case Study Details=

==What do we mean by "case study?"==

These ideas came from the brainstorm activity we engaged in during the workshop in April.

The case study:

*Encourages students to think critically about an issue
*Includes elements of reflection: How do students internalize?
*Contains value uncertainty
*Deals with complex problems/wicked problems with many stakeholders and values
*Abstractable (local-global)
*Deals with specific problems that are addressed
*Highlights controversy/Uncertainty
*Includes specific examples of where a problem is addressed
*Includes discussion of What works? What does not work?
*Clear enough to be understood across different disciplines and areas

===Questions, suggestions, comments on this shared definition===
Participants edit this section to add their thoughts here

==Who is the audience?==

There are multiple audiences for these case studies:
* Students in the courses you teach
* Students in courses in other disciplines
* Students and instructors not involved in this project, both inside and outside of UBC, who might use the resource in their own teaching and learning (those outside UBC can't edit it, but they can still use it or copy/paste into something else and change it there)
* The general public, who might learn a lot from these resources

==Proposed format==
Given that we anticipate a broad audience for the case studies, it's important that they be written using layperson language. Discipline specific terminology may be brought in at the level of the "perspectives" piece - where there is opportunity to identify how various disciplines would approach the problem (for example, some may bring expertise in different tools/frameworks for problem analysis or public consultation, etc.).

===Key ingredients===
'''Cases'''
* Introduction
* Framing the Problem: describe a (hypothetical or actual) problem or dilemma related to sustainability or environmental ethics, describe why it is a problem and why it is difficult to solve
* Historical Context: how the problem developed, similar or related historical problems
* Implications:
** Political: describe governmental jurisdiction over this issue and dilemmas for lawmakers, current laws/precedents related to the problem
** Economic: describe economic issues related to the problem
** Social: describe social groups this problem impacts and who needs to be taken into account in its solution
* Moving Forward: describe suggestions for solving the problem, pros and cons of these
* References
'''Disciplinary Perspectives'''
* What would a philosopher do?: How might someone from philosophy approach solving this problem? Which issues would they take into account when analyzing the problem? What does literature from this discipline say about problems like this?
* What would a geographer do?
* Etc.
'''Teaching Resources'''
* Philosophy: How might an instructor in philosophy incorporate this case study into their course readings, discussions, and assignments?
* Geography
* Etc.

===Questions, Suggestions, Comments from Participants on Proposed Format===
Edit this section to add these here

==How might the case studies be used in teaching?==
The case studies we develop may be used in any learning environment where students are grappling with themes related to sustainability or environmental ethics. The objectives may be refined to support the learning goals of a particular course.

As a starting place, we propose that the case studies developed within this project require students to answer a series of open-ended questions, contributing to an analysis of the issue presented and a proposed solution or way forward. Some suggested lines of questioning include:

* What is the issue?
* What is the goal of the analysis?
* What is the context in which this issue is arising?
* What key facts should be considered?
* Whose voices are we hearing and whose are absent?
* What alternatives are available to the decision-maker(s)?
* What would you recommend — and why?

Case studies offer a way for students to "actively engage in figuring out the principles by abstracting from the examples" (Boston University - [http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/ Using Case Studies to Teach]) . This process develops their skills for:

* Problem solving
* Using analytical tools, quantitative and/or qualitative, depending on the case
* Decision making in complex situations
* Coping with ambiguities

==Document to record case study topics==

Please go to this page to write down the topic or topics you're thinking you might use for your case study: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Topics

We can see what others are doing and see if there are overlaps, see if others have ideas we might use, etc.

==Sprint Process==

===Our goals===
* Create a single case for each of the disciplines focused on a theme in sustainability or environmental ethics.
* Collaboratively develop a perspective section for each of the case studies: "How would a philosopher, polical scientist,georgrapher, etc. approach the problem?"
* Suggest teaching resources, such as relevant questions that will help students approach the topic from various disciplinary perspectives.

===Day 1, May 19th, : 9am-4:00pm, May 19th===

====9:00-10:30: Setting the stage====
*Mapping out the two-days (group activity)
*Revisiting and finalizing structure and approaches to case studies
*Discussion (Approaches to using case-studies in the classroom)
*Clarification of roles

====10:30-12:00: Initial Drafting/Writing====
*Drafting/Storyboarding case studies/Objectives

====12:00-1:00pm LUNCH--Provided====

====1:00-3:30: Case study feedback/Revising/Writing====
*Case study group feedback: check-ins
*Incorporating revisions

====3:30-4:00: Session Sharing and Wrap-up====

===Day 2 May 20th, : 9am - 4:00pm, May 19th, Refining, Ancillaries and Perspectives===

====9:00-9:30: Day 1 Debrief====
*Reflecting on Day 1 Process
*Feedback and day 2 plan

====9:30-10:30: Revising case-studies====
*Case study revisions

====10:30-1:00: Case studies Perspective/Sharing Activity====
*Activity: Individual case studies are shared between individuals. Colleagues add onto their colleagues' case study, considering “How would a political scientist (etc.) approach this? What about a philosopher?" 2-3 rotations to build on the case studies.

====LUNCH====

====1:00-3:30pm: Building a Teaching Toolkit to Support the Case Studies====
*Resource creation in groups

====3:30-4:00pm: Final Debrief====

[[Category: Open Case Studies]]

Documentation:Open Case Studies/Sprint/Author Guide

2016-04-29T17:36:24Z

DanielMunro: /* Proposed format */

=Case Study Details=

==What do we mean by "case study?"==

These ideas came from the brainstorm activity we engaged in during the workshop in April.

The case study:

*Encourages students to think critically about an issue
*Includes elements of reflection: How do students internalize?
*Contains value uncertainty
*Deals with complex problems/wicked problems with many stakeholders and values
*Abstractable (local-global)
*Deals with specific problems that are addressed
*Highlights controversy/Uncertainty
*Includes specific examples of where a problem is addressed
*Includes discussion of What works? What does not work?
*Clear enough to be understood across different disciplines and areas

==Who is the audience?==

There are multiple audiences for these case studies:
* Students in the courses you teach
* Students in courses in other disciplines
* Students and instructors not involved in this project, both inside and outside of UBC, who might use the resource in their own teaching and learning (those outside UBC can't edit it, but they can still use it or copy/paste into something else and change it there)
* The general public, who might learn a lot from these resources

==Proposed format==
Given that we anticipate a broad audience for the case studies, it's important that they be written using layperson language. Discipline specific terminology may be brought in at the level of the "perspectives" piece - where there is opportunity to identify how various disciplines would approach the problem (for example, some may bring expertise in different tools/frameworks for problem analysis or public consultation, etc.).

===Key ingredients===
'''Cases'''
* Introduction
* Framing the Problem: describe a (hypothetical or actual) problem or dilemma related to sustainability or environmental ethics, describe why it is a problem and why it is difficult to solve
* Historical Context: how the problem developed, similar or related historical problems
* Implications:
** Political: describe governmental jurisdiction over this issue and dilemmas for lawmakers, current laws/precedents related to the problem
** Economic: describe economic issues related to the problem
** Social: describe social groups this problem impacts and who needs to be taken into account in its solution
* Moving Forward: describe suggestions for solving the problem, pros and cons of these
* References
'''Disciplinary Perspectives'''
* What would a philosopher do?: How might someone from philosophy approach solving this problem? Which issues would they take into account when analyzing the problem? What does literature from this discipline say about problems like this?
* What would a geographer do?
* Etc.
'''Teaching Resources'''
* Philosophy: How might an instructor in philosophy incorporate this case study into their course readings, discussions, and assignments?
* Geography
* Etc.

===Questions, Suggestions, Comments from Participants on Proposed Format===
Edit this section to add these here

==How might the case studies be used in teaching?==
The case studies we develop may be used in any learning environment where students are grappling with themes related to sustainability or environmental ethics. The objectives may be refined to support the learning goals of a particular course.

As a starting place, we propose that the case studies developed within this project require students to answer a series of open-ended questions, contributing to an analysis of the issue presented and a proposed solution or way forward. Some suggested lines of questioning include:

* What is the issue?
* What is the goal of the analysis?
* What is the context in which this issue is arising?
* What key facts should be considered?
* Whose voices are we hearing and whose are absent?
* What alternatives are available to the decision-maker(s)?
* What would you recommend — and why?

Case studies offer a way for students to "actively engage in figuring out the principles by abstracting from the examples" (Boston University - [http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/ Using Case Studies to Teach]) . This process develops their skills for:

* Problem solving
* Using analytical tools, quantitative and/or qualitative, depending on the case
* Decision making in complex situations
* Coping with ambiguities

==Document to record case study topics==

Please go to this page to write down the topic or topics you're thinking you might use for your case study: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Topics

We can see what others are doing and see if there are overlaps, see if others have ideas we might use, etc.

==Sprint Process==

===Our goals===
* Create a single case for each of the disciplines focused on a theme in sustainability or environmental ethics.
* Collaboratively develop a perspective section for each of the case studies: "How would a philosopher, polical scientist,georgrapher, etc. approach the problem?"
* Suggest teaching resources, such as relevant questions that will help students approach the topic from various disciplinary perspectives.

===Day 1, May 19th, : 9am-4:00pm, May 19th===

====9:00-10:30: Setting the stage====
*Mapping out the two-days (group activity)
*Revisiting and finalizing structure and approaches to case studies
*Discussion (Approaches to using case-studies in the classroom)
*Clarification of roles

====10:30-12:00: Initial Drafting/Writing====
*Drafting/Storyboarding case studies/Objectives

====12:00-1:00pm LUNCH--Provided====

====1:00-3:30: Case study feedback/Revising/Writing====
*Case study group feedback: check-ins
*Incorporating revisions

====3:30-4:00: Session Sharing and Wrap-up====

===Day 2 May 20th, : 9am - 4:00pm, May 19th, Refining, Ancillaries and Perspectives===

====9:00-9:30: Day 1 Debrief====
*Reflecting on Day 1 Process
*Feedback and day 2 plan

====9:30-10:30: Revising case-studies====
*Case study revisions

====10:30-1:00: Case studies Perspective/Sharing Activity====
*Activity: Individual case studies are shared between individuals. Colleagues add onto their colleagues' case study, considering “How would a political scientist (etc.) approach this? What about a philosopher?" 2-3 rotations to build on the case studies.

====LUNCH====

====1:00-3:30pm: Building a Teaching Toolkit to Support the Case Studies====
*Resource creation in groups

====3:30-4:00pm: Final Debrief====

[[Category: Open Case Studies]]

Documentation:Open Case Studies

2016-04-28T23:45:58Z

DanielMunro: /* Participants */

{{Open Case Studies}}
==Project Description==
''This project brings together faculty and students from across departments and Faculties to co-create an interdisciplinary, open educational resource on sustainability and environmental ethics. The structure and open nature of this resource will allow faculty and students to contribute to and provide commentary on a collection of case studies through the lens of their respective academic disciplines. We will hold a “sprint” to start the resource, but students and faculty will continue to add to it later. Graduate RAs will work with professors to incorporate the resource into their courses and evaluate its success, with emphasis on leveraging the resource's openness to create new, student- generated cases as well as disciplinary, research-based commentary on cases. With new contributions from students and faculty, the resource will evolve and expand over time.''

::TLEF Application - Project Description.
The project is funded through a [http://tlef.ubc.ca/ TLEF] - small grant for 2016.

==Participants==

Organizers:
* Daniel Munro, AMS, Philosophy
* Christina Hendricks, Philosophy

Support:
* Lucas Wright, CTLT
* Emily Renoe, CTLT
* Cindy Underhill, CTLT
* Erin Fields, UBC Library

Instructors:
* John Beatty, Philosophy
* Loch Brown, Geography
* Janette Bulkan, Forestry and Natural Resources Conservation
* Mark Harris, Law and Society
* Tara Ivanochko, Earth, Ocean, and Atmospheric Sciences
* Eduardo Jovel, Land and Food Systems
* Gordon Munro, Economics
* Richard Price, Political Science
* Joerg Winter and Negar Roghanian, Civil Engineering

Undergraduate Students:
* Cheryl-Lee Madden, Geography
* Sherrie Wang, Electrical Engineering
* (more to be confirmed)

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing Citation.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Licensing_Citation#Open_Licenses|Open Licenses]]
[[Documentation:Open_Case_Studies/Licensing_Citation#Attributing_Creative_Commons_Materials|Attributing Open Licensed Material]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Searching_for_Open_Education_Resources|Searching for Open Education Resources]]

[[Documentation:Open_Case_Studies/Licensing_Citation#Citing_Resources_in_a_Wiki|Citing Resources in the Wiki]]
|-
|}
* icon image credits may be viewed by clicking on the image.

[[Category: Open Case Studies]]

Documentation:Open Case Studies/Sprint/Author Guide

2016-04-28T23:40:42Z

DanielMunro: /* Key ingredients */

==Case Study Details==

===What do we mean by "case study?"===

This idea came from the brainstorm activity that Christina led (I believe).

The case study:

*Encourages students to think critically about an issue
*Includes elements of reflection: How do students internalize?
*Contains value uncertainty
*Deals with complex problems/wicked problems with many stakeholders and values
*Abstractable (local-global)
*Deals with specific problems that are addressed
*Controversial/Uncertainty
*Includes specific examples of where a problem is addressed
*Discussion of What works? What does not work?
*Clear enough across different disciplines and areas

===Who is the audience?===
Christina

===Proposed format===
Christina

===Key ingredients===
'''Cases'''
* Introduction
* Framing the Problem: describe a (hypothetical or actual) problem or dilemma related to environmental ethics, describe why it is a problem and why it is difficult to solve
* Historical Context: how the problem developed, similar or related historical problems
* Implications:
** Political: describe governmental jurisdiction over this issue and dilemmas for lawmakers, current laws/precedents related to the problem
** Economic: describe economic issues related to the problem
** Social: describe social groups this problem impacts and who needs to be taken into account in its solution
* Moving Forward: describe suggestions for solving the problem, pros and cons of these
* References
'''Disciplinary Perspectives'''
* What would a philosopher do?: How might someone from philosophy approach solving this problem? Which issues would they take into account when analyzing the problem? What does literature from this discipline say about problems like this?
* What would a geographer do?
* Etc.
'''Teaching Resources'''
* Philosophy: How might an instructor in philosophy incorporate this case study into their course readings, discussions, and assignments?
* Geography
* Etc.

===How will case studies be used?===
The case studies we develop may be used in any learning environment where students are grappling with themes related to sustainability or environmental ethics. The objectives may be refined to support the learning goals of a particular course. As a starting place, we propose that the case studies developed within this project require students to answer a series of open-ended questions, contributing to an analysis of the issue presented and a proposed solution or way forward. Some suggested lines of questioning include:

* What is the issue?
* What is the goal of the analysis?
* What is the context in which this issue is arising?
* What key facts should be considered?
* Whose voices are we hearing and whose are absent?
* What alternatives are available to the decision-maker(s)?
* What would you recommend — and why?

Case studies offer a way for students to "actively engage in figuring out the principles by abstracting from the examples" (Boston University - [http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/ Using Case Studies to Teach]) . This process develops their skills for:

* Problem solving
* Using analytical tools, quantitative and/or qualitative, depending on the case
* Decision making in complex situations
* Coping with ambiguities

==Sprint Process==

===Goals for the Sprint===
* Create of a single case for each of the disciplines focused on sustainability
* Collaboratively develop a perspective section for each of the case studies "What would a philosopher do? What would a political scientist do?
* Create a plan for teaching resources such as questions that will be developed to assist instructors use case-studies in the courses.

===Day 1, May 19th, : 9am-4:00pm, May 19th===

====9:00-10:30: Setting the stage====
*Mapping out the two-days (group activity)
*Revisiting and finalizing structure and approaches to case-studies
*Discussion (Approaches to using case-studies in the classroom)
*Clarification of roles

====10:30-12:00: Initial Drafting/Writing====
*Drafting/Storyboarding case-studies/Objectives

====12:00-1:00pm LUNCH--Provided====

====1:00-3:30: Case-study feedback/Revising/Writing====
*Case-study group feedback
*Case-study revision writing

====3:30-4:00: Session Sharing and Wrap-up====

===Day 2 May 20th, : 9am - 4:00pm, May 19th, Refining, Ancillaries and and Perspectives===

====9:00-9:30: Day 1 Debrief====
*Reflecting on Day 1 Process
*Feedback and day 2 plan

====9:30-10:30: Revising case-studies====
*Case-study revisions

====10:30-1:00: Case-studies Perspective/Sharing Activity====
*Activity: Individual case studies are shared between individuals. Colleagues add onto their colleagues case-study considering “what would a political scientist would do? What would a philosopher do? 2-3 rotations to build on the case studies.

====LUNCH====

====1:00-3:30pm: Building a Teaching Toolkit to Support the Case-Studies====
*Resource creation in groups

====3:30-4:00pm: Final Debrief====

[[Category: Open Case Studies]]

Documentation:Open Case Studies/Prep Workshop

2016-04-12T19:14:49Z

DanielMunro: /* Sprint Roles and Next Steps */

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

'''PRE-WORKSHOP ACTIVITIES'''
In preparation for the workshop, please complete the following activities:
* Take a [[UBC_Wiki:About|tour of the UBCWiki]] (with video)
* Set-up your [[Help:User_page|User Profile]] page
* Review article: [http://www.wacra.org/Cases%20that%20Sing.pdf Case Studies That Sing], and spend a few minutes reflecting on the following questions:
** What do you think of the "ingredients" discussed here?
** What are some other ingredients for an effective case study? (think broad, guiding principles, not specifics about content and structure)
** Which ingredients should be optional, and which required?
* Review this [https://docs.google.com/document/d/1ipjicP6O9lMc-zpwjdY_0McqWVGdaXU5VpxSTC4bxXQ/edit possible template] for the case studies, and spend a few minutes reflecting on the following questions:
** What do you think about the suggested elements here?
** What would you add as suggested elements?
** Which elements should be optional, and which required?
During the workshop, we'll come up with ingredients and a template that all case studies created during the sprint will follow.
</div>
|}
Use the '''Help Links''' below to help you throughout the workshop.

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

='''Workshop Agenda''' | '''Tuesday, April 19, 2016''' | '''Room 2.22 CTLT Office'''=
==Description==
The purpose of this workshop is to prepare case study writers with the necessary resources, competencies, and technical skills to create open case studies on the wiki, during the sprint that will take place on May 19th and 20th, 2016.

==Learning Goals==
By the end of the session, participants should be prepared to participate in the Open Case Study Sprint. Preparedness means:
* Clarity about roles, responsibilities and supports during sprint process.
* Develop a shared template including format, style, approaches for case-studies
* Develop a set of principles for effective case-studies
* Clarity about process and outcomes for the sprint.
* Awareness about open licenses: what they mean and how to apply them.
* Developing skills and competencies authoring a collaborative wiki space

==Introduction ==
* Facilitators/participants introductions
* Sprint Overview
:: * What is a Sprint? When will it happen? How will this workshop prepare us for those days?
:: * What is the final output or end product, for each day of the sprint and as a whole?

==Agenda==

We hope that as a result of this workshop, participants will produce 4 things:

'''1. User-Profile Page'''
: '''Why do this'''?: The user/profile contributes to participants having a sense of the "community" on the wiki and how contributions are attributed and communication occurs.
'''2. Shared Resource List'''
:'''Why do this?''' It's a way for participants to start to look at examples and resources relevant to case studies in their discipline while contributing to a shared resource for all participants. It will also serve as preparation for making decisions about the necessary components of a case study (for template development). This process demonstrates concept of small pieces contributing to larger resource - may be helpful later in the development of case studies.
: '''What could emerge out of this activity?''' Participants may find patterns in the examples or best practices for case study development that could inform decisions about case study structure and help us build a template.
: Resource page is located at: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources.
'''3. Licensing & Citation'''
: How do we do this in the wiki?
'''4. Case Study Template'''
: '''How to do this?''' A group discussion while the wiki template is created on screen. Could demo the process of creating a page (step by step) and serve a need in developing a template to use during the sprint.
'''5. Sprint Roles and Next Steps'''

{{MER Question page/Box | '''Description:''' In this activity called, "What I Need From You" (WINFY), participants ask themselves and each other for what they need to be successful on a shared challenge. Participants articulate core needs and everyone is given the chance to respond. This activity boosts clarity, integrity, and transparency while promoting cohesion and coordination across silos! Start alone, then in pairs, and finally share to the whole group.

'''Instructions:'''

* '''Step 1:''' Silent self-reflection by individuals on a what they need from themselves and from each other to be successful in today's workshop. 1 min.

* '''Step 2:''' In '''functional groups''', participants are invited to share their reflections and ask for what they need from each other to be successful in reaching the goals set out for the day. Needs are expressed as requests that can be delivered with care and nuance in the following form: ''“What I need from you is _____.”'' At this stage, a scribe take notes of ''requests'', but no one gives answers or responses. 5 mins

* '''Step 3:''' Groups then reduce their lists to two or three top needs, write these down, and select a spokesperson to share their needs to the rest of the participants. 5 mins |title=[[File:Casestudiesactivities.png|45px|left]] Icebreaker Activity |collapsed=yes}}

==Developing a Shared Resource using Wiki==
* Debrief pre-assigned User Profile homework. If you did not create a User Profile page, let's do it now!
* Basic wiki markup
* Understanding discipline-specific wiki pages:
# Geography
# Political Science
# Philosophy

{{MER Question page/Box | '''Description:''' In the activity, participants will divide into disciplinary groups and share discipline-specific wiki resources as they relate to case-studies

'''Instructions:'''

* Step 1: Participants will divide into disciplinary groups and conduct an internet search for useful, discipline specific resources (sample case studies, etc).
* Step 2: Add resources to the wiki page assigned to you, using basic wiki mark-up - headings, subheadings, lists, etc.

http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Licensing & Citation==
* Identify and locate open education resources (i.e. images, videos, etc.) for use in the wiki project
* Identfy and describe open licenses
* Express the importance of citing in wiki environments and apply appropriate citation

==Case Studies==
A great case study is substantial, and it’s going to look that way. Sure, it’s going to have a strong aesthetic component. But the curb appeal your case studies need comes from more than just pretty pictures. It comes from being well organized so that its depth is appealing, not daunting.
* Debrief assigned readings
** Reflection questions on case study ingredients: example length, consistency, narrative voice, relevance, pedagogic utility, tells an engaging story, requires critical thinking skills, relevance to students, appeal to different learners
** Reflection questions on case study template
* Deciding on Common Elements

{{MER Question page/Box | '''Description:''' In this activity, participants divide into pairs groups and discuss template.....Structure and Principles....
'''
'''Instructions:''' Participants brainstorm effective case studies using stickie notes on the wall. Participants cluster principles as they put them on the wall. As a debrief facilitators, come up a set of shared guiding principles.|title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Sprint Roles and Next Steps==
* May Sprint details
* Facilitator and support roles
* Faculty roles
* Discussion on student roles

[[Category: Open Case Studies]]

Icon attribution: http://dryicons.com

Documentation:Open Case Studies/Prep Workshop

2016-04-12T19:09:06Z

DanielMunro: /* Case Studies */

==Pre-Workshop Activities==
In preparation for this workshop, please complete the following pre-workshop activities:
* Take a [[UBC_Wiki:About|tour of the UBCWiki]] (with video)
* Set-up your [[Help:User_page|User Profile]] page
* Review article: [http://www.wacra.org/Cases%20that%20Sing.pdf Case Studies That Sing], and spend a few minutes reflecting on the following questions:
** What do you think of the "ingredients" discussed here?
** What are some other ingredients for an effective case study? (think broad, guiding principles, not specifics about content and structure)
** Which ingredients should be optional, and which required?
* Review this [https://docs.google.com/document/d/1ipjicP6O9lMc-zpwjdY_0McqWVGdaXU5VpxSTC4bxXQ/edit possible template] for the case studies, and spend a few minutes reflecting on the following questions:
** What do you think about the suggested elements here?
** What would you add as suggested elements?
** Which elements should be optional, and which required?
During the workshop, we'll come up with ingredients and a template that all case studies created during the sprint will follow.

Use the '''Help Links''' below to help you throughout the workshop.

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

='''Workshop Agenda''' | '''Tuesday, April 19, 2016''' | '''Room 2.22 CTLT Office'''=
==Description==
The purpose of this workshop is to prepare case study writers with the necessary resources, competencies, and technical skills to create open case studies on the wiki, during the sprint that will take place on May 19th and 20th, 2016.

==Learning Goals==
By the end of the session, participants should be prepared to participate in the Open Case Study Sprint. Preparedness means:
* Clarity about roles, responsibilities and supports during sprint process.
* Develop a shared template including format, style, approaches for case-studies
* Develop a set of principles for effective case-studies
* Clarity about process and outcomes for the sprint.
* Awareness about open licenses: what they mean and how to apply them.
* Developing skills and competencies authoring a collaborative wiki space

==Introduction ==
* Facilitators/participants introductions
* Sprint Overview
:: * What is a Sprint? When will it happen? How will this workshop prepare us for those days?
:: * What is the final output or end product, for each day of the sprint and as a whole?

==Agenda==

We hope that as a result of this workshop, participants will produce 4 things:

'''1. User-Profile Page'''
: '''Why do this'''?: The user/profile contributes to participants having a sense of the "community" on the wiki and how contributions are attributed and communication occurs.
'''2. Shared Resource List'''
:'''Why do this?''' It's a way for participants to start to look at examples and resources relevant to case studies in their discipline while contributing to a shared resource for all participants. It will also serve as preparation for making decisions about the necessary components of a case study (for template development). This process demonstrates concept of small pieces contributing to larger resource - may be helpful later in the development of case studies.
: '''What could emerge out of this activity?''' Participants may find patterns in the examples or best practices for case study development that could inform decisions about case study structure and help us build a template.
: Resource page is located at: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources.
'''3. Licensing & Citation'''
: How do we do this in the wiki?
'''4. Case Study Template'''
: '''How to do this?''' A group discussion while the wiki template is created on screen. Could demo the process of creating a page (step by step) and serve a need in developing a template to use during the sprint.
'''5. Sprint Roles and Next Steps'''

{{MER Question page/Box | '''Description:''' In this activity called, "What I Need From You" (WINFY), participants ask themselves and each other for what they need to be successful on a shared challenge. Participants articulate core needs and everyone is given the chance to respond. This activity boosts clarity, integrity, and transparency while promoting cohesion and coordination across silos! Start alone, then in pairs, and finally share to the whole group.

'''Instructions:'''

* '''Step 1:''' Silent self-reflection by individuals on a what they need from themselves and from each other to be successful in today's workshop. 1 min.

* '''Step 2:''' In '''functional groups''', participants are invited to share their reflections and ask for what they need from each other to be successful in reaching the goals set out for the day. Needs are expressed as requests that can be delivered with care and nuance in the following form: ''“What I need from you is _____.”'' At this stage, a scribe take notes of ''requests'', but no one gives answers or responses. 5 mins

* '''Step 3:''' Groups then reduce their lists to two or three top needs, write these down, and select a spokesperson to share their needs to the rest of the participants. 5 mins |title=[[File:Casestudiesactivities.png|45px|left]] Icebreaker Activity |collapsed=yes}}

==Developing a Shared Resource using Wiki==
* Debrief pre-assigned User Profile homework. If you did not create a User Profile page, let's do it now!
* Basic wiki markup
* Understanding discipline-specific wiki pages:
# Geography
# Political Science
# Philosophy

{{MER Question page/Box | '''Description:''' In the activity, participants will divide into disciplinary groups and share discipline-specific wiki resources as they relate to case-studies

'''Instructions:'''

* Step 1: Participants will divide into disciplinary groups and conduct an internet search for useful, discipline specific resources (sample case studies, etc).
* Step 2: Add resources to the wiki page assigned to you, using basic wiki mark-up - headings, subheadings, lists, etc.

http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Licensing & Citation==
* Identify and locate open education resources (i.e. images, videos, etc.) for use in the wiki project
* Identfy and describe open licenses
* Express the importance of citing in wiki environments and apply appropriate citation

==Case Studies==
A great case study is substantial, and it’s going to look that way. Sure, it’s going to have a strong aesthetic component. But the curb appeal your case studies need comes from more than just pretty pictures. It comes from being well organized so that its depth is appealing, not daunting.
* Debrief assigned readings
** Reflection questions on case study ingredients: example length, consistency, narrative voice, relevance, pedagogic utility, tells an engaging story, requires critical thinking skills, relevance to students, appeal to different learners
** Reflection questions on case study template
* Deciding on Common Elements

{{MER Question page/Box | '''Description:''' In this activity, participants divide into pairs groups and discuss template.....Structure and Principles....
'''
'''Instructions:''' Participants brainstorm effective case studies using stickie notes on the wall. Participants cluster principles as they put them on the wall. As a debrief facilitators, come up a set of shared guiding principles.|title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Sprint Roles and Next Steps==
* May Sprint details
* Facilitator and support roles
* Faculty roles
* Discussion on student role

[[Category: Open Case Studies]]

Icon attribution: http://dryicons.com

Documentation:Open Case Studies/Prep Workshop

2016-04-12T19:03:25Z

DanielMunro: /* Next Steps */

==Pre-Workshop Activities==
In preparation for this workshop, please complete the following pre-workshop activities:
* Take a [[UBC_Wiki:About|tour of the UBCWiki]] (with video)
* Set-up your [[Help:User_page|User Profile]] page
* Review article: [http://www.wacra.org/Cases%20that%20Sing.pdf Case Studies That Sing], and spend a few minutes reflecting on the following questions:
** What do you think of the "ingredients" discussed here?
** What are some other ingredients for an effective case study? (think broad, guiding principles, not specifics about content and structure)
** Which ingredients should be optional, and which required?
* Review this [https://docs.google.com/document/d/1ipjicP6O9lMc-zpwjdY_0McqWVGdaXU5VpxSTC4bxXQ/edit possible template] for the case studies, and spend a few minutes reflecting on the following questions:
** What do you think about the suggested elements here?
** What would you add as suggested elements?
** Which elements should be optional, and which required?
During the workshop, we'll come up with ingredients and a template that all case studies created during the sprint will follow.

Use the '''Help Links''' below to help you throughout the workshop.

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

='''Workshop Agenda''' | '''Tuesday, April 19, 2016''' | '''Room 2.22 CTLT Office'''=
==Description==
The purpose of this workshop is to prepare case study writers with the necessary resources, competencies, and technical skills to create open case studies on the wiki, during the sprint that will take place on May 19th and 20th, 2016.

==Learning Goals==
By the end of the session, participants should be prepared to participate in the Open Case Study Sprint. Preparedness means:
* Clarity about roles, responsibilities and supports during sprint process.
* Develop a shared template including format, style, approaches for case-studies
* Develop a set of principles for effective case-studies
* Clarity about process and outcomes for the sprint.
* Awareness about open licenses: what they mean and how to apply them.
* Developing skills and competencies authoring a collaborative wiki space

==Introduction ==
* Facilitators/participants introductions
* Sprint Overview
:: * What is a Sprint? When will it happen? How will this workshop prepare us for those days?
:: * What is the final output or end product, for each day of the sprint and as a whole?

==Agenda==

We hope that as a result of this workshop, participants will produce 4 things:

'''1. User-Profile Page'''
: '''Why do this'''?: The user/profile contributes to participants having a sense of the "community" on the wiki and how contributions are attributed and communication occurs.
'''2. Shared Resource List'''
:'''Why do this?''' It's a way for participants to start to look at examples and resources relevant to case studies in their discipline while contributing to a shared resource for all participants. It will also serve as preparation for making decisions about the necessary components of a case study (for template development). This process demonstrates concept of small pieces contributing to larger resource - may be helpful later in the development of case studies.
: '''What could emerge out of this activity?''' Participants may find patterns in the examples or best practices for case study development that could inform decisions about case study structure and help us build a template.
: Resource page is located at: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources.
'''3. Licensing & Citation'''
: How do we do this in the wiki?
'''4. Case Study Template'''
: '''How to do this?''' A group discussion while the wiki template is created on screen. Could demo the process of creating a page (step by step) and serve a need in developing a template to use during the sprint.
'''5. Sprint Roles and Next Steps'''

{{MER Question page/Box | '''Description:''' In this activity called, "What I Need From You" (WINFY), participants ask themselves and each other for what they need to be successful on a shared challenge. Participants articulate core needs and everyone is given the chance to respond. This activity boosts clarity, integrity, and transparency while promoting cohesion and coordination across silos! Start alone, then in pairs, and finally share to the whole group.

'''Instructions:'''

* '''Step 1:''' Silent self-reflection by individuals on a what they need from themselves and from each other to be successful in today's workshop. 1 min.

* '''Step 2:''' In '''functional groups''', participants are invited to share their reflections and ask for what they need from each other to be successful in reaching the goals set out for the day. Needs are expressed as requests that can be delivered with care and nuance in the following form: ''“What I need from you is _____.”'' At this stage, a scribe take notes of ''requests'', but no one gives answers or responses. 5 mins

* '''Step 3:''' Groups then reduce their lists to two or three top needs, write these down, and select a spokesperson to share their needs to the rest of the participants. 5 mins |title=[[File:Casestudiesactivities.png|45px|left]] Icebreaker Activity |collapsed=yes}}

==Developing a Shared Resource using Wiki==
* Debrief pre-assigned User Profile homework. If you did not create a User Profile page, let's do it now!
* Basic wiki markup
* Understanding discipline-specific wiki pages:
# Geography
# Political Science
# Philosophy

{{MER Question page/Box | '''Description:''' In the activity, participants will divide into disciplinary groups and share discipline-specific wiki resources as they relate to case-studies

'''Instructions:'''

* Step 1: Participants will divide into disciplinary groups and conduct an internet search for useful, discipline specific resources (sample case studies, etc).
* Step 2: Add resources to the wiki page assigned to you, using basic wiki mark-up - headings, subheadings, lists, etc.

http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Licensing & Citation==
* Identify and locate open education resources (i.e. images, videos, etc.) for use in the wiki project
* Identfy and describe open licenses
* Express the importance of citing in wiki environments and apply appropriate citation

==Case Studies==
'''* REVIEW DANIEL'S WORD DOC'''
A great case study is substantial, and it’s going to look that way. Sure, it’s going to have a strong aesthetic component. But the curb appeal your case studies need comes from more than just pretty pictures. It comes from being well organized so that its depth is appealing, not daunting.
* Debrief assigned reading
* Case Study Ingredients: example length, consistency, narrative voice, relevance, pedagogic utility, tells an engaging story, requires critical thinking skills, relevance to students, appeal to different learners
* Examples from participants
* Deciding on Common Elements: example include 'problem, solution, results'; common/shared language

{{MER Question page/Box | '''Description:''' In this activity, participants divide into pairs groups and discuss template.....Structure and Principles....
'''
'''Instructions:''' Participants brainstorm effective case studies using stickie notes on the wall. Participants cluster principles as they put them on the wall. As a debrief facilitators, come up a set of shared guiding principles.|title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Sprint Roles and Next Steps==
* May Sprint details
* Facilitator and support roles
* Faculty roles
* Discussion on student role

[[Category: Open Case Studies]]

Icon attribution: http://dryicons.com

Documentation:Open Case Studies/Prep Workshop

2016-04-12T19:00:25Z

DanielMunro: /* Description */

==Pre-Workshop Activities==
In preparation for this workshop, please complete the following pre-workshop activities:
* Take a [[UBC_Wiki:About|tour of the UBCWiki]] (with video)
* Set-up your [[Help:User_page|User Profile]] page
* Review article: [http://www.wacra.org/Cases%20that%20Sing.pdf Case Studies That Sing], and spend a few minutes reflecting on the following questions:
** What do you think of the "ingredients" discussed here?
** What are some other ingredients for an effective case study? (think broad, guiding principles, not specifics about content and structure)
** Which ingredients should be optional, and which required?
* Review this [https://docs.google.com/document/d/1ipjicP6O9lMc-zpwjdY_0McqWVGdaXU5VpxSTC4bxXQ/edit possible template] for the case studies, and spend a few minutes reflecting on the following questions:
** What do you think about the suggested elements here?
** What would you add as suggested elements?
** Which elements should be optional, and which required?
During the workshop, we'll come up with ingredients and a template that all case studies created during the sprint will follow.

Use the '''Help Links''' below to help you throughout the workshop.

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

='''Workshop Agenda''' | '''Tuesday, April 19, 2016''' | '''Room 2.22 CTLT Office'''=
==Description==
The purpose of this workshop is to prepare case study writers with the necessary resources, competencies, and technical skills to create open case studies on the wiki, during the sprint that will take place on May 19th and 20th, 2016.

==Learning Goals==
By the end of the session, participants should be prepared to participate in the Open Case Study Sprint. Preparedness means:
* Clarity about roles, responsibilities and supports during sprint process.
* Develop a shared template including format, style, approaches for case-studies
* Develop a set of principles for effective case-studies
* Clarity about process and outcomes for the sprint.
* Awareness about open licenses: what they mean and how to apply them.
* Developing skills and competencies authoring a collaborative wiki space

==Introduction ==
* Facilitators/participants introductions
* Sprint Overview
:: * What is a Sprint? When will it happen? How will this workshop prepare us for those days?
:: * What is the final output or end product, for each day of the sprint and as a whole?

==Agenda==

We hope that as a result of this workshop, participants will produce 4 things:

'''1. User-Profile Page'''
: '''Why do this'''?: The user/profile contributes to participants having a sense of the "community" on the wiki and how contributions are attributed and communication occurs.
'''2. Shared Resource List'''
:'''Why do this?''' It's a way for participants to start to look at examples and resources relevant to case studies in their discipline while contributing to a shared resource for all participants. It will also serve as preparation for making decisions about the necessary components of a case study (for template development). This process demonstrates concept of small pieces contributing to larger resource - may be helpful later in the development of case studies.
: '''What could emerge out of this activity?''' Participants may find patterns in the examples or best practices for case study development that could inform decisions about case study structure and help us build a template.
: Resource page is located at: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources.
'''3. Licensing & Citation'''
: How do we do this in the wiki?
'''4. Case Study Template'''
: '''How to do this?''' A group discussion while the wiki template is created on screen. Could demo the process of creating a page (step by step) and serve a need in developing a template to use during the sprint.
'''5. Sprint Roles and Next Steps'''

{{MER Question page/Box | '''Description:''' In this activity called, "What I Need From You" (WINFY), participants ask themselves and each other for what they need to be successful on a shared challenge. Participants articulate core needs and everyone is given the chance to respond. This activity boosts clarity, integrity, and transparency while promoting cohesion and coordination across silos! Start alone, then in pairs, and finally share to the whole group.

'''Instructions:'''

* '''Step 1:''' Silent self-reflection by individuals on a what they need from themselves and from each other to be successful in today's workshop. 1 min.

* '''Step 2:''' In '''functional groups''', participants are invited to share their reflections and ask for what they need from each other to be successful in reaching the goals set out for the day. Needs are expressed as requests that can be delivered with care and nuance in the following form: ''“What I need from you is _____.”'' At this stage, a scribe take notes of ''requests'', but no one gives answers or responses. 5 mins

* '''Step 3:''' Groups then reduce their lists to two or three top needs, write these down, and select a spokesperson to share their needs to the rest of the participants. 5 mins |title=[[File:Casestudiesactivities.png|45px|left]] Icebreaker Activity |collapsed=yes}}

==Developing a Shared Resource using Wiki==
* Debrief pre-assigned User Profile homework. If you did not create a User Profile page, let's do it now!
* Basic wiki markup
* Understanding discipline-specific wiki pages:
# Geography
# Political Science
# Philosophy

{{MER Question page/Box | '''Description:''' In the activity, participants will divide into disciplinary groups and share discipline-specific wiki resources as they relate to case-studies

'''Instructions:'''

* Step 1: Participants will divide into disciplinary groups and conduct an internet search for useful, discipline specific resources (sample case studies, etc).
* Step 2: Add resources to the wiki page assigned to you, using basic wiki mark-up - headings, subheadings, lists, etc.

http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Licensing & Citation==
* Identify and locate open education resources (i.e. images, videos, etc.) for use in the wiki project
* Identfy and describe open licenses
* Express the importance of citing in wiki environments and apply appropriate citation

==Case Studies==
'''* REVIEW DANIEL'S WORD DOC'''
A great case study is substantial, and it’s going to look that way. Sure, it’s going to have a strong aesthetic component. But the curb appeal your case studies need comes from more than just pretty pictures. It comes from being well organized so that its depth is appealing, not daunting.
* Debrief assigned reading
* Case Study Ingredients: example length, consistency, narrative voice, relevance, pedagogic utility, tells an engaging story, requires critical thinking skills, relevance to students, appeal to different learners
* Examples from participants
* Deciding on Common Elements: example include 'problem, solution, results'; common/shared language

{{MER Question page/Box | '''Description:''' In this activity, participants divide into pairs groups and discuss template.....Structure and Principles....
'''
'''Instructions:''' Participants brainstorm effective case studies using stickie notes on the wall. Participants cluster principles as they put them on the wall. As a debrief facilitators, come up a set of shared guiding principles.|title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Next Steps==
* May Sprint details

[[Category: Open Case Studies]]

Icon attribution: http://dryicons.com

Documentation:Open Case Studies/Prep Workshop

2016-04-12T18:49:54Z

DanielMunro: /* Pre-Workshop Activities */

==Pre-Workshop Activities==
In preparation for this workshop, please complete the following pre-workshop activities:
* Take a [[UBC_Wiki:About|tour of the UBCWiki]] (with video)
* Set-up your [[Help:User_page|User Profile]] page
* Review article: [http://www.wacra.org/Cases%20that%20Sing.pdf Case Studies That Sing], and spend a few minutes reflecting on the following questions:
** What do you think of the "ingredients" discussed here?
** What are some other ingredients for an effective case study? (think broad, guiding principles, not specifics about content and structure)
** Which ingredients should be optional, and which required?
* Review this [https://docs.google.com/document/d/1ipjicP6O9lMc-zpwjdY_0McqWVGdaXU5VpxSTC4bxXQ/edit possible template] for the case studies, and spend a few minutes reflecting on the following questions:
** What do you think about the suggested elements here?
** What would you add as suggested elements?
** Which elements should be optional, and which required?
During the workshop, we'll come up with ingredients and a template that all case studies created during the sprint will follow.

Use the '''Help Links''' below to help you throughout the workshop.

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

='''Workshop Agenda''' | '''Tuesday, April 19, 2016''' | '''Room 2.22 CTLT Office'''=
==Description==
The purpose of this workshop is to prepare case study writers with the necessary resources, competencies, and technical skills to create open case studies on the wiki.
==Learning Goals==
By the end of the session, participants should be prepared to participate in the Open Case Study Sprint. Preparedness means:
* Clarity about roles, responsibilities and supports during sprint process.
* Develop a shared template including format, style, approaches for case-studies
* Develop a set of principles for effective case-studies
* Clarity about process and outcomes for the sprint.
* Awareness about open licenses: what they mean and how to apply them.
* Developing skills and competencies authoring a collaborative wiki space

==Introduction ==
* Facilitators/participants introductions
* Sprint Overview
:: * What is a Sprint? When will it happen? How will this workshop prepare us for those days?
:: * What is the final output or end product, for each day of the sprint and as a whole?

==Agenda==

We hope that as a result of this workshop, participants will produce 4 things:

'''1. User-Profile Page'''
: '''Why do this'''?: The user/profile contributes to participants having a sense of the "community" on the wiki and how contributions are attributed and communication occurs.
'''2. Shared Resource List'''
:'''Why do this?''' It's a way for participants to start to look at examples and resources relevant to case studies in their discipline while contributing to a shared resource for all participants. It will also serve as preparation for making decisions about the necessary components of a case study (for template development). This process demonstrates concept of small pieces contributing to larger resource - may be helpful later in the development of case studies.
: '''What could emerge out of this activity?''' Participants may find patterns in the examples or best practices for case study development that could inform decisions about case study structure and help us build a template.
: Resource page is located at: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources.
'''3. Licensing & Citation'''
: How do we do this in the wiki?
'''4. Case Study Template'''
: '''How to do this?''' A group discussion while the wiki template is created on screen. Could demo the process of creating a page (step by step) and serve a need in developing a template to use during the sprint.
'''5. Sprint Roles and Next Steps'''

{{MER Question page/Box | '''Description:''' In this activity called, "What I Need From You" (WINFY), participants ask themselves and each other for what they need to be successful on a shared challenge. Participants articulate core needs and everyone is given the chance to respond. This activity boosts clarity, integrity, and transparency while promoting cohesion and coordination across silos! Start alone, then in pairs, and finally share to the whole group.

'''Instructions:'''

* '''Step 1:''' Silent self-reflection by individuals on a what they need from themselves and from each other to be successful in today's workshop. 1 min.

* '''Step 2:''' In '''functional groups''', participants are invited to share their reflections and ask for what they need from each other to be successful in reaching the goals set out for the day. Needs are expressed as requests that can be delivered with care and nuance in the following form: ''“What I need from you is _____.”'' At this stage, a scribe take notes of ''requests'', but no one gives answers or responses. 5 mins

* '''Step 3:''' Groups then reduce their lists to two or three top needs, write these down, and select a spokesperson to share their needs to the rest of the participants. 5 mins |title=[[File:Casestudiesactivities.png|45px|left]] Icebreaker Activity |collapsed=yes}}

==Developing a Shared Resource using Wiki==
* Debrief pre-assigned User Profile homework. If you did not create a User Profile page, let's do it now!
* Basic wiki markup
* Understanding discipline-specific wiki pages:
# Geography
# Political Science
# Philosophy

{{MER Question page/Box | '''Description:''' In the activity, participants will divide into disciplinary groups and share discipline-specific wiki resources as they relate to case-studies

'''Instructions:'''

* Step 1: Participants will divide into disciplinary groups and conduct an internet search for useful, discipline specific resources (sample case studies, etc).
* Step 2: Add resources to the wiki page assigned to you, using basic wiki mark-up - headings, subheadings, lists, etc.

http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Licensing & Citation==
* Identify and locate open education resources (i.e. images, videos, etc.) for use in the wiki project
* Identfy and describe open licenses
* Express the importance of citing in wiki environments and apply appropriate citation

==Case Studies==
'''* REVIEW DANIEL'S WORD DOC'''
A great case study is substantial, and it’s going to look that way. Sure, it’s going to have a strong aesthetic component. But the curb appeal your case studies need comes from more than just pretty pictures. It comes from being well organized so that its depth is appealing, not daunting.
* Debrief assigned reading
* Case Study Ingredients: example length, consistency, narrative voice, relevance, pedagogic utility, tells an engaging story, requires critical thinking skills, relevance to students, appeal to different learners
* Examples from participants
* Deciding on Common Elements: example include 'problem, solution, results'; common/shared language

{{MER Question page/Box | '''Description:''' In this activity, participants divide into pairs groups and discuss template.....Structure and Principles....
'''
'''Instructions:''' Participants brainstorm effective case studies using stickie notes on the wall. Participants cluster principles as they put them on the wall. As a debrief facilitators, come up a set of shared guiding principles.|title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Next Steps==
* May Sprint details

[[Category: Open Case Studies]]

Icon attribution: http://dryicons.com

Documentation:Open Case Studies/Prep Workshop

2016-04-11T23:53:06Z

DanielMunro: /* What is the Sprint Process? */

==Pre-Workshop Activities==
'''Assigned: Lucas + Emily'''

In preparation for this workshop, please complete the following pre-workshop activities.
* Take a [[UBC_Wiki:About|tour of the UBCWiki]] (with video)
* Set-up your [[Help:User_page|User Profile]] page
* Review article: [http://www.wacra.org/Cases%20that%20Sing.pdf Case Studies That Sing]

Use the Help Links below to help you throughout the workshop.

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

='''Workshop Agenda''' | '''Tuesday, April 19, 2016''' | '''Room 2.22 CTLT Office'''=
==Description==
The purpose of this workshop is to prepare case study writers with the necessary resources, competencies, and technical skills to create open case studies on the wiki.
==Learning Goals==
By the end of the session, participants should be prepared to participate in the Open Case Study Sprint. Preparedness means:
* Clarity about roles, responsibilities and supports during sprint process.
* Develop a shared template including format, style, approaches for case-studies
* Develop a set of principles for effective case-studies
* Clarity about process and outcomes for the sprint.
* Awareness about open licenses: what they mean and how to apply them.
* Developing skills and competencies authoring a collaborative wiki space

==Introduction ==
* Who are we? Facilitators/participants introductions

{{MER Question page/Box | '''Description:''' In this activity called, "What I Need From You" (WINFY), participants ask themselves and each other for what they need to be successful on a shared challenge. Participants articulate core needs and everyone is given the chance to respond. This activity boosts clarity, integrity, and transparency while promoting cohesion and coordination across silos! Start alone, then in pairs, and finally share to the whole group.

'''Instructions:'''

* '''Step 1:''' Silent self-reflection by individuals on a what they need from themselves and from each other to be successful in today's workshop. 1 min.

* '''Step 2:''' In '''functional groups''', participants are invited to share their reflections and ask for what they need from each other to be successful in reaching the goals set out for the day. Needs are expressed as requests that can be delivered with care and nuance in the following form: ''“What I need from you is _____.”'' At this stage, a scribe take notes of ''requests'', but no one gives answers or responses. 5 mins

* '''Step 3:''' Groups then reduce their lists to two or three top needs, write these down, and select a spokesperson to share their needs to the rest of the participants. 5 mins |title=[[File:Casestudiesactivities.png|45px|left]] Icebreaker Activity |collapsed=yes}}

===What's This Workshop All About?===

We hope that as a result of this workshop, participants will produce 4 things:

'''1. User-Profile Page'''
: '''Why do this'''?: The user/profile contributes to participants having a sense of the "community" on the wiki and how contributions are attributed and communication occurs.
'''2. Shared Resource List'''
:'''Why do this?''' It's a way for participants to start to look at examples and resources relevant to case studies in their discipline while contributing to a shared resource for all participants. It will also serve as preparation for making decisions about the necessary components of a case study (for template development). This process demonstrates concept of small pieces contributing to larger resource - may be helpful later in the development of case studies.
: '''What could emerge out of this activity?''' Participants may find patterns in the examples or best practices for case study development that could inform decisions about case study structure and help us build a template.
: Resource page is located at: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources.
'''3. Template for the Case Studies'''
: '''How to do this?''' A group discussion while the wiki template is created on screen. Could demo the process of creating a page (step by step) and serve a need in developing a template to use during the sprint.
'''4. Experimental Sandbox page (for later reference)'''
: This will be your space for experimenting with wiki mark-up (embedding and adding media, etc) and can act as a working scratch pad for you during the sprint.

== What is the Sprint Process?==
'''Assigned: Christina + Lucas'''
Facilitators go over what a sprint is, outcomes, roles
* What is a "''Sprint''"? (brief definition) (2 min)
* Outline of process-diagram or outline (Handout)
* What is the final output or end product, for each day of the sprint and as a whole?
* Who is in the room, and what is each person's role?
# Writers/editors (and what the difference is)
# Student roles
# Librarian (resources, licensing)
# Facilitators
# Technical troubleshooting

==Developing a Shared Resources using Wiki==
* Debrief pre-assigned User Profile homework. If you did not create a User Profile page, let's do it now!
* Understanding discipline-specific wiki pages:
# Geog
# text
# text
* Basic wiki markup
* [[Documentation:MediaWiki_Basics/Hands_On:_6_Things_To_Know|Wiki Basics Workshop]]
{{MER Question page/Box | '''Description:''' In the activity, participants will divide into disciplinary groups and share discipline-specific wiki resources as they relate to case-studies

'''Instructions:'''

* Step 1: Participants will divide into disciplinary groups and conduct an internet search for useful, discipline specific resources (sample case studies, etc).
* Step 2: Add resources to the wiki page assigned to you, using basic wiki mark-up - headings, subheadings, lists, etc.

http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Case Studies==
A great case study is substantial, and it’s going to look that way. Sure, it’s going to have a strong aesthetic component. But the curb appeal your case studies need comes from more than just pretty pictures. It comes from being well organized so that its depth is appealing, not daunting.
* Debrief assigned reading
* Discuss Guiding Principles: example include length, consistency, narrative voice, relevance, pedagogic utility, tells an engaging story, requires critical thinking skills, relevance to students, appeal to different learners
* Examples from participants
* Deciding on Common Elements: example include 'problem, solution, results'; common/shared language

{{MER Question page/Box | '''Description:''' In this activity, participants divide into disciplinary groups and share wiki share resources related to case-studies in their disciplines.

'''Instructions:''' Participants brainstorm effective case studies using stickie notes on the wall. Participants cluster principles as they put them on the wall. As a debrief facilitators, come up a set of shared guiding principles.|title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Copyright ==
* Identify and locate open education resources (i.e. images, videos, etc.) for use in the wiki project
* Identfy and describe open licenses
* Express the importance of citing in wiki environments and apply appropriate citation
{{MER Question page/Box | '''Description:''' In this hands-on activity, participants will further explore the powerful UBC wiki tool and add/embed media to their sandbox wiki.

'''Instructions:'''

* Step 1: Create your very own wiki sandbox. Go to http://wiki.ubc.ca/Sandbox
* Step 2: Identify and locate open education resources as they relate to the Case Studies resources
* Step 3: Add/embed media (i.e.e video and images) to your wiki sandbox |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Next Steps==
* May Sprint details

==Notes on Documentation Support==
* I can set up a bit of a guide (set of links) to help people with the wiki editing (see [[Documentation:Open_Case_Studies#Help_Links|work in progress]]) DONE
* I can add this to our index page - which could serve as a bit of a hub for reference. DONE

[[Category: Open Case Studies]]

Icon attribution: http://dryicons.com

Documentation:Open Case Studies/Prep Workshop

2016-04-11T23:49:26Z

DanielMunro: /* What is the Sprint Process? */

==Pre-Workshop Activities==
'''Assigned: Lucas + Emily'''

In preparation for this workshop, please complete the following pre-workshop activities.
* Take a [[UBC_Wiki:About|tour of the UBCWiki]] (with video)
* Set-up your [[Help:User_page|User Profile]] page
* Review article: [http://www.wacra.org/Cases%20that%20Sing.pdf Case Studies That Sing]

Use the Help Links below to help you throughout the workshop.

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

='''Workshop Agenda''' | '''Tuesday, April 19, 2016''' | '''Room 2.22 CTLT Office'''=
==Description==
The purpose of this workshop is to prepare case study writers with the necessary resources, competencies, and technical skills to create open case studies on the wiki.
==Learning Goals==
By the end of the session, participants should be prepared to participate in the Open Case Study Sprint. Preparedness means:
* Clarity about roles, responsibilities and supports during sprint process.
* Develop a shared template including format, style, approaches for case-studies
* Develop a set of principles for effective case-studies
* Clarity about process and outcomes for the sprint.
* Awareness about open licenses: what they mean and how to apply them.
* Developing skills and competencies authoring a collaborative wiki space

==Introduction ==
* Who are we? Facilitators/participants introductions

{{MER Question page/Box | '''Description:''' In this activity called, "What I Need From You" (WINFY), participants ask themselves and each other for what they need to be successful on a shared challenge. Participants articulate core needs and everyone is given the chance to respond. This activity boosts clarity, integrity, and transparency while promoting cohesion and coordination across silos! Start alone, then in pairs, and finally share to the whole group.

'''Instructions:'''

* '''Step 1:''' Silent self-reflection by individuals on a what they need from themselves and from each other to be successful in today's workshop. 1 min.

* '''Step 2:''' In '''functional groups''', participants are invited to share their reflections and ask for what they need from each other to be successful in reaching the goals set out for the day. Needs are expressed as requests that can be delivered with care and nuance in the following form: ''“What I need from you is _____.”'' At this stage, a scribe take notes of ''requests'', but no one gives answers or responses. 5 mins

* '''Step 3:''' Groups then reduce their lists to two or three top needs, write these down, and select a spokesperson to share their needs to the rest of the participants. 5 mins |title=[[File:Casestudiesactivities.png|45px|left]] Icebreaker Activity |collapsed=yes}}

===What's This Workshop All About?===

We hope that as a result of this workshop, participants will produce 4 things:

'''1. User-Profile Page'''
: '''Why do this'''?: The user/profile contributes to participants having a sense of the "community" on the wiki and how contributions are attributed and communication occurs.
'''2. Shared Resource List'''
:'''Why do this?''' It's a way for participants to start to look at examples and resources relevant to case studies in their discipline while contributing to a shared resource for all participants. It will also serve as preparation for making decisions about the necessary components of a case study (for template development). This process demonstrates concept of small pieces contributing to larger resource - may be helpful later in the development of case studies.
: '''What could emerge out of this activity?''' Participants may find patterns in the examples or best practices for case study development that could inform decisions about case study structure and help us build a template.
: Resource page is located at: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources.
'''3. Template for the Case Studies'''
: '''How to do this?''' A group discussion while the wiki template is created on screen. Could demo the process of creating a page (step by step) and serve a need in developing a template to use during the sprint.
'''4. Experimental Sandbox page (for later reference)'''
: This will be your space for experimenting with wiki mark-up (embedding and adding media, etc) and can act as a working scratch pad for you during the sprint.

== What is the Sprint Process?==
'''Assigned: Christina + Lucas'''
Facilitators go over what a sprint is, outcomes, roles
* What is a "''Sprint''"? (brief definition) (2 min)
* Outline of process-diagram or outline (Handout)
* What is the final output or end product?
* Who is in the room, and what is each person's role?
# Writers/editors (and what the difference is)
# Student roles
# Librarian (resources, licensing)
# Facilitators
# Technical troubleshooting

==Developing a Shared Resources using Wiki==
* Debrief pre-assigned User Profile homework. If you did not create a User Profile page, let's do it now!
* Understanding discipline-specific wiki pages:
# Geog
# text
# text
* Basic wiki markup
* [[Documentation:MediaWiki_Basics/Hands_On:_6_Things_To_Know|Wiki Basics Workshop]]
{{MER Question page/Box | '''Description:''' In the activity, participants will divide into disciplinary groups and share discipline-specific wiki resources as they relate to case-studies

'''Instructions:'''

* Step 1: Participants will divide into disciplinary groups and conduct an internet search for useful, discipline specific resources (sample case studies, etc).
* Step 2: Add resources to the wiki page assigned to you, using basic wiki mark-up - headings, subheadings, lists, etc.

http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Case Studies==
A great case study is substantial, and it’s going to look that way. Sure, it’s going to have a strong aesthetic component. But the curb appeal your case studies need comes from more than just pretty pictures. It comes from being well organized so that its depth is appealing, not daunting.
* Debrief assigned reading
* Discuss Guiding Principles: example include length, consistency, narrative voice, relevance, pedagogic utility, tells an engaging story, requires critical thinking skills, relevance to students, appeal to different learners
* Examples from participants
* Deciding on Common Elements: example include 'problem, solution, results'; common/shared language

{{MER Question page/Box | '''Description:''' In this activity, participants divide into disciplinary groups and share wiki share resources related to case-studies in their disciplines.

'''Instructions:''' Participants brainstorm effective case studies using stickie notes on the wall. Participants cluster principles as they put them on the wall. As a debrief facilitators, come up a set of shared guiding principles.|title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Copyright ==
* Identify and locate open education resources (i.e. images, videos, etc.) for use in the wiki project
* Identfy and describe open licenses
* Express the importance of citing in wiki environments and apply appropriate citation
{{MER Question page/Box | '''Description:''' In this hands-on activity, participants will further explore the powerful UBC wiki tool and add/embed media to their sandbox wiki.

'''Instructions:'''

* Step 1: Create your very own wiki sandbox. Go to http://wiki.ubc.ca/Sandbox
* Step 2: Identify and locate open education resources as they relate to the Case Studies resources
* Step 3: Add/embed media (i.e.e video and images) to your wiki sandbox |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Next Steps==
* May Sprint details

==Notes on Documentation Support==
* I can set up a bit of a guide (set of links) to help people with the wiki editing (see [[Documentation:Open_Case_Studies#Help_Links|work in progress]]) DONE
* I can add this to our index page - which could serve as a bit of a hub for reference. DONE

[[Category: Open Case Studies]]

Icon attribution: http://dryicons.com

Documentation:Open Case Studies/Prep Workshop

2016-04-11T23:45:20Z

DanielMunro: /* What's This Workshop All About? */

==Pre-Workshop Activities==
'''Assigned: Lucas + Emily'''

In preparation for this workshop, please complete the following pre-workshop activities.
* Take a [[UBC_Wiki:About|tour of the UBCWiki]] (with video)
* Set-up your [[Help:User_page|User Profile]] page
* Review article: [http://www.wacra.org/Cases%20that%20Sing.pdf Case Studies That Sing]

Use the Help Links below to help you throughout the workshop.

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

='''Workshop Agenda''' | '''Tuesday, April 19, 2016''' | '''Room 2.22 CTLT Office'''=
==Description==
The purpose of this workshop is to prepare case study writers with the necessary resources, competencies, and technical skills to create open case studies on the wiki.
==Learning Goals==
By the end of the session, participants should be prepared to participate in the Open Case Study Sprint. Preparedness means:
* Clarity about roles, responsibilities and supports during sprint process.
* Develop a shared template including format, style, approaches for case-studies
* Develop a set of principles for effective case-studies
* Clarity about process and outcomes for the sprint.
* Awareness about open licenses: what they mean and how to apply them.
* Developing skills and competencies authoring a collaborative wiki space

==Introduction ==
* Who are we? Facilitators/participants introductions

{{MER Question page/Box | '''Description:''' In this activity called, "What I Need From You" (WINFY), participants ask themselves and each other for what they need to be successful on a shared challenge. Participants articulate core needs and everyone is given the chance to respond. This activity boosts clarity, integrity, and transparency while promoting cohesion and coordination across silos! Start alone, then in pairs, and finally share to the whole group.

'''Instructions:'''

* '''Step 1:''' Silent self-reflection by individuals on a what they need from themselves and from each other to be successful in today's workshop. 1 min.

* '''Step 2:''' In '''functional groups''', participants are invited to share their reflections and ask for what they need from each other to be successful in reaching the goals set out for the day. Needs are expressed as requests that can be delivered with care and nuance in the following form: ''“What I need from you is _____.”'' At this stage, a scribe take notes of ''requests'', but no one gives answers or responses. 5 mins

* '''Step 3:''' Groups then reduce their lists to two or three top needs, write these down, and select a spokesperson to share their needs to the rest of the participants. 5 mins |title=[[File:Casestudiesactivities.png|45px|left]] Icebreaker Activity |collapsed=yes}}

===What's This Workshop All About?===

We hope that as a result of this workshop, participants will produce 4 things:

'''1. User-Profile Page'''
: '''Why do this'''?: The user/profile contributes to participants having a sense of the "community" on the wiki and how contributions are attributed and communication occurs.
'''2. Shared Resource List'''
:'''Why do this?''' It's a way for participants to start to look at examples and resources relevant to case studies in their discipline while contributing to a shared resource for all participants. It will also serve as preparation for making decisions about the necessary components of a case study (for template development). This process demonstrates concept of small pieces contributing to larger resource - may be helpful later in the development of case studies.
: '''What could emerge out of this activity?''' Participants may find patterns in the examples or best practices for case study development that could inform decisions about case study structure and help us build a template.
: Resource page is located at: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources.
'''3. Template for the Case Studies'''
: '''How to do this?''' A group discussion while the wiki template is created on screen. Could demo the process of creating a page (step by step) and serve a need in developing a template to use during the sprint.
'''4. Experimental Sandbox page (for later reference)'''
: This will be your space for experimenting with wiki mark-up (embedding and adding media, etc) and can act as a working scratch pad for you during the sprint.

== What is the Sprint Process?==
'''Assigned: Christina + Lucas'''
Facilitators go over what a sprint is, outcomes, roles
* What is a "''Sprint''"? (brief definition) (2 min)
* Outline of process-diagram or outline (Handout)
* What is the final output or end product?
* How many Case Studies to create by the end?
* Who is in the room?
* Clarity of role for students during a sprint such as:
# Writers/editors (and what the difference is)
# Librarian (resources, licensing)
# Facilitators
# Technical troubleshooting

==Developing a Shared Resources using Wiki==
* Debrief pre-assigned User Profile homework. If you did not create a User Profile page, let's do it now!
* Understanding discipline-specific wiki pages:
# Geog
# text
# text
* Basic wiki markup
* [[Documentation:MediaWiki_Basics/Hands_On:_6_Things_To_Know|Wiki Basics Workshop]]
{{MER Question page/Box | '''Description:''' In the activity, participants will divide into disciplinary groups and share discipline-specific wiki resources as they relate to case-studies

'''Instructions:'''

* Step 1: Participants will divide into disciplinary groups and conduct an internet search for useful, discipline specific resources (sample case studies, etc).
* Step 2: Add resources to the wiki page assigned to you, using basic wiki mark-up - headings, subheadings, lists, etc.

http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Case Studies==
A great case study is substantial, and it’s going to look that way. Sure, it’s going to have a strong aesthetic component. But the curb appeal your case studies need comes from more than just pretty pictures. It comes from being well organized so that its depth is appealing, not daunting.
* Debrief assigned reading
* Discuss Guiding Principles: example include length, consistency, narrative voice, relevance, pedagogic utility, tells an engaging story, requires critical thinking skills, relevance to students, appeal to different learners
* Examples from participants
* Deciding on Common Elements: example include 'problem, solution, results'; common/shared language

{{MER Question page/Box | '''Description:''' In this activity, participants divide into disciplinary groups and share wiki share resources related to case-studies in their disciplines.

'''Instructions:''' Participants brainstorm effective case studies using stickie notes on the wall. Participants cluster principles as they put them on the wall. As a debrief facilitators, come up a set of shared guiding principles.|title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Copyright ==
* Identify and locate open education resources (i.e. images, videos, etc.) for use in the wiki project
* Identfy and describe open licenses
* Express the importance of citing in wiki environments and apply appropriate citation
{{MER Question page/Box | '''Description:''' In this hands-on activity, participants will further explore the powerful UBC wiki tool and add/embed media to their sandbox wiki.

'''Instructions:'''

* Step 1: Create your very own wiki sandbox. Go to http://wiki.ubc.ca/Sandbox
* Step 2: Identify and locate open education resources as they relate to the Case Studies resources
* Step 3: Add/embed media (i.e.e video and images) to your wiki sandbox |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Next Steps==
* May Sprint details

==Notes on Documentation Support==
* I can set up a bit of a guide (set of links) to help people with the wiki editing (see [[Documentation:Open_Case_Studies#Help_Links|work in progress]]) DONE
* I can add this to our index page - which could serve as a bit of a hub for reference. DONE

[[Category: Open Case Studies]]

Icon attribution: http://dryicons.com

Documentation:Open Case Studies/Prep Workshop

2016-04-11T23:40:14Z

DanielMunro: /* Learning Goals */

==Pre-Workshop Activities==
'''Assigned: Lucas + Emily'''

In preparation for this workshop, please complete the following pre-workshop activities.
* Take a [[UBC_Wiki:About|tour of the UBCWiki]] (with video)
* Set-up your [[Help:User_page|User Profile]] page
* Review article: [http://www.wacra.org/Cases%20that%20Sing.pdf Case Studies That Sing]

Use the Help Links below to help you throughout the workshop.

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

='''Workshop Agenda''' | '''Tuesday, April 19, 2016''' | '''Room 2.22 CTLT Office'''=
==Description==
The purpose of this workshop is to prepare case study writers with the necessary resources, competencies, and technical skills to create open case studies on the wiki.
==Learning Goals==
By the end of the session, participants should be prepared to participate in the Open Case Study Sprint. Preparedness means:
* Clarity about roles, responsibilities and supports during sprint process.
* Develop a shared template including format, style, approaches for case-studies
* Develop a set of principles for effective case-studies
* Clarity about process and outcomes for the sprint.
* Awareness about open licenses: what they mean and how to apply them.
* Developing skills and competencies authoring a collaborative wiki space

==Introduction ==
* Who are we? Facilitators/participants introductions

{{MER Question page/Box | '''Description:''' In this activity called, "What I Need From You" (WINFY), participants ask themselves and each other for what they need to be successful on a shared challenge. Participants articulate core needs and everyone is given the chance to respond. This activity boosts clarity, integrity, and transparency while promoting cohesion and coordination across silos! Start alone, then in pairs, and finally share to the whole group.

'''Instructions:'''

* '''Step 1:''' Silent self-reflection by individuals on a what they need from themselves and from each other to be successful in today's workshop. 1 min.

* '''Step 2:''' In '''functional groups''', participants are invited to share their reflections and ask for what they need from each other to be successful in reaching the goals set out for the day. Needs are expressed as requests that can be delivered with care and nuance in the following form: ''“What I need from you is _____.”'' At this stage, a scribe take notes of ''requests'', but no one gives answers or responses. 5 mins

* '''Step 3:''' Groups then reduce their lists to two or three top needs, write these down, and select a spokesperson to share their needs to the rest of the participants. 5 mins |title=[[File:Casestudiesactivities.png|45px|left]] Icebreaker Activity |collapsed=yes}}

===What's This Workshop All About?===

We hope that as a result of this workshop, participants will produce 4 things:

'''1. User-Profile Page'''
: '''Why do this'''?: The user/profile contributes to participants having a sense of the "community" on the wiki and how contributions are attributed and communication occurs.
'''2. Shared Resource List'''
:'''Why do this?''' It's a way for participants to start to look at examples and resources relevant to case studies in their discipline while contributing to a shared resource for all participants. It will also serve as preparation for making decisions about the necessary components of a case study (for template development). This process demonstrates concept of small pieces contributing to larger resource - may be helpful later in the development of case studies.
: '''What could emerge out of this activity?''' As disciplinary pairs explore and list resources, they may find patterns in the examples or best practices for case study development that could inform decisions about case study structure and help us build a template.
: Resource page is located at: http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources.
'''3. Template for the Case Studies'''
: '''How to do this?''' maybe as a group discussion while the wiki template is created on screen. Could demo the process of creating a page (step by step) and serve a need in developing a template to use during the sprint.
'''4. Experimental Sandbox page (for later reference)'''
: This will be your space for experimenting with wiki mark-up (embedding and adding media, etc) and can act as a working scratch pad for you during the sprint.

== What is the Sprint Process?==
'''Assigned: Christina + Lucas'''
Facilitators go over what a sprint is, outcomes, roles
* What is a "''Sprint''"? (brief definition) (2 min)
* Outline of process-diagram or outline (Handout)
* What is the final output or end product?
* How many Case Studies to create by the end?
* Who is in the room?
* Clarity of role for students during a sprint such as:
# Writers/editors (and what the difference is)
# Librarian (resources, licensing)
# Facilitators
# Technical troubleshooting

==Developing a Shared Resources using Wiki==
* Debrief pre-assigned User Profile homework. If you did not create a User Profile page, let's do it now!
* Understanding discipline-specific wiki pages:
# Geog
# text
# text
* Basic wiki markup
* [[Documentation:MediaWiki_Basics/Hands_On:_6_Things_To_Know|Wiki Basics Workshop]]
{{MER Question page/Box | '''Description:''' In the activity, participants will divide into disciplinary groups and share discipline-specific wiki resources as they relate to case-studies

'''Instructions:'''

* Step 1: Participants will divide into disciplinary groups and conduct an internet search for useful, discipline specific resources (sample case studies, etc).
* Step 2: Add resources to the wiki page assigned to you, using basic wiki mark-up - headings, subheadings, lists, etc.

http://wiki.ubc.ca/Documentation:Open_Case_Studies/Resources |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Case Studies==
A great case study is substantial, and it’s going to look that way. Sure, it’s going to have a strong aesthetic component. But the curb appeal your case studies need comes from more than just pretty pictures. It comes from being well organized so that its depth is appealing, not daunting.
* Debrief assigned reading
* Discuss Guiding Principles: example include length, consistency, narrative voice, relevance, pedagogic utility, tells an engaging story, requires critical thinking skills, relevance to students, appeal to different learners
* Examples from participants
* Deciding on Common Elements: example include 'problem, solution, results'; common/shared language

{{MER Question page/Box | '''Description:''' In this activity, participants divide into disciplinary groups and share wiki share resources related to case-studies in their disciplines.

'''Instructions:''' Participants brainstorm effective case studies using stickie notes on the wall. Participants cluster principles as they put them on the wall. As a debrief facilitators, come up a set of shared guiding principles.|title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Copyright ==
* Identify and locate open education resources (i.e. images, videos, etc.) for use in the wiki project
* Identfy and describe open licenses
* Express the importance of citing in wiki environments and apply appropriate citation
{{MER Question page/Box | '''Description:''' In this hands-on activity, participants will further explore the powerful UBC wiki tool and add/embed media to their sandbox wiki.

'''Instructions:'''

* Step 1: Create your very own wiki sandbox. Go to http://wiki.ubc.ca/Sandbox
* Step 2: Identify and locate open education resources as they relate to the Case Studies resources
* Step 3: Add/embed media (i.e.e video and images) to your wiki sandbox |title=[[File:Casestudiesactivities.png|45px|left]] Activity |collapsed=yes}}

==Next Steps==
* May Sprint details

==Notes on Documentation Support==
* I can set up a bit of a guide (set of links) to help people with the wiki editing (see [[Documentation:Open_Case_Studies#Help_Links|work in progress]]) DONE
* I can add this to our index page - which could serve as a bit of a hub for reference. DONE

[[Category: Open Case Studies]]

Icon attribution: http://dryicons.com

Documentation:Open Case Studies

2016-04-11T23:33:08Z

DanielMunro: /* Participants */

{{Open Case Studies}}
==Project Description==
''This project brings together faculty and students from across departments and Faculties to co-create an interdisciplinary, open educational resource on sustainability and environmental ethics. The structure and open nature of this resource will allow faculty and students to contribute to and provide commentary on a collection of case studies through the lens of their respective academic disciplines. We will hold a “sprint” to start the resource, but students and faculty will continue to add to it later. Graduate RAs will work with professors to incorporate the resource into their courses and evaluate its success, with emphasis on leveraging the resource's openness to create new, student- generated cases as well as disciplinary, research-based commentary on cases. With new contributions from students and faculty, the resource will evolve and expand over time.''

::TLEF Application - Project Description.
The project is funded through a [http://tlef.ubc.ca/ TLEF] - small grant for 2016.

==Participants==

Organizers:
* Daniel Munro, AMS, Philosophy
* Christina Hendricks, Philosophy

Support:
* Lucas Wright, CTLT
* Emily Renoe, CTLT
* Cindy Underhill, CTLT
* Erin Fields, Library

Instructors:
* Richard Price, Political Science
* Eduardo Jovel, Land and Food Systems
* Loch Brown, Geography
* Janette Bulkan, Forestry and Natural Resources Conservation
* Joerg Winter and Negar Roghanian, Civil Engineering
* Mark Harris, Law and Society
* Gordon Munro, Economics
* Tara Ivanochko, Earth, Ocean, and Atmospheric Sciences

Students:
* to be confirmed

==Help Links==
{| class="wikitable"
|-
! [[File:Wiki basics.png|100px]] !! [[File:Formatting.png|100px]] !! [[File:Add media icon.png|110px]]!! [[File:Adding pages.png|110px]]!! [[File:Licensing & copyright.png|110px]]
|-
| [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things About Wikis]
[[UBC_Wiki:About|About the UBCWiki]]

[[Help:Contents|Help and Support]]
|| [[Help:Formatting|Basic Formatting]]
[[Help:Tables|Formatting Tables]]

[[Help:Footnotes_and_References|Footnotes and References]]
|| Adding [[Help:Adding_Media/Images_and_Pictures|Images]]
Embedding [[Help:Adding_Media/Video|Video]]

Embedding [[Help:Adding_Media/Presentation_Slides|Slides]]
|| [[Sandbox|Adding a Sandbox Page]]
|| [[Documentation:Open_Case_Studies/Copyright_Licensing|Copyright Licensing]]
|-
|}
* icon image credits may be viewed by clicking on the image.

[[Category: Open Case Studies]]

Documentation:Open UBC/Learn/How

2016-04-01T21:24:58Z

DanielMunro: /* Publish Your Work */

==Discuss With Your Profs==

If you're unsatisfied with the cost of textbooks and resources for your courses, consider talking to your professors about Open Educational Resources.

===Why talk to professors?===
* Professors choose what materials are used in their courses. The UBC Bookstore and Library work to encourage the use of cheaper alternatives like OERs and used books, but final say lies with the professor.

===Show professors students care: give feedback on course resources===
* Share your thoughts on high textbook costs with your professors, show them your appreciation if they use cheap or free alternatives, and tell them how useful you found each resource they assigned. An easy way to do these things is through anonymous midterm or end of term course evaluations, but professors also appreciate in-person conversations and feedback!

===Tell your professors about open education===
* If you know of a professor you think would be interested in adopting OERs or open teaching practices, direct them to www.open.ubc.ca for help getting started. Let them know of any existing OERs you think would be useful for their courses, or tell them about examples of OER adoptions at UBC.

===Talk to your elected student representatives===
* If you have some more great ideas about how students can encourage professors to use OERs, or if you are interested in talking to your professors but want more support getting started, email your AMS Vice-President, Academic and university affairs at vpacademic@ams.ubc.ca. Visit www.ams.ubc.ca/OER to read about some work the AMS has done.

==Publish Your Work==
Check out the [http://www.righttoresearch.org/bm~doc/r2rc_open_publishing_guide.pdf R2RC Open Publishing Guide for Students].

[[File:Right to Research Coalition - Open Publishing Guide for Students (header image).png|thumb|[http://www.righttoresearch.org/bm~doc/r2rc_open_publishing_guide.pdf Right to Research Coalition - Open Publishing Guide for Students]]]
"''Launched as SPARC's student initiative in 2009, the Right to Research Coalition (R2RC) is an international alliance of undergraduate and graduate student organizations, which collectively represent nearly 7 million students in over 100 countries, that work to promote Open Access to research through advocacy and education. R2RC members work to educate the next generation of researchers, administrators, and policy makers about the benefits of Open Access and to advocate for policies at the local, national, and international level that require the results of research to be made freely available online with full reuse rights. The coalition also seeks to make students a full partner in establishing Open Access as the default for scholarly communication.'' - See more at: http://www.sparc.arl.org/initiatives/r2rc#sthash.B3kHryFi.dpuf"

There are also many opportunities to publish your research in undergraduate journals right here at UBC.UBC Library’s institutional repository, [http://circle.ubc.ca/ cIRcle], is an open access repository that contains a number of items from undergraduate students. To date, there are 1,700+ undergraduate items in cIRcle/OC from across various faculties, departments, schools and centres, etc. as well as conferences and through community partner initiatives.

Here are some examples of currently active open access journals that are student-led:
*[http://ubcpssj.org/ BC Pharmaceutical Sciences Student Journal]
*[https://ubcatlas.wordpress.com/ Atlas Undergraduate journal of World History]
*[http://ngdi.ubc.ca/?page_id=7186 NGDI (Neglected Global Diseases Initiative) Student Global HealthJournal]
*[http://www.canadianstudies.ubc.ca/program/the-seed-the-ubc-undergraduate-journal-of-canadian-studies/ The Seed: the Undergraduate Journal of Canadian Studies]
*[http://hemlock.philosophy.ubc.ca/index.php/1_1 hemlock]
*[http://thetalon.ca/ The Talon "UBC's Alternative Student Press"]

If you take photos or create images, especially if you do so in the course of your studies, consider uploading them to a platform like [https://www.flickr.com/ flickr] that allows you to license them openly.

==Contribute What You Create==

[[Category: Open UBC]]

User:DanielMunro

2016-03-30T00:04:40Z

DanielMunro: Created page with "I am a fourth year undergraduate student, currently in my last semester of an Honours Philosophy degree. I also work at the Alma Mater Society of UBC as Associate Vice-Preside..."

Documentation:Open Case Studies

2016-03-24T21:50:21Z

DanielMunro: /* Participants */

Documentation:Open UBC/Fast Facts for Students

2016-03-11T20:59:25Z

DanielMunro:

==Did you know that...==
[[File:AMS textbookbrokeBC 2015-2016 31.jpg|300px|right|Caption: UBC students feel financial pressure of textbook costs]]
*Only 24% of UBC students [http://www.ams.ubc.ca/wp-content/uploads/2015/07/Academic%20Experience%20Survey%20Report%202015%20Final.pdf#page=104 expect to graduate debt-free]?
*The cost of textbooks increases at [http://www.nbcnews.com/feature/freshman-year/college-textbook-prices-have-risen-812-percent-1978-n399926 several times the average rate of inflation]?
*Many students skip buying textbooks due to cost, even though [http://www.studentpirgs.org/sites/student/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf#page=5 they know it will hurt their learning]?

==Have you ever felt that...==
*You buy expensive textbooks only for your professors to assign a few chapters?
*All the hard work you put into your courses is seen once by your professors, then never seen by anyone again?

==OERs as solution==
Open educational resources (OERs) can be a solution to these problems. OERs are any resources used for teaching and learning that are free for anyone to access, edit, and redistribute, unlike regular textbooks which are under heavy copyright restrictions. OERs are free, can be edited and combined to better fit a course, and can even be edited by students. Some examples of what happens when OERs and other open educational practices are adopted at UBC:
*Students in Physics 100 [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ save a total of $90,000] in one year.
*Undergraduate student work is shared with [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem#Statistics audiences in the hundreds of thousands] on Wikipedia.
*Students help develop a [http://www.cubocube.com/dashboard.php?c=1 free textbook] to be used by other students in subsequent years.
*UBC Students [[Documentation:Open UBC/Learn/How#Publish Your Work|publish their work]] in open journals and repositories.

==Learn More==
If you want to learn more and get involved in the open movement yourself, visit our [http://open-2015.sites.olt.ubc.ca/learn/ Learn] page.

[[Category: Open UBC]]

Documentation:Open UBC/Learn/How

2016-03-11T20:50:32Z

DanielMunro: /* Publish Your Work */

==Discuss With Your Profs==

If you're unsatisfied with the cost of textbooks and resources for your courses, consider talking to your professors about Open Educational Resources.

===Why talk to professors?===
* Professors choose what materials are used in their courses. The UBC Bookstore and Library work to encourage the use of cheaper alternatives like OERs and used books, but final say lies with the professor.

===Show professors students care: give feedback on course resources===
* Share your thoughts on high textbook costs with your professors, show them your appreciation if they use cheap or free alternatives, and tell them how useful you found each resource they assigned. An easy way to do these things is through anonymous midterm or end of term course evaluations, but professors also appreciate in-person conversations and feedback!

===Tell your professors about open education===
* If you know of a professor you think would be interested in adopting OERs or open teaching practices, direct them to www.open.ubc.ca for help getting started. Let them know of any existing OERs you think would be useful for their courses, or tell them about examples of OER adoptions at UBC.

===Talk to your elected student representatives===
* If you have some more great ideas about how students can encourage professors to use OERs, or if you are interested in talking to your professors but want more support getting started, email your AMS Vice-President, Academic and university affairs at vpacademic@ams.ubc.ca. Visit www.ams.ubc.ca/OER to read about some work the AMS has done.

==Publish Your Work==
Check out the [http://www.righttoresearch.org/bm~doc/r2rc_open_publishing_guide.pdf R2RC Open Publishing Guide for Students].

[[File:Right to Research Coalition - Open Publishing Guide for Students (header image).png|thumb|[http://www.righttoresearch.org/bm~doc/r2rc_open_publishing_guide.pdf Right to Research Coalition - Open Publishing Guide for Students]]]
"''Launched as SPARC's student initiative in 2009, the Right to Research Coalition (R2RC) is an international alliance of undergraduate and graduate student organizations, which collectively represent nearly 7 million students in over 100 countries, that work to promote Open Access to research through advocacy and education. R2RC members work to educate the next generation of researchers, administrators, and policy makers about the benefits of Open Access and to advocate for policies at the local, national, and international level that require the results of research to be made freely available online with full reuse rights. The coalition also seeks to make students a full partner in establishing Open Access as the default for scholarly communication.'' - See more at: http://www.sparc.arl.org/initiatives/r2rc#sthash.B3kHryFi.dpuf"

There are also many opportunities to publish your research in undergraduate journals right here at UBC.UBC Library’s institutional repository, [http://circle.ubc.ca/ cIRcle], is an open access repository that contains a number of items from undergraduate students. To date, there are 1,700+ undergraduate items in cIRcle/OC from across various faculties, departments, schools and centres, etc. as well as conferences and through community partner initiatives.

Here are some examples of currently active open access journals that are student-led:
*[http://ubcpssj.org/ BC Pharmaceutical Sciences Student Journal]
*[https://ubcatlas.wordpress.com/ Atlas Undergraduate journal of World History]
*[http://ngdi.ubc.ca/?page_id=7186 NGDI (Neglected Global Diseases Initiative) Student Global HealthJournal]
*[http://www.canadianstudies.ubc.ca/program/the-seed-the-ubc-undergraduate-journal-of-canadian-studies/ The Seed: the Undergraduate Journal of Canadian Studies]
*[http://hemlock.philosophy.ubc.ca/index.php/1_1 hemlock]
*[http://thetalon.ca/ The Talon "UBC's Alternative Student Press"]

==Contribute What You Create==

[[Category: Open UBC]]

Documentation:Open UBC/Learn/How

2016-03-11T20:49:53Z

DanielMunro: /* Publish Your Work */

==Discuss With Your Profs==

If you're unsatisfied with the cost of textbooks and resources for your courses, consider talking to your professors about Open Educational Resources.

===Why talk to professors?===
* Professors choose what materials are used in their courses. The UBC Bookstore and Library work to encourage the use of cheaper alternatives like OERs and used books, but final say lies with the professor.

===Show professors students care: give feedback on course resources===
* Share your thoughts on high textbook costs with your professors, show them your appreciation if they use cheap or free alternatives, and tell them how useful you found each resource they assigned. An easy way to do these things is through anonymous midterm or end of term course evaluations, but professors also appreciate in-person conversations and feedback!

===Tell your professors about open education===
* If you know of a professor you think would be interested in adopting OERs or open teaching practices, direct them to www.open.ubc.ca for help getting started. Let them know of any existing OERs you think would be useful for their courses, or tell them about examples of OER adoptions at UBC.

===Talk to your elected student representatives===
* If you have some more great ideas about how students can encourage professors to use OERs, or if you are interested in talking to your professors but want more support getting started, email your AMS Vice-President, Academic and university affairs at vpacademic@ams.ubc.ca. Visit www.ams.ubc.ca/OER to read about some work the AMS has done.

==Publish Your Work==
Check out the [http://www.righttoresearch.org/bm~doc/r2rc_open_publishing_guide.pdf R2RC Open Publishing Guide for Students].

[[File:Right to Research Coalition - Open Publishing Guide for Students (header image).png|thumb|[http://www.righttoresearch.org/bm~doc/r2rc_open_publishing_guide.pdf Right to Research Coalition - Open Publishing Guide for Students]]]
"''Launched as SPARC's student initiative in 2009, the Right to Research Coalition (R2RC) is an international alliance of undergraduate and graduate student organizations, which collectively represent nearly 7 million students in over 100 countries, that work to promote Open Access to research through advocacy and education. R2RC members work to educate the next generation of researchers, administrators, and policy makers about the benefits of Open Access and to advocate for policies at the local, national, and international level that require the results of research to be made freely available online with full reuse rights. The coalition also seeks to make students a full partner in establishing Open Access as the default for scholarly communication.'' - See more at: http://www.sparc.arl.org/initiatives/r2rc#sthash.B3kHryFi.dpuf"

There are also many opportunities to publish your research in undergraduate journals right here at UBC.UBC Library’s institutional repository, [http://circle.ubc.ca/ cIRcle], is an open access repository that contains a number of items from undergraduate students. To date, there are 1,700+ undergraduate items in cIRcle/OC from across various faculties, departments, schools and centres, etc. as well as conferences and through community partner initiatives.

Here are some examples of currently active open access journals that are student-led:
*[http://ubcpssj.org/ BC Pharmaceutical Sciences Student Journal]
*[https://ubcatlas.wordpress.com/ Atlas Undergraduate journal of World History]
*[http://ngdi.ubc.ca/?page_id=7186 NGDI (Neglected Global Diseases Initiative) Student Global HealthJournal]
*[http://www.canadianstudies.ubc.ca/program/the-seed-the-ubc-undergraduate-journal-of-canadian-studies/ The Seed: the Undergraduate Journal of Canadian Studies]
*[http://hemlock.philosophy.ubc.ca/index.php/1_1 hemlock]

==Contribute What You Create==

[[Category: Open UBC]]

Documentation:Open UBC/Learn/How

2016-03-10T20:11:21Z

DanielMunro:

==Discuss With Your Profs==

If you're unsatisfied with the cost of textbooks and resources for your courses, consider talking to your professors about Open Educational Resources.

===Why talk to professors?===
* Professors choose what materials are used in their courses. The UBC Bookstore and Library work to encourage the use of cheaper alternatives like OERs and used books, but final say lies with the professor.

===Show professors students care: give feedback on course resources===
* Share your thoughts on high textbook costs with your professors, show them your appreciation if they use cheap or free alternatives, and tell them how useful you found each resource they assigned. An easy way to do these things is through anonymous midterm or end of term course evaluations, but professors also appreciate in-person conversations and feedback!

===Tell your professors about open education===
* If you know of a professor you think would be interested in adopting OERs or open teaching practices, direct them to www.open.ubc.ca for help getting started. Let them know of any existing OERs you think would be useful for their courses, or tell them about examples of OER adoptions at UBC.

===Talk to your elected student representatives===
* If you have some more great ideas about how students can encourage professors to use OERs, or if you are interested in talking to your professors but want more support getting started, email your AMS Vice-President, Academic and university affairs at vpacademic@ams.ubc.ca. Visit www.ams.ubc.ca/OER to read about some work the AMS has done.

==Publish Your Work==
Check out the [http://www.righttoresearch.org/bm~doc/r2rc_open_publishing_guide.pdf R2RC Open Publishing Guide for Students].

[[File:Right to Research Coalition - Open Publishing Guide for Students (header image).png|thumb|[http://www.righttoresearch.org/bm~doc/r2rc_open_publishing_guide.pdf Right to Research Coalition - Open Publishing Guide for Students]]]
"''Launched as SPARC's student initiative in 2009, the Right to Research Coalition (R2RC) is an international alliance of undergraduate and graduate student organizations, which collectively represent nearly 7 million students in over 100 countries, that work to promote Open Access to research through advocacy and education. R2RC members work to educate the next generation of researchers, administrators, and policy makers about the benefits of Open Access and to advocate for policies at the local, national, and international level that require the results of research to be made freely available online with full reuse rights. The coalition also seeks to make students a full partner in establishing Open Access as the default for scholarly communication.'' - See more at: http://www.sparc.arl.org/initiatives/r2rc#sthash.B3kHryFi.dpuf"

There are also many opportunities to publish your research in undergraduate journals here at UBC. Here are some examples of currently active open access journals that are student-led:
*[http://ubcpssj.org/ BC Pharmaceutical Sciences Student Journal]
*[https://ubcatlas.wordpress.com/ Atlas Undergraduate journal of World History]
*[http://ngdi.ubc.ca/?page_id=7186 NGDI (Neglected Global Diseases Initiative) Student Global HealthJournal]
*[http://www.canadianstudies.ubc.ca/program/the-seed-the-ubc-undergraduate-journal-of-canadian-studies/ The Seed: the Undergraduate Journal of Canadian Studies]
*[http://hemlock.philosophy.ubc.ca/index.php/1_1 hemlock] (Philosophy)

==Contribute What You Create==

[[Category: Open UBC]]

Template:Sample Open Case Studies

2016-03-08T22:23:00Z

DanielMunro: Created page with "<includeonly>{|class="infobox" style="width:200;" ! colspan="2" style="background:#2f5d7c; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; p..."

<includeonly>{|class="infobox" style="width:200;"
! colspan="2" style="background:#2f5d7c; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | OpenUBC Resource Development Portal
|-
!scope="row" colspan="2"| [[File:Owl-01.jpg|264px|link=http://open-2015.sites.olt.ubc.ca/]]
|-
! colspan="2" style="background:#2f5d7c; font-weight:normal; width:200px; color: white; font-size:10pt;" | Open UBC
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" | Welcome to the resource development wiki for the Open UBC website. We hope you’ll find what you need or jump in and help create new resources where gaps exist.
|-
! colspan="2" style="background:#2f5d7c; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''Associated Pages'''
|-
|
| style="font-size:8pt; |
<dpl>
categorymatch=Open UBC
shownamespace=false
columns=1
rowcolformat=width=30%
includesubpages=true
</dpl>
|-
! colspan="2" style="font-size:8pt; width:200px; font-weight:normal; text-align:left;" | [[File:CC-BY_button.png|right|85px|link=http://creativecommons.org/licenses/by-sa/2.5/ca/]] The Open UBC resource portal is licensed under a [http://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0] license.
|}

[[Category:Open UBC ]]
</includeonly><noinclude>{{documentation}}
[[Category:Infobox Templates]]
</noinclude>

Documentation:Open UBC/Learn/What

2016-03-03T19:50:55Z

DanielMunro:

[[File:5rs.PNG|thumbnail|The 5Rs [http://www.opencontent.org/definition/ defining open content.]]]
Open Educational Resources (OERs) have an open license that allows users to engage in the "5Rs": Retain, Reuse, Revise, Remix, and Redistribute. What does this all mean for you as a student?

==Retain==
The right to make, own, and control copies of the content:
*Unlike conventional textbooks, OERs are free to access
*Unlike online textbooks and course materials that require an expensive access code and expire after your course is done, you can keep and continue to use from OERs, meaning learning isn't confined to the bounds of one term

==Reuse==
The right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video):
*Professors can more easily share course content with you
*You are free to use OERs in class projects and presentations, such as using openly licensed images on research posters or presentation slides, without breaking copyright laws

==Revise==
The right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language):
*Because anyone can edit OERs, you can build on the work of scholars and other students by editing or adding to their openly licensed work
*Professors can create course assignments that have you build on the work of others, allowing you to participate more fully in scholarly discourse

==Remix==
The right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup):
WHAT GOES HERE THAT IS DIFFERENT FROM REVISE....

==Redistribute==
The right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend):
*Rather than turning in assignments to one person, your professor, and never seeing it again, your openly licensed work can be shared with a wider audience of learners who can build upon it themselves

==Resource==
* [http://www.opencontent.org/definition/ Defining the Open in Open Content] - David Wiley's

[[Category: Open UBC]]

Documentation:Open UBC/Learn/What

2016-03-03T19:50:23Z

DanielMunro:

[[File:5rs.PNG|thumbnail|The 5Rs [http://www.opencontent.org/definition/ defining open content.]]]
Open Educational Resources (OERs) have an open license that allows users to engage in the "5Rs": Retain, Reuse, Revise, Remix, and Redistribute. What does this all mean for you as a student?

What do you think of doing something here like the 5Rs of Open for Students?
* What would be useful for students related to each R?
* What might they want to know?
* What would you include?

If we get this right, it could make a great infographic to share back with the open ed community - haven't found anything like this in my search!

==Retain==
The right to make, own, and control copies of the content:
*Unlike conventional textbooks, OERs are free to access
*Unlike online textbooks and course materials that require an expensive access code and expire after your course is done, you can keep and continue to use from OERs, meaning learning isn't confined to the bounds of one term

==Reuse==
The right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video):
*Professors can more easily share course content with you
*You are free to use OERs in class projects and presentations, such as using openly licensed images on research posters or presentation slides, without breaking copyright laws

==Revise==
The right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language):
*Because anyone can edit OERs, you can build on the work of scholars and other students by editing or adding to their openly licensed work
*Professors can create course assignments that have you build on the work of others, allowing you to participate more fully in scholarly discourse

==Remix==
The right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup):
WHAT GOES HERE THAT IS DIFFERENT FROM REVISE....

==Redistribute==
The right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend):
*Rather than turning in assignments to one person, your professor, and never seeing it again, your openly licensed work can be shared with a wider audience of learners who can build upon it themselves

==Resource==
* [http://www.opencontent.org/definition/ Defining the Open in Open Content] - David Wiley's

[[Category: Open UBC]]

Documentation:Open UBC/Fast Facts for Students

2016-03-03T18:56:39Z

DanielMunro:

Did you know that...
*Only 24% of UBC students [http://www.ams.ubc.ca/wp-content/uploads/2015/07/Academic%20Experience%20Survey%20Report%202015%20Final.pdf#page=104 expect to graduate debt-free]?
*The cost of textbooks increases at [http://www.nbcnews.com/feature/freshman-year/college-textbook-prices-have-risen-812-percent-1978-n399926 several times the average rate of inflation]?
*Many students skip buying textbooks due to cost, [http://www.studentpirgs.org/sites/student/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf#page=5 even though they know it will hurt their learning]?

ADD IN A #TEXTBOOKBROKE PHOTO SOMEWHERE HERE

Have you ever felt that...
*Your buy long textbooks only for your professors to assign a few chapters?
*All the hard work you put into your courses is seen once by your professors, then never seen by anyone again?

Open Education can be a solution to these problems. Open Educational Resources (OERs) are any resources used for teaching and learning that are free for anyone to access, edit, and redistribute, unlike regular textbooks which are under heavy copyright restrictions. OERs are free, can be edited and combined to better fit a course, and can even be edited by students. Some examples of what happens when OERs and other open educational practices are adopted at UBC:
*Students in one physics course [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ save a total of $90,000] in one year
*Undergraduate student work is shared with [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem#Statistics audiences in the hundreds of thousands] on Wikipedia
*Students help develop a [http://www.cubocube.com/dashboard.php?c=1 free textbook] to be used by other students in subsequent years
*NUMBER OF STUDENT-LED UNDERGRAD JOURNALS

If you want to learn more and get involved in the open movement yourself, visit our [http://open-2015.sites.olt.ubc.ca/learn/ Learn] page.

What else may be of interest to students?
* impact on learning
* public/private funding
* no.courses where students create content
* no. of learning resources created by students

Possibly some useful numbers in slides by Rajiv, here: http://www.slideshare.net/thatpsychprof/the-future-is-open-enhancing-pedagogy-via-open-educational-practices

[[Category: Open UBC]]

Documentation:Open UBC/Fast Facts for Students

2016-03-03T18:55:36Z

DanielMunro:

Did you know that...
*Only 24% of UBC students [http://www.ams.ubc.ca/wp-content/uploads/2015/07/Academic%20Experience%20Survey%20Report%202015%20Final.pdf#page=104 expect to graduate debt-free]?
*The cost of textbooks increases at [http://www.nbcnews.com/feature/freshman-year/college-textbook-prices-have-risen-812-percent-1978-n399926 several times the average rate of inflation]?
*Many students skip buying textbooks due to cost, [http://www.studentpirgs.org/sites/student/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf#page=5 even though they know it will hurt their learning]?

ADD IN A #TEXTBOOKBROKE PHOTO SOMEWHERE HERE

Have you ever felt that...
*Your buy long textbooks only for your professors to assign a few chapters?
*All the hard work you put into your courses is seen once by your professors, then never seen by anyone again?

Open Education can be a solution to these problems. Open Educational Resources (OERs) are any resources used for teaching and learning that are free for anyone to access, edit, and redistribute, unlike regular textbooks which are under heavy copyright restrictions. OERs are free, can be edited and combined to better fit a course, and can even be edited by students. Some examples of what happens when OERs and other open educational practices are adopted at UBC:
*Students in one physics course [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ save a total of $90,000] in one year
*Undergraduate student work is shared with [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem#Statistics audiences in the hundreds of thousands] on Wikipedia
*Students help develop a [http://www.cubocube.com/dashboard.php?c=1 free textbook] to be used by other students in subsequent years
*NUMBER OF STUDENT-LED UNDERGRAD JOURNALS

If you want to learn more and get involved in the open movement yourself, visit our [http://open-2015.sites.olt.ubc.ca/learn/ Learn] page.

What may be of interest to students?
* impact on learning
* public/private funding
* no.courses where students create content
* no. of learning resources created by students

Possibly some useful numbers in slides by Rajiv, here: http://www.slideshare.net/thatpsychprof/the-future-is-open-enhancing-pedagogy-via-open-educational-practices

[[Category: Open UBC]]

Documentation:Open UBC/Fast Facts for Students

2016-03-03T18:51:11Z

DanielMunro:

Did you know that...
*Only 24% of UBC students [http://www.ams.ubc.ca/wp-content/uploads/2015/07/Academic%20Experience%20Survey%20Report%202015%20Final.pdf#page=104 expect to graduate debt-free]?
*The cost of textbooks increases at [http://www.nbcnews.com/feature/freshman-year/college-textbook-prices-have-risen-812-percent-1978-n399926 several times the average rate of inflation]?
*Many students skip buying textbooks due to cost, [http://www.studentpirgs.org/sites/student/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf#page=5 even though they know it will hurt their learning]?

ADD IN A #TEXTBOOKBROKE PHOTO SOMEWHERE HERE

Have you ever felt that...
*Your buy long textbooks only for your professors to assign a few chapters?
*All the hard work you put into your courses is seen once by your professors, then never seen by anyone again?

Open Education can be a solution to these problems. Open Educational Resources (OERs) are any resources used for teaching and learning that are free for anyone to access, edit, and redistribute, unlike regular textbooks which are under heavy copyright restrictions. OERs are free, can be edited and combined to better fit a course, and can even be edited by students. Some examples of what happens when OERs and other open educational practices are adopted at UBC:
*Students in one physics course [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ save a total of $90,000] in one year
*Undergraduate student work is shared with [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem#Statistics audiences in the hundreds of thousands] on Wikipedia
*Students help develop a [http://www.cubocube.com/dashboard.php?c=1 free textbook] to be used by other students in subsequent years

What may be of interest to students?
* adoptions of open resources
* cost savings
* impact on learning
* images of textbook campaign
* public/private funding
* no.of students who contribute to open journals
* no.courses where students create content
* no. of learning resources created by students

Possibly some useful numbers in slides by Rajiv, here: http://www.slideshare.net/thatpsychprof/the-future-is-open-enhancing-pedagogy-via-open-educational-practices

[[Category: Open UBC]]

Documentation:Open UBC/Learn/How

2016-02-16T22:50:55Z

DanielMunro: /* Discuss With Your Profs */

File:TextbookbrokeBC Campaign 1.jpg

2016-01-28T18:17:48Z

DanielMunro:

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File:AMS textbookbrokeBC 2015-2016 31.jpg

2016-01-28T18:14:03Z

DanielMunro: User created page with UploadWizard

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