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File:2026 SensusAccess Pilot Slide Deck.pdf

2026-04-20T21:56:04Z

WillEngle:

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|author=Stephen Pannuto & Michael Antunes; UBC HR
AC Deger; UBC Centre for Accessibility
Bosung Kim and Will Engle; CTLT

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[[Category:Presentation Slides]]
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File:2026 SensusAccess Pilot Slide Deck.pdf

2026-04-20T21:54:57Z

WillEngle: Uploaded own work with UploadWizard

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Documentation:Open UBC/Guide/Teaching

2026-04-17T23:32:39Z

WillEngle: /* What is Open Teaching? */

== What is Open Teaching? ==

Teaching in the open means that you are making some or all aspects of your learning environment available and accessible to the public. For some, this may mean the adoption of an open text or learning resource, or contributing open educational resources created by you and/or your students. For others, it may mean adopting a set of open practices - related to all aspects of the course including planning, learning, assessment and reflection on the process. As evidenced in the great work that faculty and students are engaged in at UBC, there is no one right way to "do open."

Open teaching may include:
*Use of an open textbook and open resources in a course (see the [https://guides.library.ubc.ca/open-education/material-repositories Guide to Finding OER] and the Guide to [https://open.ubc.ca/find/finding-open-education-resources/ Finding Open Textbooks] for more information)
*Using student blogs as open portfolios where they can document, share experiences and get feedback on their work (or works in progress) from a wider audience than their course mates or instructors.
*Opening a class discussion to the public via open course blog or via Twitter hashtag.
*Students creating openly licensed learning resources and publishing them (via YouTube, Flickr, Google docs or other platforms).
*A fully open course using open resources and engaging students from all over the world.

In general, openness isn't a single expression and exists on a spectrum.

==Why Engage in Open Teaching?==
[[File:Why Engage in Open Teaching?.png|1026x1026px|thumb|Why Engage in Open Teaching? Created by Open UBC, Click to Enlarge |center]]

== Spectrum of Openness in a Learning Environment ==
[[File:Spectrum_of_Open_Practice_-_Working_Draft.png|alt=Alt text|center|thumb|800x800px|'''Spectrum of Open Practice - Working Draft''' - [https://creativecommons.org/licenses/by/3.0/ CC by 3.0]]]
* '''Low touch vs. high touch:''' the concept of "touch" that we have articulated here refers to notions of interaction between and among participants in the course as well as interactions with "public" communities and individuals. This may also have an impact on the design effort related to the course. For example courses supporting interaction with various external communities and resources over a period of time (wikipedia editing; publishing on YouTube; etc) require a high touch approach to the design and also to the ongoing support of those interactions.

=== Adoption ===
Adoption of an open copyright licensed (e.g. Creative Commons) resource is a good first step to engaging in open practice. Replacing a high cost textbook with an open textbook or other open resources (e.g. videos, simulations, etc.) reduces barriers for students to access course material needed for their success. According to the [https://www.ams.ubc.ca/wp-content/uploads/2019/09/100-20-AMS-IW-AES-2019_April-2019.pdf UBC AMS 2019 Academic Experience Survey] results, 71 per cent of UBCV undergraduate students who responded reported that they have gone without textbooks or resources due to cost at least once, with 35 per cent of students reporting they frequently or often go without textbooks due to costs. Adoption of an open resource supports all students achieve success by providing equal access to all resources available in the course regardless of their finances.

==== Examples ====
The following are examples of open resource adoption by faculty at UBC:
* Introduction to Physics (PHYS 100) adopted an Open Stax Textbook at [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ UBC in 2015 saving $90,000 in textbook costs]
* [https://science.ubc.ca/news/math-cs-lead-adopting-open-education-resources-ubc Math, CS lead in adopting open education resources at UBC]

=== Adaption ===
Adaption is the modification or alteration of an open copyright licensed resource for use within a course. Adaption provides the opportunity to improve teaching materials, provide important local context, and sharing knowledge to ensure sustainability and the ongoing health of open content. There are a variety of ways content can be adapted for course use - instructors adapt content and/or students adapt content for their own use. Including students in the adaption process encourages peer-to-peer learning, authentic learning opportunities, and digital and information literacy development.

==== Examples ====
The following are examples of open resource adaption by faculty at UBC:
* Jonathan Ichikawa (Philosophy) adapted an open logic textbook called [https://www.fecundity.com/logic/ forall x], by PD Magnus, and created f[https://philpapers.org/rec/MAGFXU orallx: UBC edition]for use in PHIL 220.

=== Creation ===

==== Creating open resources ====
Many teaching materials can be openly licensed and made available for others to revise or reuse, such as syllabi, lecture notes, presentation slides, case studies, videos, podcasts, study questions, quizzes and more. Some faculty choose to create entire open textbooks. Of course, there may be some you don't want to share because you want to reuse them in future years yourself (e.g. exams). But you may be willing to share other materials. Even if you think other teachers or students might not find them valuable, even if you think they are very specifically tied to your course context, you might be surprised at how they could spark ideas in others to use in their own teaching.

To make your teaching materials open, you need to [https://open.ubc.ca/education/toolkits-education/open-license/ give them an open license.]

For more on creating open educational resources, see the [https://open.ubc.ca/education/toolkits-education/creating-open-educational-resources/ Guide to Creating OER].

==== Examples ====
The following are examples of open resources created by faculty at UBC:
* Jon Festinger (Allard School of Law) has created a WordPress site for his [https://videogamelaw.allard.ubc.ca/ Video Game Law course], on which he posts the syllabus, videos, notes, and more, with a Creative Commons Attribution (CC BY) license.

==== Open assignments ====
One way to think about open assignments is asking students to share their work with others beyond the instructor or Teaching Assistant. This can be public sharing with or without an open license. Students should always be given a choice whether or not to share their work openly, and they must choose whether they want to give it an open license, and if so, which one (since they are the original creators of the work).
* For example, one could ask students to do course assignments on open platforms such as blogs (e.g. [http://blogs.ubc.ca UBC Blogs]) or wikis (e.g., [http://wiki.ubc.ca UBC Wiki]); these are publicly available, and students could choose to add an open license or not.
* Students could create videos, slide decks, images and more and post them to public sharing sites (with an account that doesn't identify them if they wish, or the instructor could post to a sharing site for the students).
* One could provide an option for students to post their work with a pseudonym if they choose, or to send it just to the instructor/TA if they don't want it to be publicly available.

==== Examples ====
The following are examples of open assignments at UBC:
*Students in Geography at UBC have created multiple kinds of educational resources that are posted on a public site, including case studies, infographics, videos and more: [http://environment.geog.ubc.ca/ http://environment.geog.ubc.ca]
*Students in MECH 436/536 are creating an open textbook on [[Documentation:FIB|Fundamentals of Injury Biomechanics]]
*Students in [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/timeline Food, Nutrition and Health at UBC] wrote or edited Wikipedia articles on various foods
*Students in numerous courses at UBC have created open case studies on various topics, posted on the [https://cases.open.ubc.ca/case-studies/ Open Case Studies] website

=== Connection ===

==== Open Pedagogy ====
Defining open pedagogy is challenging. Wiley and Hilton (2018)<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton III|first2=John Levi|date=September 2018|title=Defining OER-enabled pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=|doi=10.19173/irrodl.v19i4.3601|via=}}</ref> define what they call "OER-enabled pedagogy" in terms of permissions for re-use: “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” For example, asking students to take existing open educational resources (such as a textbook, article, set of slides, or other) and adapt them for their particular course context, would count as open pedagogy under this definition.

Wiley and Hilton (2018) call these sorts of assignments "renewable" rather than "disposable." Disposable assignments are where students create artifacts that are only seen by their instructor or TA and serve no other value beyond the students' learning for the purposes of the course. Renewal assignments, on the other hand, are when students post their work publicly with an open license; this is "renewable" because the work is then available for others to later revise for their own context, build on, or improve.

Others offer a broader definition of open pedagogy: <blockquote>''Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.'' - [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Tom Woodward in an excerpt from an interview in Campus Technology]</blockquote>Tom Woodward highlights '''3 features of open pedagogy''':
* '''open planning''': ''Prior to the start of a course built on open pedagogy there is a focus on collaboration regarding what the course might be — the content, the lessons, the tools of construction, and the teaching strategies...You can see what other instructors have done — their resources, their lessons, or their reflections on what happened during their course.'' As Tom points out, these processes are often hidden from public view. Making them open and accessible means that others can learn from them.
* '''open products''': ''Students are publishing for an audience greater than their instructor. That matters. Their work, being open, has the potential to be used for something larger than the course itself and to be part of a larger global conversation. This changes the experience of doing the work, but just as importantly it changes the kind of work you ask students to do.''
* '''open reflection''': ''After the course, reflecting and documenting how the course went is valuable both to the instructor and to those who might be considering similar courses or pedagogical strategies. People are happy enough to present and document success but it's still not common practice to reflect on elements that don't work well.'' Documenting reflections on what worked and what didn't and making those public can lead to connections between people working to address the same challenges.
One could also consider a fourth feature:
* '''open process (of creating OER)''': If you or your students create open educational resources for a course, it's useful to share not just the finished resources but also the processes of creating them. Sharing the process can mean many things, e.g., talking about how you made a teaching resource such as a video or podcast (what tools, software, what steps you took, pitfalls you ran into), describing why you created the resource in the way you did (what goals you had, what research underlies the creation of this resource), explaining how you have used the resource in a class and whether it was successful.

==== Examples ====
The following are examples of open pedagogy in practice at UBC:
* The examples of open assignments above count as open pedagogy
* Christina Hendricks (Philosophy) does some [http://blogs.ubc.ca/chendricks/tag/phil-102/ course planning and reflection on how her Introduction to Philosophy courses go] on her blog

==== Open educational practices ====
Similar to "open pedagogy," scholars have defined open educational practices in different ways:<blockquote>Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects (Paskevicius, 2017).<ref>{{Cite journal|last=Paskevicius|first=Michael|date=2017|title=Conceptualizing Open Educational Practices through the Lens of Constructive Alignment|url=https://openpraxis.org/index.php/OpenPraxis/article/view/519|journal=Open Praxis|volume=9|issue=2|pages=|doi=10.5944/openpraxis.9.2.519|via=}}</ref></blockquote><blockquote>Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others (Harrison and DeVries 2019).<ref>{{Cite journal|last=Harrison|first=Michelle|last2=DeVries|first2=Irwin|date=Fall 2019|title=Open Educational Practices Advocacy: The Instructional Designer Experience|url=https://www.cjlt.ca/index.php/cjlt/article/view/27881|journal=Canadian Journal of Learning and Technology|volume=45|issue=3|pages=|doi=10.21432/cjlt27881|via=}}</ref></blockquote>These views of open educational practices consider opening up many parts of education, including content, tools, learning objectives, activities, assignments, and peer review.

Open educational practices could include:
* Engaging students in designing learning objectives and activities/assessments to fulfill them
* Inviting and incorporating feedback on the course and its open resources, whether instructor-produced or student-produced, from people inside and outside the course
* One could open an entire course to participants from outside the institution (such as in a MOOC), ensuring that the course elements are openly licensed
== How to Engage in Open Teaching? ==

=== Share your process ===
One way to do so is to have a blog on teaching and learning. UBC provides faculty, staff and students with a free blog site on UBC Blogs. The FAQ on the UBC Blogs page has extensive information to help you get started, and information about drop-in support if you need it.

=== Teaching with open assignments ===
In the post ''[https://opencontent.org/blog/archives/2975 What is Open Pedagogy?]'', David Wiley defines open pedagogy by way of example. He writes about how he blended principles for effective teaching and learning with open practice to create an assignment that has endured the test of time and resulted in some excellent student contributions to open educational resources (OERs).

The components of open teaching practice highlighted by Wiley's example include:
* '''Building trust with students''' - by way of being explicit about the goals and purpose of the open assignment and clear guidelines for what is to be developed.
* '''Authentic assignments''' - offer students the opportunity to create something to be immediately used by a real audience (in this case, students were creating a learning resource for peers in their classroom). Since students will be using their resource to teach others, they get immediate and practical feedback. This is in contrast to what Wiley calls "disposable assignments" which are created for the instructor, seen by no-one else, and often discarded at the end of term.
* '''Offer a clear description of the assignment and examples where possible''' - many students will be unfamiliar with the process of finding open resources to used in a project and remixing them to create something new - offering a detailed example is helpful.
* '''Provide scaffolds for learning''' - Divide the assignment into steps and offer opportunities for feedback after each step so that students are supported in building and improving their work.
* '''Invite students to license their work''' - with a Creative Commons license resources can be freely remixed and improved upon by others. Talk about the reason for licensing and offer options for students who choose not to publicly share what they create.
* '''Offer opportunities for students' work to be incorporated into the course''' - either as an example to work from or as a remix to build on and improve.

=== Renewable, not disposable assignments ===
Many assignments given in post secondary institutions are what David Wiley calls "disposable". Renewable assignments, on the other hand, add value to the world beyond earning a mark from an instructor--they provide resources that are useful and usable by others, whether other students in the course or the wider public. Examples could include students creating notes or demonstrations for other students in the same course (and possibly also posted publicly for others), students editing articles on Wikipedia or an institutional wiki site like the UBC Wiki, and students producing research that can be used by a community group. Even those assignments that might otherwise be "disposable" can be made renewable by sharing them with other students in a course and, if the student agrees, publicly.

In order for such work to be truly "renewable," though, it should be openly licensed to allow others to not only view it but also revise and reuse for their own purposes.

== Consideration and Challenges ==

=== Privacy ===
A concern that comes up for both students and instructors is privacy. Aspects of both learning and teaching be a private endeavour and teaching in the open requires making decisions about what elements, or course assignments can be completed in the open and what elements may require sharing only between student and teacher or students and their peers.

===Student Sharing & Open Assignments===

When asking students to create open content and share publicly, there are a few considerations to keep in mind. Students own the copyright in their own work, and should be given the choice whether or not to share or publish it publicly and with an open license.

When sharing content outside of traditional classrooms, different people have different levels of comfort and risk. Students should never be required or compelled to give up any of their privacy in order to complete an assignment. It is always good to provide students with options on how they may complete or share their work.

If you are publishing students' work on a course site or planning to re-use it in future terms, ask for students' permission regarding how long they would like their work to be share. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.

It is useful to provide them with various choices, such as:
*publishing with a pseudonym
*publishing in a way that only other people in that class can see their work
*submitting only to the instructor or T.A.
*publishing publicly with or without an open license

When working with students as creators of content, it can be helpful to think of them as collaborators. You might not want your work or privacy shared without your consent and students are often the same.

=== Time ===
As with any change to an instructors practice, developing open assignments can take considerable time on the part of the instructor and in some cases students. To deal with this challenge, instructors can work with instructors who have taught using a similar approach or tool, work with faculty or central support units or with organizations such as Wikimedia that can support these projects

=== Tools and Technologies ===
Finding tools that can be used for open teaching can be challenging. There are privacy and FIPPA issues that require navigation. For a better understanding of these issues, see CTLT's [[Sandbox:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]].

At UBC we do have open services and frameworks, the UBC Wiki and the WordPress that can support open teaching and learning.

== Additional Resources ==
* Christina Hendricks, [http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/ "Renewable Assignments: Student Work Adding Value to the World"]
* David Wiley, [https://opencontent.org/blog/archives/2975 "What is Open Pedagogy?"]
* David Wiley, "[https://opencontent.org/blog/archives/3941 An Obstacle to the Ubiquitous Adoption of OER in US Higher Education]"
* Tom Woodward, [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Open Pedagogy: Connection, Community, and Transparency]
[[Category:Open UBC]]
[[Category:Open Education]]

Documentation:Open UBC/Guide/Teaching

2026-04-17T23:32:28Z

WillEngle:

== What is Open Teaching? ==

Teaching in the open means that you are making some or all aspects of your learning environment available and accessible to the public. For some, this may mean the adoption of an open text or learning resource, or contributing open educational resources created by you and/or your students. For others, it may mean adopting a set of open practices - related to all aspects of the course including planning, learning, assessment and reflection on the process. As evidenced in the great work that faculty and students are engaged in at UBC, there is no one right way to "do open."

Open teaching may include:
*Use of an open textbook and open resources in a course (see the [https://guides.library.ubc.ca/open-education/material-repositories Guide to Finding OER] and the Guide to [https://open.ubc.ca/find/finding-open-education-resources/ Finding Open Textbooks] for more information)
*Using student blogs as open portfolios where they can document, share experiences and get feedback on their work (or works in progress) from a wider audience than their course mates or instructors. Example: [http://blogs.ubc.ca/blogsquad/ UBC Blogsquad.]
*Opening a class discussion to the public via open course blog or via Twitter hashtag.
*Students creating openly licensed learning resources and publishing them (via YouTube, Flickr, Google docs or other platforms).
*A fully open course using open resources and engaging students from all over the world.

In general, openness isn't a single expression and exists on a spectrum.

==Why Engage in Open Teaching?==
[[File:Why Engage in Open Teaching?.png|1026x1026px|thumb|Why Engage in Open Teaching? Created by Open UBC, Click to Enlarge |center]]

== Spectrum of Openness in a Learning Environment ==
[[File:Spectrum_of_Open_Practice_-_Working_Draft.png|alt=Alt text|center|thumb|800x800px|'''Spectrum of Open Practice - Working Draft''' - [https://creativecommons.org/licenses/by/3.0/ CC by 3.0]]]
* '''Low touch vs. high touch:''' the concept of "touch" that we have articulated here refers to notions of interaction between and among participants in the course as well as interactions with "public" communities and individuals. This may also have an impact on the design effort related to the course. For example courses supporting interaction with various external communities and resources over a period of time (wikipedia editing; publishing on YouTube; etc) require a high touch approach to the design and also to the ongoing support of those interactions.

=== Adoption ===
Adoption of an open copyright licensed (e.g. Creative Commons) resource is a good first step to engaging in open practice. Replacing a high cost textbook with an open textbook or other open resources (e.g. videos, simulations, etc.) reduces barriers for students to access course material needed for their success. According to the [https://www.ams.ubc.ca/wp-content/uploads/2019/09/100-20-AMS-IW-AES-2019_April-2019.pdf UBC AMS 2019 Academic Experience Survey] results, 71 per cent of UBCV undergraduate students who responded reported that they have gone without textbooks or resources due to cost at least once, with 35 per cent of students reporting they frequently or often go without textbooks due to costs. Adoption of an open resource supports all students achieve success by providing equal access to all resources available in the course regardless of their finances.

==== Examples ====
The following are examples of open resource adoption by faculty at UBC:
* Introduction to Physics (PHYS 100) adopted an Open Stax Textbook at [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ UBC in 2015 saving $90,000 in textbook costs]
* [https://science.ubc.ca/news/math-cs-lead-adopting-open-education-resources-ubc Math, CS lead in adopting open education resources at UBC]

=== Adaption ===
Adaption is the modification or alteration of an open copyright licensed resource for use within a course. Adaption provides the opportunity to improve teaching materials, provide important local context, and sharing knowledge to ensure sustainability and the ongoing health of open content. There are a variety of ways content can be adapted for course use - instructors adapt content and/or students adapt content for their own use. Including students in the adaption process encourages peer-to-peer learning, authentic learning opportunities, and digital and information literacy development.

==== Examples ====
The following are examples of open resource adaption by faculty at UBC:
* Jonathan Ichikawa (Philosophy) adapted an open logic textbook called [https://www.fecundity.com/logic/ forall x], by PD Magnus, and created f[https://philpapers.org/rec/MAGFXU orallx: UBC edition]for use in PHIL 220.

=== Creation ===

==== Creating open resources ====
Many teaching materials can be openly licensed and made available for others to revise or reuse, such as syllabi, lecture notes, presentation slides, case studies, videos, podcasts, study questions, quizzes and more. Some faculty choose to create entire open textbooks. Of course, there may be some you don't want to share because you want to reuse them in future years yourself (e.g. exams). But you may be willing to share other materials. Even if you think other teachers or students might not find them valuable, even if you think they are very specifically tied to your course context, you might be surprised at how they could spark ideas in others to use in their own teaching.

To make your teaching materials open, you need to [https://open.ubc.ca/education/toolkits-education/open-license/ give them an open license.]

For more on creating open educational resources, see the [https://open.ubc.ca/education/toolkits-education/creating-open-educational-resources/ Guide to Creating OER].

==== Examples ====
The following are examples of open resources created by faculty at UBC:
* Jon Festinger (Allard School of Law) has created a WordPress site for his [https://videogamelaw.allard.ubc.ca/ Video Game Law course], on which he posts the syllabus, videos, notes, and more, with a Creative Commons Attribution (CC BY) license.

==== Open assignments ====
One way to think about open assignments is asking students to share their work with others beyond the instructor or Teaching Assistant. This can be public sharing with or without an open license. Students should always be given a choice whether or not to share their work openly, and they must choose whether they want to give it an open license, and if so, which one (since they are the original creators of the work).
* For example, one could ask students to do course assignments on open platforms such as blogs (e.g. [http://blogs.ubc.ca UBC Blogs]) or wikis (e.g., [http://wiki.ubc.ca UBC Wiki]); these are publicly available, and students could choose to add an open license or not.
* Students could create videos, slide decks, images and more and post them to public sharing sites (with an account that doesn't identify them if they wish, or the instructor could post to a sharing site for the students).
* One could provide an option for students to post their work with a pseudonym if they choose, or to send it just to the instructor/TA if they don't want it to be publicly available.

==== Examples ====
The following are examples of open assignments at UBC:
*Students in Geography at UBC have created multiple kinds of educational resources that are posted on a public site, including case studies, infographics, videos and more: [http://environment.geog.ubc.ca/ http://environment.geog.ubc.ca]
*Students in MECH 436/536 are creating an open textbook on [[Documentation:FIB|Fundamentals of Injury Biomechanics]]
*Students in [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/timeline Food, Nutrition and Health at UBC] wrote or edited Wikipedia articles on various foods
*Students in numerous courses at UBC have created open case studies on various topics, posted on the [https://cases.open.ubc.ca/case-studies/ Open Case Studies] website

=== Connection ===

==== Open Pedagogy ====
Defining open pedagogy is challenging. Wiley and Hilton (2018)<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton III|first2=John Levi|date=September 2018|title=Defining OER-enabled pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=|doi=10.19173/irrodl.v19i4.3601|via=}}</ref> define what they call "OER-enabled pedagogy" in terms of permissions for re-use: “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” For example, asking students to take existing open educational resources (such as a textbook, article, set of slides, or other) and adapt them for their particular course context, would count as open pedagogy under this definition.

Wiley and Hilton (2018) call these sorts of assignments "renewable" rather than "disposable." Disposable assignments are where students create artifacts that are only seen by their instructor or TA and serve no other value beyond the students' learning for the purposes of the course. Renewal assignments, on the other hand, are when students post their work publicly with an open license; this is "renewable" because the work is then available for others to later revise for their own context, build on, or improve.

Others offer a broader definition of open pedagogy: <blockquote>''Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.'' - [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Tom Woodward in an excerpt from an interview in Campus Technology]</blockquote>Tom Woodward highlights '''3 features of open pedagogy''':
* '''open planning''': ''Prior to the start of a course built on open pedagogy there is a focus on collaboration regarding what the course might be — the content, the lessons, the tools of construction, and the teaching strategies...You can see what other instructors have done — their resources, their lessons, or their reflections on what happened during their course.'' As Tom points out, these processes are often hidden from public view. Making them open and accessible means that others can learn from them.
* '''open products''': ''Students are publishing for an audience greater than their instructor. That matters. Their work, being open, has the potential to be used for something larger than the course itself and to be part of a larger global conversation. This changes the experience of doing the work, but just as importantly it changes the kind of work you ask students to do.''
* '''open reflection''': ''After the course, reflecting and documenting how the course went is valuable both to the instructor and to those who might be considering similar courses or pedagogical strategies. People are happy enough to present and document success but it's still not common practice to reflect on elements that don't work well.'' Documenting reflections on what worked and what didn't and making those public can lead to connections between people working to address the same challenges.
One could also consider a fourth feature:
* '''open process (of creating OER)''': If you or your students create open educational resources for a course, it's useful to share not just the finished resources but also the processes of creating them. Sharing the process can mean many things, e.g., talking about how you made a teaching resource such as a video or podcast (what tools, software, what steps you took, pitfalls you ran into), describing why you created the resource in the way you did (what goals you had, what research underlies the creation of this resource), explaining how you have used the resource in a class and whether it was successful.

==== Examples ====
The following are examples of open pedagogy in practice at UBC:
* The examples of open assignments above count as open pedagogy
* Christina Hendricks (Philosophy) does some [http://blogs.ubc.ca/chendricks/tag/phil-102/ course planning and reflection on how her Introduction to Philosophy courses go] on her blog

==== Open educational practices ====
Similar to "open pedagogy," scholars have defined open educational practices in different ways:<blockquote>Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects (Paskevicius, 2017).<ref>{{Cite journal|last=Paskevicius|first=Michael|date=2017|title=Conceptualizing Open Educational Practices through the Lens of Constructive Alignment|url=https://openpraxis.org/index.php/OpenPraxis/article/view/519|journal=Open Praxis|volume=9|issue=2|pages=|doi=10.5944/openpraxis.9.2.519|via=}}</ref></blockquote><blockquote>Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others (Harrison and DeVries 2019).<ref>{{Cite journal|last=Harrison|first=Michelle|last2=DeVries|first2=Irwin|date=Fall 2019|title=Open Educational Practices Advocacy: The Instructional Designer Experience|url=https://www.cjlt.ca/index.php/cjlt/article/view/27881|journal=Canadian Journal of Learning and Technology|volume=45|issue=3|pages=|doi=10.21432/cjlt27881|via=}}</ref></blockquote>These views of open educational practices consider opening up many parts of education, including content, tools, learning objectives, activities, assignments, and peer review.

Open educational practices could include:
* Engaging students in designing learning objectives and activities/assessments to fulfill them
* Inviting and incorporating feedback on the course and its open resources, whether instructor-produced or student-produced, from people inside and outside the course
* One could open an entire course to participants from outside the institution (such as in a MOOC), ensuring that the course elements are openly licensed
== How to Engage in Open Teaching? ==

=== Share your process ===
One way to do so is to have a blog on teaching and learning. UBC provides faculty, staff and students with a free blog site on UBC Blogs. The FAQ on the UBC Blogs page has extensive information to help you get started, and information about drop-in support if you need it.

=== Teaching with open assignments ===
In the post ''[https://opencontent.org/blog/archives/2975 What is Open Pedagogy?]'', David Wiley defines open pedagogy by way of example. He writes about how he blended principles for effective teaching and learning with open practice to create an assignment that has endured the test of time and resulted in some excellent student contributions to open educational resources (OERs).

The components of open teaching practice highlighted by Wiley's example include:
* '''Building trust with students''' - by way of being explicit about the goals and purpose of the open assignment and clear guidelines for what is to be developed.
* '''Authentic assignments''' - offer students the opportunity to create something to be immediately used by a real audience (in this case, students were creating a learning resource for peers in their classroom). Since students will be using their resource to teach others, they get immediate and practical feedback. This is in contrast to what Wiley calls "disposable assignments" which are created for the instructor, seen by no-one else, and often discarded at the end of term.
* '''Offer a clear description of the assignment and examples where possible''' - many students will be unfamiliar with the process of finding open resources to used in a project and remixing them to create something new - offering a detailed example is helpful.
* '''Provide scaffolds for learning''' - Divide the assignment into steps and offer opportunities for feedback after each step so that students are supported in building and improving their work.
* '''Invite students to license their work''' - with a Creative Commons license resources can be freely remixed and improved upon by others. Talk about the reason for licensing and offer options for students who choose not to publicly share what they create.
* '''Offer opportunities for students' work to be incorporated into the course''' - either as an example to work from or as a remix to build on and improve.

=== Renewable, not disposable assignments ===
Many assignments given in post secondary institutions are what David Wiley calls "disposable". Renewable assignments, on the other hand, add value to the world beyond earning a mark from an instructor--they provide resources that are useful and usable by others, whether other students in the course or the wider public. Examples could include students creating notes or demonstrations for other students in the same course (and possibly also posted publicly for others), students editing articles on Wikipedia or an institutional wiki site like the UBC Wiki, and students producing research that can be used by a community group. Even those assignments that might otherwise be "disposable" can be made renewable by sharing them with other students in a course and, if the student agrees, publicly.

In order for such work to be truly "renewable," though, it should be openly licensed to allow others to not only view it but also revise and reuse for their own purposes.

== Consideration and Challenges ==

=== Privacy ===
A concern that comes up for both students and instructors is privacy. Aspects of both learning and teaching be a private endeavour and teaching in the open requires making decisions about what elements, or course assignments can be completed in the open and what elements may require sharing only between student and teacher or students and their peers.

===Student Sharing & Open Assignments===

When asking students to create open content and share publicly, there are a few considerations to keep in mind. Students own the copyright in their own work, and should be given the choice whether or not to share or publish it publicly and with an open license.

When sharing content outside of traditional classrooms, different people have different levels of comfort and risk. Students should never be required or compelled to give up any of their privacy in order to complete an assignment. It is always good to provide students with options on how they may complete or share their work.

If you are publishing students' work on a course site or planning to re-use it in future terms, ask for students' permission regarding how long they would like their work to be share. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.

It is useful to provide them with various choices, such as:
*publishing with a pseudonym
*publishing in a way that only other people in that class can see their work
*submitting only to the instructor or T.A.
*publishing publicly with or without an open license

When working with students as creators of content, it can be helpful to think of them as collaborators. You might not want your work or privacy shared without your consent and students are often the same.

=== Time ===
As with any change to an instructors practice, developing open assignments can take considerable time on the part of the instructor and in some cases students. To deal with this challenge, instructors can work with instructors who have taught using a similar approach or tool, work with faculty or central support units or with organizations such as Wikimedia that can support these projects

=== Tools and Technologies ===
Finding tools that can be used for open teaching can be challenging. There are privacy and FIPPA issues that require navigation. For a better understanding of these issues, see CTLT's [[Sandbox:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]].

At UBC we do have open services and frameworks, the UBC Wiki and the WordPress that can support open teaching and learning.

== Additional Resources ==
* Christina Hendricks, [http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/ "Renewable Assignments: Student Work Adding Value to the World"]
* David Wiley, [https://opencontent.org/blog/archives/2975 "What is Open Pedagogy?"]
* David Wiley, "[https://opencontent.org/blog/archives/3941 An Obstacle to the Ubiquitous Adoption of OER in US Higher Education]"
* Tom Woodward, [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Open Pedagogy: Connection, Community, and Transparency]
[[Category:Open UBC]]
[[Category:Open Education]]

Documentation:Open UBC/Guide/Faculty Open Licensing

2026-04-17T22:10:32Z

WillEngle:

An open copyright license is one which grants permission to access, re-use and redistribute a work with few or no restrictions.

==Open Licenses Defined==
These types of licenses, like Creative Commons, are generally developed under the 5Rs to allow users to do the following:
* Retain - the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)
* 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)
* Revise - the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
* Remix - the right to combine the original or revised content with other material to create something new (e.g., incorporate the content into a mashup)
* 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)

Essentially, open licenses allow for content to be used, modified and built upon.

The type of permissions given to a user of the openly licensed item, depends on the creator and the license they have assigned to their work. The benefit of open licenses are they allow the creator to select the permissions and restrictions according to how they would like their content used.
===Types of Open Licenses===
* [[Library:Copyright_Resources/Creative_Commons_Guide/Understanding_the_Different_Creative_Commons_Licenses|Understanding the Different Creative Commons Licenses]]
* [http://opendefinition.org/licenses/ Open Definition - Conformant Licenses]

==Assigning Creative Commons License==

To work in an open environment, it's important to assign your work an open license like the Creative Commons License. The open license allows you to a provide ways that potential users of your resource can use and attribute your material.

To assign a creative commons license to your own work, follow this workflow.

[[File:CC review resource.png]]

When reviewing your work, you need to consider the following:
* Are all elements of the resource original creations? If yes, do I want to share all the information openly?
* Have I used content (e.g. images, videos, etc.) from other sources? If yes, do I have the right to modify the item to use for my own pupose?
* Is the content I'm using openly licensed? If yes, what does the license allow me to do with the item?

If you are uncertain of the content you have used to develop your resource, contact the [http://copyright.ubc.ca/support/contact-us/ Scholarly Communications & Copyright Office].

[[File:CC license options.png]]

To select a license that best represents how you would like your work used and attributed, review the following resources:
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/creative-commons/#License_Terms UBC Copyright - Creative Commons License Terms]
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/creative-commons/#Understanding_the_Different_Creative_Commons_Licenses UBC Copyright - Understanding the Different Creative Commons Licenses]
* [https://wiki.creativecommons.org/wiki/Considerations_for_licensors_and_licensees Considerations for Licensors and Licensees]

[[File:CC creation.png]]

There is a simple Creative Commons tool for generating an HTML, XMP, and Offline (graphic) license. Once you have selected your license, use the following:
* [https://creativecommons.org/choose/ Creative Commons License Generator]

[[File:CC attach.png]]

<br/>
<br/>
{{ambox| type=content|image=[[Image:Open_Owl.svg|60x60px]]
|text='''<big>Open Licenses and Student Work</big>'''
* You may use student created work in your open course ONLY if you have obtained the student's permission and the content does not contain third party copyright material.<br/>
* It is a good practice to ask students in advance whether they consent to have their work posted and keep written records of the permissions given. UBC has developed student consent forms for these purposes. <br/>
* To learn more, please contact the [http://copyright.ubc.ca/support/contact-us/ Scholarly Communications & Copyright Office] for assistance.
</div>}}

{{Documentation:Open UBC/Guide/Faculty Open Licensing/Permissions}}

===Creative Commons License Permissions===
Although Creative Commons Licenses support the open use of resources, creators can assign a license that allows only specific kinds of uses. For example, a creator can assign a license that allows others to modify and adapt the original work, but under the requirement that the new resource provides attribution to the original and is shared with the open community.

To best understand Creative Commons License permissions, find the license assigned to the original work and '''use the following table to identify how the CC licensed work can be used and under what conditions'''.

[[File:CC_License_Requirements.png|frame|none|alt=ALT text| From: [http://foter.com/blog/how-to-attribute-creative-commons-photos/ How To Attribute Creative Commons Photo]s by [http://foter.com/ Foter]]]

==Attributing Creative Commons Materials==
All Creative Commons licenses require that users of the work attribute the creator. When providing attribution to a CC-licensed work, you should include:

[[File:Castle_Stalker.jpg|thumb|right|Attribution Example: [http://www.flickr.com/photos/bluestardrop/3859908007/ Castle Stalker] (c)Andrea Mucelli, [http://creativecommons.org/licenses/by-nc-sa/2.0/ CC BY-NC-SA 2.0]]]

*'''the author's name, screen name, or user ID''', etc. If the work is being published on the Internet, it is best practice to link that name to the person's profile page, if such a page exists.
*'''the work's title or name (if applicable)''', if such a thing exists. If the work is being published on the Internet, it is best practice to link the name or title directly to the original work.
*'''the specific type of license the work is available under'''. Linking to the license will allow others to find the license terms
*'''The URL''' where the work is hosted
*'''Mention if the work is a derivative work or adaptation''', in addition to the above, one needs to identify that their work is a derivative work i.e., “This is a Finnish translation of [original work] by [author].” or “Screenplay based on [original work] by [author].”

For in-depth examples on citing Creative Commons images, please see the [http://copyright.ubc.ca/guidelines-and-resources/support-guides/image-citation-guide/#Creative_Commons_Images Creative Commons Image Citation Guide] from the UBC Copyright Site.

===Resources===
Looking for more information on proper ways to attribute Creative Commons licensed recourses? Check out these in-depth guides:

*[http://wiki.creativecommons.org/FFAQ#How_do_I_properly_attribute_a_Creative_Commons_licensed_work.3F How do I properly attribute a CC licensed work?]: FAQ from Creative Commons
*[https://wiki.creativecommons.org/wiki/Best_practices_for_attribution Creative Commons best practices for attribution] A set of examples of incorrect, good, and better attributions
*[http://creativecommons.org.au/content/attributingccmaterials.pdf Attributing Creative Commons Materials] A 9-page guide from Creative Commons Australia on best practices for attribution of Creative Commons licensed materials.
*[http://creativecommons.org.au/content/How_to_Attribute_CC_Materials_edu.pdf How to attribute Creative Commons licensed materials for Teachers and Students]: a 7-page guide for Teachers and students from Creative Commons Australia on how to attribute Creative Commons materials.

[[Category:Open UBC]]

Documentation:Open UBC/Guide/Faculty Open Licensing

2026-04-17T22:10:22Z

WillEngle:

An open copyright license is one which grants permission to access, re-use and redistribute a work with few or no restrictions.

==Open Licenses Defined==
These types of licenses, like Creative Commons, are generally developed under the 5Rs to allow users to do the following:
* Retain - the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)
* 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)
* Revise - the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
* Remix - the right to combine the original or revised content with other material to create something new (e.g., incorporate the content into a mashup)
* 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)

Essentially, open licenses allow for content to be used, modified and built upon.

The type of permissions given to a user of the openly licensed item, depends on the creator and the license they have assigned to their work. The benefit of open licenses are they allow the creator to select the permissions and restrictions according to how they would like their content used.
[[File:5rs.PNG|thumbnail |link=http://wiki.ubc.ca/images/a/a0/5rs.PNG|The 5Rs [http://www.opencontent.org/definition/ defining open content.] </br>Materials created by David Wiley, [https://creativecommons.org/licenses/by/4.0/ CC by 4.0] |center]]

===Types of Open Licenses===
* [[Library:Copyright_Resources/Creative_Commons_Guide/Understanding_the_Different_Creative_Commons_Licenses|Understanding the Different Creative Commons Licenses]]
* [http://opendefinition.org/licenses/ Open Definition - Conformant Licenses]

==Assigning Creative Commons License==

To work in an open environment, it's important to assign your work an open license like the Creative Commons License. The open license allows you to a provide ways that potential users of your resource can use and attribute your material.

To assign a creative commons license to your own work, follow this workflow.

[[File:CC review resource.png]]

When reviewing your work, you need to consider the following:
* Are all elements of the resource original creations? If yes, do I want to share all the information openly?
* Have I used content (e.g. images, videos, etc.) from other sources? If yes, do I have the right to modify the item to use for my own pupose?
* Is the content I'm using openly licensed? If yes, what does the license allow me to do with the item?

If you are uncertain of the content you have used to develop your resource, contact the [http://copyright.ubc.ca/support/contact-us/ Scholarly Communications & Copyright Office].

[[File:CC license options.png]]

To select a license that best represents how you would like your work used and attributed, review the following resources:
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/creative-commons/#License_Terms UBC Copyright - Creative Commons License Terms]
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/creative-commons/#Understanding_the_Different_Creative_Commons_Licenses UBC Copyright - Understanding the Different Creative Commons Licenses]
* [https://wiki.creativecommons.org/wiki/Considerations_for_licensors_and_licensees Considerations for Licensors and Licensees]

[[File:CC creation.png]]

There is a simple Creative Commons tool for generating an HTML, XMP, and Offline (graphic) license. Once you have selected your license, use the following:
* [https://creativecommons.org/choose/ Creative Commons License Generator]

[[File:CC attach.png]]

<br/>
<br/>
{{ambox| type=content|image=[[Image:Open_Owl.svg|60x60px]]
|text='''<big>Open Licenses and Student Work</big>'''
* You may use student created work in your open course ONLY if you have obtained the student's permission and the content does not contain third party copyright material.<br/>
* It is a good practice to ask students in advance whether they consent to have their work posted and keep written records of the permissions given. UBC has developed student consent forms for these purposes. <br/>
* To learn more, please contact the [http://copyright.ubc.ca/support/contact-us/ Scholarly Communications & Copyright Office] for assistance.
</div>}}

{{Documentation:Open UBC/Guide/Faculty Open Licensing/Permissions}}

===Creative Commons License Permissions===
Although Creative Commons Licenses support the open use of resources, creators can assign a license that allows only specific kinds of uses. For example, a creator can assign a license that allows others to modify and adapt the original work, but under the requirement that the new resource provides attribution to the original and is shared with the open community.

To best understand Creative Commons License permissions, find the license assigned to the original work and '''use the following table to identify how the CC licensed work can be used and under what conditions'''.

[[File:CC_License_Requirements.png|frame|none|alt=ALT text| From: [http://foter.com/blog/how-to-attribute-creative-commons-photos/ How To Attribute Creative Commons Photo]s by [http://foter.com/ Foter]]]

==Attributing Creative Commons Materials==
All Creative Commons licenses require that users of the work attribute the creator. When providing attribution to a CC-licensed work, you should include:

[[File:Castle_Stalker.jpg|thumb|right|Attribution Example: [http://www.flickr.com/photos/bluestardrop/3859908007/ Castle Stalker] (c)Andrea Mucelli, [http://creativecommons.org/licenses/by-nc-sa/2.0/ CC BY-NC-SA 2.0]]]

*'''the author's name, screen name, or user ID''', etc. If the work is being published on the Internet, it is best practice to link that name to the person's profile page, if such a page exists.
*'''the work's title or name (if applicable)''', if such a thing exists. If the work is being published on the Internet, it is best practice to link the name or title directly to the original work.
*'''the specific type of license the work is available under'''. Linking to the license will allow others to find the license terms
*'''The URL''' where the work is hosted
*'''Mention if the work is a derivative work or adaptation''', in addition to the above, one needs to identify that their work is a derivative work i.e., “This is a Finnish translation of [original work] by [author].” or “Screenplay based on [original work] by [author].”

For in-depth examples on citing Creative Commons images, please see the [http://copyright.ubc.ca/guidelines-and-resources/support-guides/image-citation-guide/#Creative_Commons_Images Creative Commons Image Citation Guide] from the UBC Copyright Site.

===Resources===
Looking for more information on proper ways to attribute Creative Commons licensed recourses? Check out these in-depth guides:

*[http://wiki.creativecommons.org/FFAQ#How_do_I_properly_attribute_a_Creative_Commons_licensed_work.3F How do I properly attribute a CC licensed work?]: FAQ from Creative Commons
*[https://wiki.creativecommons.org/wiki/Best_practices_for_attribution Creative Commons best practices for attribution] A set of examples of incorrect, good, and better attributions
*[http://creativecommons.org.au/content/attributingccmaterials.pdf Attributing Creative Commons Materials] A 9-page guide from Creative Commons Australia on best practices for attribution of Creative Commons licensed materials.
*[http://creativecommons.org.au/content/How_to_Attribute_CC_Materials_edu.pdf How to attribute Creative Commons licensed materials for Teachers and Students]: a 7-page guide for Teachers and students from Creative Commons Australia on how to attribute Creative Commons materials.

[[Category:Open UBC]]

Documentation:Open UBC/Guide/Faculty Open Licensing

2026-04-17T22:10:07Z

WillEngle:

An open copyright license is one which grants permission to access, re-use and redistribute a work with few or no restrictions.

==Open Licenses Defined==
These types of licenses, like Creative Commons, are generally developed under the 5Rs to allow users to do the following:
* Retain - the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)
* 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)
* Revise - the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
* Remix - the right to combine the original or revised content with other material to create something new (e.g., incorporate the content into a mashup)
* 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)

Essentially, open licenses allow for content to be used, modified and built upon.

The type of permissions given to a user of the openly licensed item, depends on the creator and the license they have assigned to their work. The benefit of open licenses are they allow the creator to select the permissions and restrictions according to how they would like their content used.
[[File:5rs.PNG|thumbnail |link=http://wiki.ubc.ca/images/a/a0/5rs.PNG|The 5Rs [http://www.opencontent.org/definition/ defining open content.] </br>Materials created by David Wiley, [https://creativecommons.org/licenses/by/4.0/ CC by 4.0] ]]

===Types of Open Licenses===
* [[Library:Copyright_Resources/Creative_Commons_Guide/Understanding_the_Different_Creative_Commons_Licenses|Understanding the Different Creative Commons Licenses]]
* [http://opendefinition.org/licenses/ Open Definition - Conformant Licenses]

==Assigning Creative Commons License==

To work in an open environment, it's important to assign your work an open license like the Creative Commons License. The open license allows you to a provide ways that potential users of your resource can use and attribute your material.

To assign a creative commons license to your own work, follow this workflow.

[[File:CC review resource.png]]

When reviewing your work, you need to consider the following:
* Are all elements of the resource original creations? If yes, do I want to share all the information openly?
* Have I used content (e.g. images, videos, etc.) from other sources? If yes, do I have the right to modify the item to use for my own pupose?
* Is the content I'm using openly licensed? If yes, what does the license allow me to do with the item?

If you are uncertain of the content you have used to develop your resource, contact the [http://copyright.ubc.ca/support/contact-us/ Scholarly Communications & Copyright Office].

[[File:CC license options.png]]

To select a license that best represents how you would like your work used and attributed, review the following resources:
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/creative-commons/#License_Terms UBC Copyright - Creative Commons License Terms]
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/creative-commons/#Understanding_the_Different_Creative_Commons_Licenses UBC Copyright - Understanding the Different Creative Commons Licenses]
* [https://wiki.creativecommons.org/wiki/Considerations_for_licensors_and_licensees Considerations for Licensors and Licensees]

[[File:CC creation.png]]

There is a simple Creative Commons tool for generating an HTML, XMP, and Offline (graphic) license. Once you have selected your license, use the following:
* [https://creativecommons.org/choose/ Creative Commons License Generator]

[[File:CC attach.png]]

<br/>
<br/>
{{ambox| type=content|image=[[Image:Open_Owl.svg|60x60px]]
|text='''<big>Open Licenses and Student Work</big>'''
* You may use student created work in your open course ONLY if you have obtained the student's permission and the content does not contain third party copyright material.<br/>
* It is a good practice to ask students in advance whether they consent to have their work posted and keep written records of the permissions given. UBC has developed student consent forms for these purposes. <br/>
* To learn more, please contact the [http://copyright.ubc.ca/support/contact-us/ Scholarly Communications & Copyright Office] for assistance.
</div>}}

{{Documentation:Open UBC/Guide/Faculty Open Licensing/Permissions}}

===Creative Commons License Permissions===
Although Creative Commons Licenses support the open use of resources, creators can assign a license that allows only specific kinds of uses. For example, a creator can assign a license that allows others to modify and adapt the original work, but under the requirement that the new resource provides attribution to the original and is shared with the open community.

To best understand Creative Commons License permissions, find the license assigned to the original work and '''use the following table to identify how the CC licensed work can be used and under what conditions'''.

[[File:CC_License_Requirements.png|frame|none|alt=ALT text| From: [http://foter.com/blog/how-to-attribute-creative-commons-photos/ How To Attribute Creative Commons Photo]s by [http://foter.com/ Foter]]]

==Attributing Creative Commons Materials==
All Creative Commons licenses require that users of the work attribute the creator. When providing attribution to a CC-licensed work, you should include:

[[File:Castle_Stalker.jpg|thumb|right|Attribution Example: [http://www.flickr.com/photos/bluestardrop/3859908007/ Castle Stalker] (c)Andrea Mucelli, [http://creativecommons.org/licenses/by-nc-sa/2.0/ CC BY-NC-SA 2.0]]]

*'''the author's name, screen name, or user ID''', etc. If the work is being published on the Internet, it is best practice to link that name to the person's profile page, if such a page exists.
*'''the work's title or name (if applicable)''', if such a thing exists. If the work is being published on the Internet, it is best practice to link the name or title directly to the original work.
*'''the specific type of license the work is available under'''. Linking to the license will allow others to find the license terms
*'''The URL''' where the work is hosted
*'''Mention if the work is a derivative work or adaptation''', in addition to the above, one needs to identify that their work is a derivative work i.e., “This is a Finnish translation of [original work] by [author].” or “Screenplay based on [original work] by [author].”

For in-depth examples on citing Creative Commons images, please see the [http://copyright.ubc.ca/guidelines-and-resources/support-guides/image-citation-guide/#Creative_Commons_Images Creative Commons Image Citation Guide] from the UBC Copyright Site.

===Resources===
Looking for more information on proper ways to attribute Creative Commons licensed recourses? Check out these in-depth guides:

*[http://wiki.creativecommons.org/FFAQ#How_do_I_properly_attribute_a_Creative_Commons_licensed_work.3F How do I properly attribute a CC licensed work?]: FAQ from Creative Commons
*[https://wiki.creativecommons.org/wiki/Best_practices_for_attribution Creative Commons best practices for attribution] A set of examples of incorrect, good, and better attributions
*[http://creativecommons.org.au/content/attributingccmaterials.pdf Attributing Creative Commons Materials] A 9-page guide from Creative Commons Australia on best practices for attribution of Creative Commons licensed materials.
*[http://creativecommons.org.au/content/How_to_Attribute_CC_Materials_edu.pdf How to attribute Creative Commons licensed materials for Teachers and Students]: a 7-page guide for Teachers and students from Creative Commons Australia on how to attribute Creative Commons materials.

[[Category:Open UBC]]

Documentation:Open UBC/Guide/Teaching

2026-04-17T22:04:53Z

WillEngle:

== What is Open Teaching? ==

Teaching in the open means that you are making some or all aspects of your learning environment available and accessible to the public. For some, this may mean the adoption of an open text or learning resource, or contributing open educational resources created by you and/or your students. For others, it may mean adopting a set of open practices - related to all aspects of the course including planning, learning, assessment and reflection on the process. As evidenced in the great work that faculty and students are engaged in at UBC, there is no one right way to "do open."

Open teaching may include:
*Use of an open textbook and open resources in a course (see the [https://guides.library.ubc.ca/open-education/material-repositories Guide to Finding OER] and the Guide to [https://open.ubc.ca/find/finding-open-education-resources/ Finding Open Textbooks] for more information)
*Using student blogs as open portfolios where they can document, share experiences and get feedback on their work (or works in progress) from a wider audience than their course mates or instructors. Example: [http://blogs.ubc.ca/blogsquad/ UBC Blogsquad.]
*Opening a class discussion to the public via open course blog or via Twitter hashtag. Example: [http://artsone-open.arts.ubc.ca/ ArtsOne Open]
*Students creating openly licensed learning resources and publishing them (via YouTube, Flickr, Google docs or other platforms). Example: [http://digitaltattoo.ubc.ca/ Digital Tattoo Project]
*A fully open course using open resources and engaging students from all over the world. Example: ([https://www.edx.org/school/ubcx UBCx])

In general, openness isn't a single expression and exists on a spectrum.

==Why Engage in Open Teaching?==
[[File:Why Engage in Open Teaching?.png|1026x1026px|thumb|Why Engage in Open Teaching? Created by Open UBC, Click to Enlarge |center]]

== Spectrum of Openness in a Learning Environment ==
[[File:Spectrum_of_Open_Practice_-_Working_Draft.png|alt=Alt text|center|thumb|800x800px|'''Spectrum of Open Practice - Working Draft''' - [https://creativecommons.org/licenses/by/3.0/ CC by 3.0]]]
* '''Low touch vs. high touch:''' the concept of "touch" that we have articulated here refers to notions of interaction between and among participants in the course as well as interactions with "public" communities and individuals. This may also have an impact on the design effort related to the course. For example courses supporting interaction with various external communities and resources over a period of time (wikipedia editing; publishing on YouTube; etc) require a high touch approach to the design and also to the ongoing support of those interactions.

=== Adoption ===
Adoption of an open copyright licensed (e.g. Creative Commons) resource is a good first step to engaging in open practice. Replacing a high cost textbook with an open textbook or other open resources (e.g. videos, simulations, etc.) reduces barriers for students to access course material needed for their success. According to the [https://www.ams.ubc.ca/wp-content/uploads/2019/09/100-20-AMS-IW-AES-2019_April-2019.pdf UBC AMS 2019 Academic Experience Survey] results, 71 per cent of UBCV undergraduate students who responded reported that they have gone without textbooks or resources due to cost at least once, with 35 per cent of students reporting they frequently or often go without textbooks due to costs. Adoption of an open resource supports all students achieve success by providing equal access to all resources available in the course regardless of their finances.

==== Examples ====
The following are examples of open resource adoption by faculty at UBC:
* Introduction to Physics (PHYS 100) adopted an Open Stax Textbook at [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ UBC in 2015 saving $90,000 in textbook costs]
* [https://science.ubc.ca/news/math-cs-lead-adopting-open-education-resources-ubc Math, CS lead in adopting open education resources at UBC]

=== Adaption ===
Adaption is the modification or alteration of an open copyright licensed resource for use within a course. Adaption provides the opportunity to improve teaching materials, provide important local context, and sharing knowledge to ensure sustainability and the ongoing health of open content. There are a variety of ways content can be adapted for course use - instructors adapt content and/or students adapt content for their own use. Including students in the adaption process encourages peer-to-peer learning, authentic learning opportunities, and digital and information literacy development.

==== Examples ====
The following are examples of open resource adaption by faculty at UBC:
* Jonathan Ichikawa (Philosophy) adapted an open logic textbook called [https://www.fecundity.com/logic/ forall x], by PD Magnus, and created f[https://philpapers.org/rec/MAGFXU orallx: UBC edition]for use in PHIL 220.

=== Creation ===

==== Creating open resources ====
Many teaching materials can be openly licensed and made available for others to revise or reuse, such as syllabi, lecture notes, presentation slides, case studies, videos, podcasts, study questions, quizzes and more. Some faculty choose to create entire open textbooks. Of course, there may be some you don't want to share because you want to reuse them in future years yourself (e.g. exams). But you may be willing to share other materials. Even if you think other teachers or students might not find them valuable, even if you think they are very specifically tied to your course context, you might be surprised at how they could spark ideas in others to use in their own teaching.

To make your teaching materials open, you need to [https://open.ubc.ca/education/toolkits-education/open-license/ give them an open license.]

For more on creating open educational resources, see the [https://open.ubc.ca/education/toolkits-education/creating-open-educational-resources/ Guide to Creating OER].

==== Examples ====
The following are examples of open resources created by faculty at UBC:
* Jon Festinger (Allard School of Law) has created a WordPress site for his [https://videogamelaw.allard.ubc.ca/ Video Game Law course], on which he posts the syllabus, videos, notes, and more, with a Creative Commons Attribution (CC BY) license.

==== Open assignments ====
One way to think about open assignments is asking students to share their work with others beyond the instructor or Teaching Assistant. This can be public sharing with or without an open license. Students should always be given a choice whether or not to share their work openly, and they must choose whether they want to give it an open license, and if so, which one (since they are the original creators of the work).
* For example, one could ask students to do course assignments on open platforms such as blogs (e.g. [http://blogs.ubc.ca UBC Blogs]) or wikis (e.g., [http://wiki.ubc.ca UBC Wiki]); these are publicly available, and students could choose to add an open license or not.
* Students could create videos, slide decks, images and more and post them to public sharing sites (with an account that doesn't identify them if they wish, or the instructor could post to a sharing site for the students).
* One could provide an option for students to post their work with a pseudonym if they choose, or to send it just to the instructor/TA if they don't want it to be publicly available.

==== Examples ====
The following are examples of open assignments at UBC:
*Students in Geography at UBC have created multiple kinds of educational resources that are posted on a public site, including case studies, infographics, videos and more: [http://environment.geog.ubc.ca/ http://environment.geog.ubc.ca]
*Students in MECH 436/536 are creating an open textbook on [[Documentation:FIB|Fundamentals of Injury Biomechanics]]
*Students in [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/timeline Food, Nutrition and Health at UBC] wrote or edited Wikipedia articles on various foods
*Students in numerous courses at UBC have created open case studies on various topics, posted on the [https://cases.open.ubc.ca/case-studies/ Open Case Studies] website

=== Connection ===

==== Open Pedagogy ====
Defining open pedagogy is challenging. Wiley and Hilton (2018)<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton III|first2=John Levi|date=September 2018|title=Defining OER-enabled pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=|doi=10.19173/irrodl.v19i4.3601|via=}}</ref> define what they call "OER-enabled pedagogy" in terms of permissions for re-use: “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” For example, asking students to take existing open educational resources (such as a textbook, article, set of slides, or other) and adapt them for their particular course context, would count as open pedagogy under this definition.

Wiley and Hilton (2018) call these sorts of assignments "renewable" rather than "disposable." Disposable assignments are where students create artifacts that are only seen by their instructor or TA and serve no other value beyond the students' learning for the purposes of the course. Renewal assignments, on the other hand, are when students post their work publicly with an open license; this is "renewable" because the work is then available for others to later revise for their own context, build on, or improve.

Others offer a broader definition of open pedagogy: <blockquote>''Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.'' - [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Tom Woodward in an excerpt from an interview in Campus Technology]</blockquote>Tom Woodward highlights '''3 features of open pedagogy''':
* '''open planning''': ''Prior to the start of a course built on open pedagogy there is a focus on collaboration regarding what the course might be — the content, the lessons, the tools of construction, and the teaching strategies...You can see what other instructors have done — their resources, their lessons, or their reflections on what happened during their course.'' As Tom points out, these processes are often hidden from public view. Making them open and accessible means that others can learn from them.
* '''open products''': ''Students are publishing for an audience greater than their instructor. That matters. Their work, being open, has the potential to be used for something larger than the course itself and to be part of a larger global conversation. This changes the experience of doing the work, but just as importantly it changes the kind of work you ask students to do.''
* '''open reflection''': ''After the course, reflecting and documenting how the course went is valuable both to the instructor and to those who might be considering similar courses or pedagogical strategies. People are happy enough to present and document success but it's still not common practice to reflect on elements that don't work well.'' Documenting reflections on what worked and what didn't and making those public can lead to connections between people working to address the same challenges.
One could also consider a fourth feature:
* '''open process (of creating OER)''': If you or your students create open educational resources for a course, it's useful to share not just the finished resources but also the processes of creating them. Sharing the process can mean many things, e.g., talking about how you made a teaching resource such as a video or podcast (what tools, software, what steps you took, pitfalls you ran into), describing why you created the resource in the way you did (what goals you had, what research underlies the creation of this resource), explaining how you have used the resource in a class and whether it was successful.

==== Examples ====
The following are examples of open pedagogy in practice at UBC:
* The examples of open assignments above count as open pedagogy
* Christina Hendricks (Philosophy) does some [http://blogs.ubc.ca/chendricks/tag/phil-102/ course planning and reflection on how her Introduction to Philosophy courses go] on her blog

==== Open educational practices ====
Similar to "open pedagogy," scholars have defined open educational practices in different ways:<blockquote>Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects (Paskevicius, 2017).<ref>{{Cite journal|last=Paskevicius|first=Michael|date=2017|title=Conceptualizing Open Educational Practices through the Lens of Constructive Alignment|url=https://openpraxis.org/index.php/OpenPraxis/article/view/519|journal=Open Praxis|volume=9|issue=2|pages=|doi=10.5944/openpraxis.9.2.519|via=}}</ref></blockquote><blockquote>Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others (Harrison and DeVries 2019).<ref>{{Cite journal|last=Harrison|first=Michelle|last2=DeVries|first2=Irwin|date=Fall 2019|title=Open Educational Practices Advocacy: The Instructional Designer Experience|url=https://www.cjlt.ca/index.php/cjlt/article/view/27881|journal=Canadian Journal of Learning and Technology|volume=45|issue=3|pages=|doi=10.21432/cjlt27881|via=}}</ref></blockquote>These views of open educational practices consider opening up many parts of education, including content, tools, learning objectives, activities, assignments, and peer review.

Open educational practices could include:
* Engaging students in designing learning objectives and activities/assessments to fulfill them
* Inviting and incorporating feedback on the course and its open resources, whether instructor-produced or student-produced, from people inside and outside the course
* One could open an entire course to participants from outside the institution (such as in a MOOC), ensuring that the course elements are openly licensed
== How to Engage in Open Teaching? ==

=== Share your process ===
One way to do so is to have a blog on teaching and learning. UBC provides faculty, staff and students with a free blog site on UBC Blogs. The FAQ on the UBC Blogs page has extensive information to help you get started, and information about drop-in support if you need it.

=== Teaching with open assignments ===
In the post ''[https://opencontent.org/blog/archives/2975 What is Open Pedagogy?]'', David Wiley defines open pedagogy by way of example. He writes about how he blended principles for effective teaching and learning with open practice to create an assignment that has endured the test of time and resulted in some excellent student contributions to open educational resources (OERs).

The components of open teaching practice highlighted by Wiley's example include:
* '''Building trust with students''' - by way of being explicit about the goals and purpose of the open assignment and clear guidelines for what is to be developed.
* '''Authentic assignments''' - offer students the opportunity to create something to be immediately used by a real audience (in this case, students were creating a learning resource for peers in their classroom). Since students will be using their resource to teach others, they get immediate and practical feedback. This is in contrast to what Wiley calls "disposable assignments" which are created for the instructor, seen by no-one else, and often discarded at the end of term.
* '''Offer a clear description of the assignment and examples where possible''' - many students will be unfamiliar with the process of finding open resources to used in a project and remixing them to create something new - offering a detailed example is helpful.
* '''Provide scaffolds for learning''' - Divide the assignment into steps and offer opportunities for feedback after each step so that students are supported in building and improving their work.
* '''Invite students to license their work''' - with a Creative Commons license resources can be freely remixed and improved upon by others. Talk about the reason for licensing and offer options for students who choose not to publicly share what they create.
* '''Offer opportunities for students' work to be incorporated into the course''' - either as an example to work from or as a remix to build on and improve.

=== Renewable, not disposable assignments ===
Many assignments given in post secondary institutions are what David Wiley calls "disposable". Renewable assignments, on the other hand, add value to the world beyond earning a mark from an instructor--they provide resources that are useful and usable by others, whether other students in the course or the wider public. Examples could include students creating notes or demonstrations for other students in the same course (and possibly also posted publicly for others), students editing articles on Wikipedia or an institutional wiki site like the UBC Wiki, and students producing research that can be used by a community group. Even those assignments that might otherwise be "disposable" can be made renewable by sharing them with other students in a course and, if the student agrees, publicly.

In order for such work to be truly "renewable," though, it should be openly licensed to allow others to not only view it but also revise and reuse for their own purposes.

== Consideration and Challenges ==

=== Privacy ===
A concern that comes up for both students and instructors is privacy. Aspects of both learning and teaching be a private endeavour and teaching in the open requires making decisions about what elements, or course assignments can be completed in the open and what elements may require sharing only between student and teacher or students and their peers.

===Student Sharing & Open Assignments===

When asking students to create open content and share publicly, there are a few considerations to keep in mind. Students own the copyright in their own work, and should be given the choice whether or not to share or publish it publicly and with an open license.

When sharing content outside of traditional classrooms, different people have different levels of comfort and risk. Students should never be required or compelled to give up any of their privacy in order to complete an assignment. It is always good to provide students with options on how they may complete or share their work.

If you are publishing students' work on a course site or planning to re-use it in future terms, ask for students' permission regarding how long they would like their work to be share. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.

It is useful to provide them with various choices, such as:
*publishing with a pseudonym
*publishing in a way that only other people in that class can see their work
*submitting only to the instructor or T.A.
*publishing publicly with or without an open license

When working with students as creators of content, it can be helpful to think of them as collaborators. You might not want your work or privacy shared without your consent and students are often the same.

=== Time ===
As with any change to an instructors practice, developing open assignments can take considerable time on the part of the instructor and in some cases students. To deal with this challenge, instructors can work with instructors who have taught using a similar approach or tool, work with faculty or central support units or with organizations such as Wikimedia that can support these projects

=== Tools and Technologies ===
Finding tools that can be used for open teaching can be challenging. There are privacy and FIPPA issues that require navigation. For a better understanding of these issues, see CTLT's [[Sandbox:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]].

At UBC we do have open services and frameworks, the UBC Wiki and the WordPress that can support open teaching and learning.

== Additional Resources ==
* Christina Hendricks, [http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/ "Renewable Assignments: Student Work Adding Value to the World"]
* David Wiley, [https://opencontent.org/blog/archives/2975 "What is Open Pedagogy?"]
* David Wiley, "[https://opencontent.org/blog/archives/3941 An Obstacle to the Ubiquitous Adoption of OER in US Higher Education]"
* Tom Woodward, [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Open Pedagogy: Connection, Community, and Transparency]
[[Category:Open UBC]]
[[Category:Open Education]]

Documentation:Open UBC/Guide/Teaching

2026-04-17T22:03:48Z

WillEngle: /* What is Open Teaching? */

== What is Open Teaching? ==

Teaching in the open means that you are making some or all aspects of your learning environment available and accessible to the public. For some, this may mean the adoption of an open text or learning resource, or contributing open educational resources created by you and/or your students. For others, it may mean adopting a set of open practices - related to all aspects of the course including planning, learning, assessment and reflection on the process. As evidenced in the great work that faculty and students are engaged in at UBC, there is no one right way to "do open."

Open teaching may include:
*Use of an open textbook and open resources in a course (see the [https://guides.library.ubc.ca/open-education/material-repositories Guide to Finding OER] and the Guide to [https://open.ubc.ca/find/finding-open-education-resources/ Finding Open Textbooks] for more information)
*Using student blogs as open portfolios where they can document, share experiences and get feedback on their work (or works in progress) from a wider audience than their course mates or instructors. Example: [http://blogs.ubc.ca/blogsquad/ UBC Blogsquad.]
*Opening a class discussion to the public via open course blog or via Twitter hashtag. Example: [http://artsone-open.arts.ubc.ca/ ArtsOne Open]
*Students creating openly licensed learning resources and publishing them (via YouTube, Flickr, Google docs or other platforms). Example: [http://digitaltattoo.ubc.ca/ Digital Tattoo Project]
*A fully open course using open resources and engaging students from all over the world. Example: ([https://www.edx.org/school/ubcx UBCx])

In general, openness isn't a single expression and exists on a spectrum.

==Why Engage in Open Teaching?==
[[File:Why Engage in Open Teaching?.png|879x879px|thumb|Why Engage in Open Teaching? Created by Open UBC, Click to Enlarge |center]]

== Spectrum of Openness in a Learning Environment ==
[[File:Spectrum_of_Open_Practice_-_Working_Draft.png|alt=Alt text|center|thumb|800x800px|'''Spectrum of Open Practice - Working Draft''' - [https://creativecommons.org/licenses/by/3.0/ CC by 3.0]]]
* '''Low touch vs. high touch:''' the concept of "touch" that we have articulated here refers to notions of interaction between and among participants in the course as well as interactions with "public" communities and individuals. This may also have an impact on the design effort related to the course. For example courses supporting interaction with various external communities and resources over a period of time (wikipedia editing; publishing on YouTube; etc) require a high touch approach to the design and also to the ongoing support of those interactions.

=== Adoption ===
Adoption of an open copyright licensed (e.g. Creative Commons) resource is a good first step to engaging in open practice. Replacing a high cost textbook with an open textbook or other open resources (e.g. videos, simulations, etc.) reduces barriers for students to access course material needed for their success. According to the [https://www.ams.ubc.ca/wp-content/uploads/2019/09/100-20-AMS-IW-AES-2019_April-2019.pdf UBC AMS 2019 Academic Experience Survey] results, 71 per cent of UBCV undergraduate students who responded reported that they have gone without textbooks or resources due to cost at least once, with 35 per cent of students reporting they frequently or often go without textbooks due to costs. Adoption of an open resource supports all students achieve success by providing equal access to all resources available in the course regardless of their finances.

==== Examples ====
The following are examples of open resource adoption by faculty at UBC:
* Introduction to Physics (PHYS 100) adopted an Open Stax Textbook at [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ UBC in 2015 saving $90,000 in textbook costs]
* [https://science.ubc.ca/news/math-cs-lead-adopting-open-education-resources-ubc Math, CS lead in adopting open education resources at UBC]

=== Adaption ===
Adaption is the modification or alteration of an open copyright licensed resource for use within a course. Adaption provides the opportunity to improve teaching materials, provide important local context, and sharing knowledge to ensure sustainability and the ongoing health of open content. There are a variety of ways content can be adapted for course use - instructors adapt content and/or students adapt content for their own use. Including students in the adaption process encourages peer-to-peer learning, authentic learning opportunities, and digital and information literacy development.

==== Examples ====
The following are examples of open resource adaption by faculty at UBC:
* Jonathan Ichikawa (Philosophy) adapted an open logic textbook called [https://www.fecundity.com/logic/ forall x], by PD Magnus, and created f[https://philpapers.org/rec/MAGFXU orallx: UBC edition]for use in PHIL 220.

=== Creation ===

==== Creating open resources ====
Many teaching materials can be openly licensed and made available for others to revise or reuse, such as syllabi, lecture notes, presentation slides, case studies, videos, podcasts, study questions, quizzes and more. Some faculty choose to create entire open textbooks. Of course, there may be some you don't want to share because you want to reuse them in future years yourself (e.g. exams). But you may be willing to share other materials. Even if you think other teachers or students might not find them valuable, even if you think they are very specifically tied to your course context, you might be surprised at how they could spark ideas in others to use in their own teaching.

To make your teaching materials open, you need to [https://open.ubc.ca/education/toolkits-education/open-license/ give them an open license.]

For more on creating open educational resources, see the [https://open.ubc.ca/education/toolkits-education/creating-open-educational-resources/ Guide to Creating OER].

==== Examples ====
The following are examples of open resources created by faculty at UBC:
* Jon Festinger (Allard School of Law) has created a WordPress site for his [https://videogamelaw.allard.ubc.ca/ Video Game Law course], on which he posts the syllabus, videos, notes, and more, with a Creative Commons Attribution (CC BY) license.

==== Open assignments ====
One way to think about open assignments is asking students to share their work with others beyond the instructor or Teaching Assistant. This can be public sharing with or without an open license. Students should always be given a choice whether or not to share their work openly, and they must choose whether they want to give it an open license, and if so, which one (since they are the original creators of the work).
* For example, one could ask students to do course assignments on open platforms such as blogs (e.g. [http://blogs.ubc.ca UBC Blogs]) or wikis (e.g., [http://wiki.ubc.ca UBC Wiki]); these are publicly available, and students could choose to add an open license or not.
* Students could create videos, slide decks, images and more and post them to public sharing sites (with an account that doesn't identify them if they wish, or the instructor could post to a sharing site for the students).
* One could provide an option for students to post their work with a pseudonym if they choose, or to send it just to the instructor/TA if they don't want it to be publicly available.

==== Examples ====
The following are examples of open assignments at UBC:
*Students in Geography at UBC have created multiple kinds of educational resources that are posted on a public site, including case studies, infographics, videos and more: [http://environment.geog.ubc.ca/ http://environment.geog.ubc.ca]
*Students in MECH 436/536 are creating an open textbook on [[Documentation:FIB|Fundamentals of Injury Biomechanics]]
*Students in [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/timeline Food, Nutrition and Health at UBC] wrote or edited Wikipedia articles on various foods
*Students in numerous courses at UBC have created open case studies on various topics, posted on the [https://cases.open.ubc.ca/case-studies/ Open Case Studies] website

=== Connection ===

==== Open Pedagogy ====
Defining open pedagogy is challenging. Wiley and Hilton (2018)<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton III|first2=John Levi|date=September 2018|title=Defining OER-enabled pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=|doi=10.19173/irrodl.v19i4.3601|via=}}</ref> define what they call "OER-enabled pedagogy" in terms of permissions for re-use: “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” For example, asking students to take existing open educational resources (such as a textbook, article, set of slides, or other) and adapt them for their particular course context, would count as open pedagogy under this definition.

Wiley and Hilton (2018) call these sorts of assignments "renewable" rather than "disposable." Disposable assignments are where students create artifacts that are only seen by their instructor or TA and serve no other value beyond the students' learning for the purposes of the course. Renewal assignments, on the other hand, are when students post their work publicly with an open license; this is "renewable" because the work is then available for others to later revise for their own context, build on, or improve.

Others offer a broader definition of open pedagogy: <blockquote>''Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.'' - [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Tom Woodward in an excerpt from an interview in Campus Technology]</blockquote>Tom Woodward highlights '''3 features of open pedagogy''':
* '''open planning''': ''Prior to the start of a course built on open pedagogy there is a focus on collaboration regarding what the course might be — the content, the lessons, the tools of construction, and the teaching strategies...You can see what other instructors have done — their resources, their lessons, or their reflections on what happened during their course.'' As Tom points out, these processes are often hidden from public view. Making them open and accessible means that others can learn from them.
* '''open products''': ''Students are publishing for an audience greater than their instructor. That matters. Their work, being open, has the potential to be used for something larger than the course itself and to be part of a larger global conversation. This changes the experience of doing the work, but just as importantly it changes the kind of work you ask students to do.''
* '''open reflection''': ''After the course, reflecting and documenting how the course went is valuable both to the instructor and to those who might be considering similar courses or pedagogical strategies. People are happy enough to present and document success but it's still not common practice to reflect on elements that don't work well.'' Documenting reflections on what worked and what didn't and making those public can lead to connections between people working to address the same challenges.
One could also consider a fourth feature:
* '''open process (of creating OER)''': If you or your students create open educational resources for a course, it's useful to share not just the finished resources but also the processes of creating them. Sharing the process can mean many things, e.g., talking about how you made a teaching resource such as a video or podcast (what tools, software, what steps you took, pitfalls you ran into), describing why you created the resource in the way you did (what goals you had, what research underlies the creation of this resource), explaining how you have used the resource in a class and whether it was successful.

==== Examples ====
The following are examples of open pedagogy in practice at UBC:
* The examples of open assignments above count as open pedagogy
* Christina Hendricks (Philosophy) does some [http://blogs.ubc.ca/chendricks/tag/phil-102/ course planning and reflection on how her Introduction to Philosophy courses go] on her blog

==== Open educational practices ====
Similar to "open pedagogy," scholars have defined open educational practices in different ways:<blockquote>Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects (Paskevicius, 2017).<ref>{{Cite journal|last=Paskevicius|first=Michael|date=2017|title=Conceptualizing Open Educational Practices through the Lens of Constructive Alignment|url=https://openpraxis.org/index.php/OpenPraxis/article/view/519|journal=Open Praxis|volume=9|issue=2|pages=|doi=10.5944/openpraxis.9.2.519|via=}}</ref></blockquote><blockquote>Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others (Harrison and DeVries 2019).<ref>{{Cite journal|last=Harrison|first=Michelle|last2=DeVries|first2=Irwin|date=Fall 2019|title=Open Educational Practices Advocacy: The Instructional Designer Experience|url=https://www.cjlt.ca/index.php/cjlt/article/view/27881|journal=Canadian Journal of Learning and Technology|volume=45|issue=3|pages=|doi=10.21432/cjlt27881|via=}}</ref></blockquote>These views of open educational practices consider opening up many parts of education, including content, tools, learning objectives, activities, assignments, and peer review.

Open educational practices could include:
* Engaging students in designing learning objectives and activities/assessments to fulfill them
* Inviting and incorporating feedback on the course and its open resources, whether instructor-produced or student-produced, from people inside and outside the course
* One could open an entire course to participants from outside the institution (such as in a MOOC), ensuring that the course elements are openly licensed
== How to Engage in Open Teaching? ==

=== Share your process ===
One way to do so is to have a blog on teaching and learning. UBC provides faculty, staff and students with a free blog site on UBC Blogs. The FAQ on the UBC Blogs page has extensive information to help you get started, and information about drop-in support if you need it.

=== Teaching with open assignments ===
In the post ''[https://opencontent.org/blog/archives/2975 What is Open Pedagogy?]'', David Wiley defines open pedagogy by way of example. He writes about how he blended principles for effective teaching and learning with open practice to create an assignment that has endured the test of time and resulted in some excellent student contributions to open educational resources (OERs).

The components of open teaching practice highlighted by Wiley's example include:
* '''Building trust with students''' - by way of being explicit about the goals and purpose of the open assignment and clear guidelines for what is to be developed.
* '''Authentic assignments''' - offer students the opportunity to create something to be immediately used by a real audience (in this case, students were creating a learning resource for peers in their classroom). Since students will be using their resource to teach others, they get immediate and practical feedback. This is in contrast to what Wiley calls "disposable assignments" which are created for the instructor, seen by no-one else, and often discarded at the end of term.
* '''Offer a clear description of the assignment and examples where possible''' - many students will be unfamiliar with the process of finding open resources to used in a project and remixing them to create something new - offering a detailed example is helpful.
* '''Provide scaffolds for learning''' - Divide the assignment into steps and offer opportunities for feedback after each step so that students are supported in building and improving their work.
* '''Invite students to license their work''' - with a Creative Commons license resources can be freely remixed and improved upon by others. Talk about the reason for licensing and offer options for students who choose not to publicly share what they create.
* '''Offer opportunities for students' work to be incorporated into the course''' - either as an example to work from or as a remix to build on and improve.

=== Renewable, not disposable assignments ===
Many assignments given in post secondary institutions are what David Wiley calls "disposable". Renewable assignments, on the other hand, add value to the world beyond earning a mark from an instructor--they provide resources that are useful and usable by others, whether other students in the course or the wider public. Examples could include students creating notes or demonstrations for other students in the same course (and possibly also posted publicly for others), students editing articles on Wikipedia or an institutional wiki site like the UBC Wiki, and students producing research that can be used by a community group. Even those assignments that might otherwise be "disposable" can be made renewable by sharing them with other students in a course and, if the student agrees, publicly.

In order for such work to be truly "renewable," though, it should be openly licensed to allow others to not only view it but also revise and reuse for their own purposes.

== Consideration and Challenges ==

=== Privacy ===
A concern that comes up for both students and instructors is privacy. Aspects of both learning and teaching be a private endeavour and teaching in the open requires making decisions about what elements, or course assignments can be completed in the open and what elements may require sharing only between student and teacher or students and their peers.

===Student Sharing & Open Assignments===

When asking students to create open content and share publicly, there are a few considerations to keep in mind. Students own the copyright in their own work, and should be given the choice whether or not to share or publish it publicly and with an open license.

When sharing content outside of traditional classrooms, different people have different levels of comfort and risk. Students should never be required or compelled to give up any of their privacy in order to complete an assignment. It is always good to provide students with options on how they may complete or share their work.

If you are publishing students' work on a course site or planning to re-use it in future terms, ask for students' permission regarding how long they would like their work to be share. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.

It is useful to provide them with various choices, such as:
*publishing with a pseudonym
*publishing in a way that only other people in that class can see their work
*submitting only to the instructor or T.A.
*publishing publicly with or without an open license

When working with students as creators of content, it can be helpful to think of them as collaborators. You might not want your work or privacy shared without your consent and students are often the same.

=== Time ===
As with any change to an instructors practice, developing open assignments can take considerable time on the part of the instructor and in some cases students. To deal with this challenge, instructors can work with instructors who have taught using a similar approach or tool, work with faculty or central support units or with organizations such as Wikimedia that can support these projects

=== Tools and Technologies ===
Finding tools that can be used for open teaching can be challenging. There are privacy and FIPPA issues that require navigation. For a better understanding of these issues, see CTLT's [[Sandbox:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]].

At UBC we do have open services and frameworks, the UBC Wiki and the WordPress that can support open teaching and learning.

== Additional Resources ==
* Christina Hendricks, [http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/ "Renewable Assignments: Student Work Adding Value to the World"]
* David Wiley, [https://opencontent.org/blog/archives/2975 "What is Open Pedagogy?"]
* David Wiley, "[https://opencontent.org/blog/archives/3941 An Obstacle to the Ubiquitous Adoption of OER in US Higher Education]"
* Tom Woodward, [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Open Pedagogy: Connection, Community, and Transparency]
[[Category:Open UBC]]
[[Category:Open Education]]

Documentation:Open UBC/Guide/Teaching

2026-04-17T22:02:21Z

WillEngle: /* What is Open Teaching? */

== What is Open Teaching? ==

Teaching in the open means that you are making some or all aspects of your learning environment available and accessible to the public. For some, this may mean the adoption of an open text or learning resource, or contributing open educational resources created by you and/or your students. For others, it may mean adopting a set of open practices - related to all aspects of the course including planning, learning, assessment and reflection on the process. As evidenced in the great work that faculty and students are engaged in at UBC, there is no one right way to "do open."

Open teaching may include:
*Use of an open textbook and open resources in a course (see the [https://guides.library.ubc.ca/open-education/material-repositories Guide to Finding OER] and the Guide to [https://open.ubc.ca/find/finding-open-education-resources/ Finding Open Textbooks] for more information)
*Using student blogs as open portfolios where they can document, share experiences and get feedback on their work (or works in progress) from a wider audience than their course mates or instructors. Example: [http://blogs.ubc.ca/blogsquad/ UBC Blogsquad.]
*Opening a class discussion to the public via open course blog or via Twitter hashtag. Example: [http://artsone-open.arts.ubc.ca/ ArtsOne Open]
*Students creating openly licensed learning resources and publishing them (via YouTube, Flickr, Google docs or other platforms). Example: [http://digitaltattoo.ubc.ca/ Digital Tattoo Project]
*A fully open course using open resources and engaging students from all over the world. Example: ([https://www.edx.org/school/ubcx UBCx])

In general, openness isn't a single expression and exists on a spectrum.

[[File:Why Engage in Open Teaching?.png|879x879px|thumb|Why Engage in Open Teaching? Created by Open UBC, Click to Enlarge |center]]

== Spectrum of Openness in a Learning Environment ==
[[File:Spectrum_of_Open_Practice_-_Working_Draft.png|alt=Alt text|center|thumb|800x800px|'''Spectrum of Open Practice - Working Draft''' - [https://creativecommons.org/licenses/by/3.0/ CC by 3.0]]]
* '''Low touch vs. high touch:''' the concept of "touch" that we have articulated here refers to notions of interaction between and among participants in the course as well as interactions with "public" communities and individuals. This may also have an impact on the design effort related to the course. For example courses supporting interaction with various external communities and resources over a period of time (wikipedia editing; publishing on YouTube; etc) require a high touch approach to the design and also to the ongoing support of those interactions.

=== Adoption ===
Adoption of an open copyright licensed (e.g. Creative Commons) resource is a good first step to engaging in open practice. Replacing a high cost textbook with an open textbook or other open resources (e.g. videos, simulations, etc.) reduces barriers for students to access course material needed for their success. According to the [https://www.ams.ubc.ca/wp-content/uploads/2019/09/100-20-AMS-IW-AES-2019_April-2019.pdf UBC AMS 2019 Academic Experience Survey] results, 71 per cent of UBCV undergraduate students who responded reported that they have gone without textbooks or resources due to cost at least once, with 35 per cent of students reporting they frequently or often go without textbooks due to costs. Adoption of an open resource supports all students achieve success by providing equal access to all resources available in the course regardless of their finances.

==== Examples ====
The following are examples of open resource adoption by faculty at UBC:
* Introduction to Physics (PHYS 100) adopted an Open Stax Textbook at [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ UBC in 2015 saving $90,000 in textbook costs]
* [https://science.ubc.ca/news/math-cs-lead-adopting-open-education-resources-ubc Math, CS lead in adopting open education resources at UBC]

=== Adaption ===
Adaption is the modification or alteration of an open copyright licensed resource for use within a course. Adaption provides the opportunity to improve teaching materials, provide important local context, and sharing knowledge to ensure sustainability and the ongoing health of open content. There are a variety of ways content can be adapted for course use - instructors adapt content and/or students adapt content for their own use. Including students in the adaption process encourages peer-to-peer learning, authentic learning opportunities, and digital and information literacy development.

==== Examples ====
The following are examples of open resource adaption by faculty at UBC:
* Jonathan Ichikawa (Philosophy) adapted an open logic textbook called [https://www.fecundity.com/logic/ forall x], by PD Magnus, and created f[https://philpapers.org/rec/MAGFXU orallx: UBC edition]for use in PHIL 220.

=== Creation ===

==== Creating open resources ====
Many teaching materials can be openly licensed and made available for others to revise or reuse, such as syllabi, lecture notes, presentation slides, case studies, videos, podcasts, study questions, quizzes and more. Some faculty choose to create entire open textbooks. Of course, there may be some you don't want to share because you want to reuse them in future years yourself (e.g. exams). But you may be willing to share other materials. Even if you think other teachers or students might not find them valuable, even if you think they are very specifically tied to your course context, you might be surprised at how they could spark ideas in others to use in their own teaching.

To make your teaching materials open, you need to [https://open.ubc.ca/education/toolkits-education/open-license/ give them an open license.]

For more on creating open educational resources, see the [https://open.ubc.ca/education/toolkits-education/creating-open-educational-resources/ Guide to Creating OER].

==== Examples ====
The following are examples of open resources created by faculty at UBC:
* Jon Festinger (Allard School of Law) has created a WordPress site for his [https://videogamelaw.allard.ubc.ca/ Video Game Law course], on which he posts the syllabus, videos, notes, and more, with a Creative Commons Attribution (CC BY) license.

==== Open assignments ====
One way to think about open assignments is asking students to share their work with others beyond the instructor or Teaching Assistant. This can be public sharing with or without an open license. Students should always be given a choice whether or not to share their work openly, and they must choose whether they want to give it an open license, and if so, which one (since they are the original creators of the work).
* For example, one could ask students to do course assignments on open platforms such as blogs (e.g. [http://blogs.ubc.ca UBC Blogs]) or wikis (e.g., [http://wiki.ubc.ca UBC Wiki]); these are publicly available, and students could choose to add an open license or not.
* Students could create videos, slide decks, images and more and post them to public sharing sites (with an account that doesn't identify them if they wish, or the instructor could post to a sharing site for the students).
* One could provide an option for students to post their work with a pseudonym if they choose, or to send it just to the instructor/TA if they don't want it to be publicly available.

==== Examples ====
The following are examples of open assignments at UBC:
*Students in Geography at UBC have created multiple kinds of educational resources that are posted on a public site, including case studies, infographics, videos and more: [http://environment.geog.ubc.ca/ http://environment.geog.ubc.ca]
*Students in MECH 436/536 are creating an open textbook on [[Documentation:FIB|Fundamentals of Injury Biomechanics]]
*Students in [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/timeline Food, Nutrition and Health at UBC] wrote or edited Wikipedia articles on various foods
*Students in numerous courses at UBC have created open case studies on various topics, posted on the [https://cases.open.ubc.ca/case-studies/ Open Case Studies] website

=== Connection ===

==== Open Pedagogy ====
Defining open pedagogy is challenging. Wiley and Hilton (2018)<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton III|first2=John Levi|date=September 2018|title=Defining OER-enabled pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=|doi=10.19173/irrodl.v19i4.3601|via=}}</ref> define what they call "OER-enabled pedagogy" in terms of permissions for re-use: “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” For example, asking students to take existing open educational resources (such as a textbook, article, set of slides, or other) and adapt them for their particular course context, would count as open pedagogy under this definition.

Wiley and Hilton (2018) call these sorts of assignments "renewable" rather than "disposable." Disposable assignments are where students create artifacts that are only seen by their instructor or TA and serve no other value beyond the students' learning for the purposes of the course. Renewal assignments, on the other hand, are when students post their work publicly with an open license; this is "renewable" because the work is then available for others to later revise for their own context, build on, or improve.

Others offer a broader definition of open pedagogy: <blockquote>''Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.'' - [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Tom Woodward in an excerpt from an interview in Campus Technology]</blockquote>Tom Woodward highlights '''3 features of open pedagogy''':
* '''open planning''': ''Prior to the start of a course built on open pedagogy there is a focus on collaboration regarding what the course might be — the content, the lessons, the tools of construction, and the teaching strategies...You can see what other instructors have done — their resources, their lessons, or their reflections on what happened during their course.'' As Tom points out, these processes are often hidden from public view. Making them open and accessible means that others can learn from them.
* '''open products''': ''Students are publishing for an audience greater than their instructor. That matters. Their work, being open, has the potential to be used for something larger than the course itself and to be part of a larger global conversation. This changes the experience of doing the work, but just as importantly it changes the kind of work you ask students to do.''
* '''open reflection''': ''After the course, reflecting and documenting how the course went is valuable both to the instructor and to those who might be considering similar courses or pedagogical strategies. People are happy enough to present and document success but it's still not common practice to reflect on elements that don't work well.'' Documenting reflections on what worked and what didn't and making those public can lead to connections between people working to address the same challenges.
One could also consider a fourth feature:
* '''open process (of creating OER)''': If you or your students create open educational resources for a course, it's useful to share not just the finished resources but also the processes of creating them. Sharing the process can mean many things, e.g., talking about how you made a teaching resource such as a video or podcast (what tools, software, what steps you took, pitfalls you ran into), describing why you created the resource in the way you did (what goals you had, what research underlies the creation of this resource), explaining how you have used the resource in a class and whether it was successful.

==== Examples ====
The following are examples of open pedagogy in practice at UBC:
* The examples of open assignments above count as open pedagogy
* Christina Hendricks (Philosophy) does some [http://blogs.ubc.ca/chendricks/tag/phil-102/ course planning and reflection on how her Introduction to Philosophy courses go] on her blog

==== Open educational practices ====
Similar to "open pedagogy," scholars have defined open educational practices in different ways:<blockquote>Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects (Paskevicius, 2017).<ref>{{Cite journal|last=Paskevicius|first=Michael|date=2017|title=Conceptualizing Open Educational Practices through the Lens of Constructive Alignment|url=https://openpraxis.org/index.php/OpenPraxis/article/view/519|journal=Open Praxis|volume=9|issue=2|pages=|doi=10.5944/openpraxis.9.2.519|via=}}</ref></blockquote><blockquote>Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others (Harrison and DeVries 2019).<ref>{{Cite journal|last=Harrison|first=Michelle|last2=DeVries|first2=Irwin|date=Fall 2019|title=Open Educational Practices Advocacy: The Instructional Designer Experience|url=https://www.cjlt.ca/index.php/cjlt/article/view/27881|journal=Canadian Journal of Learning and Technology|volume=45|issue=3|pages=|doi=10.21432/cjlt27881|via=}}</ref></blockquote>These views of open educational practices consider opening up many parts of education, including content, tools, learning objectives, activities, assignments, and peer review.

Open educational practices could include:
* Engaging students in designing learning objectives and activities/assessments to fulfill them
* Inviting and incorporating feedback on the course and its open resources, whether instructor-produced or student-produced, from people inside and outside the course
* One could open an entire course to participants from outside the institution (such as in a MOOC), ensuring that the course elements are openly licensed
== How to Engage in Open Teaching? ==

=== Share your process ===
One way to do so is to have a blog on teaching and learning. UBC provides faculty, staff and students with a free blog site on UBC Blogs. The FAQ on the UBC Blogs page has extensive information to help you get started, and information about drop-in support if you need it.

=== Teaching with open assignments ===
In the post ''[https://opencontent.org/blog/archives/2975 What is Open Pedagogy?]'', David Wiley defines open pedagogy by way of example. He writes about how he blended principles for effective teaching and learning with open practice to create an assignment that has endured the test of time and resulted in some excellent student contributions to open educational resources (OERs).

The components of open teaching practice highlighted by Wiley's example include:
* '''Building trust with students''' - by way of being explicit about the goals and purpose of the open assignment and clear guidelines for what is to be developed.
* '''Authentic assignments''' - offer students the opportunity to create something to be immediately used by a real audience (in this case, students were creating a learning resource for peers in their classroom). Since students will be using their resource to teach others, they get immediate and practical feedback. This is in contrast to what Wiley calls "disposable assignments" which are created for the instructor, seen by no-one else, and often discarded at the end of term.
* '''Offer a clear description of the assignment and examples where possible''' - many students will be unfamiliar with the process of finding open resources to used in a project and remixing them to create something new - offering a detailed example is helpful.
* '''Provide scaffolds for learning''' - Divide the assignment into steps and offer opportunities for feedback after each step so that students are supported in building and improving their work.
* '''Invite students to license their work''' - with a Creative Commons license resources can be freely remixed and improved upon by others. Talk about the reason for licensing and offer options for students who choose not to publicly share what they create.
* '''Offer opportunities for students' work to be incorporated into the course''' - either as an example to work from or as a remix to build on and improve.

=== Renewable, not disposable assignments ===
Many assignments given in post secondary institutions are what David Wiley calls "disposable". Renewable assignments, on the other hand, add value to the world beyond earning a mark from an instructor--they provide resources that are useful and usable by others, whether other students in the course or the wider public. Examples could include students creating notes or demonstrations for other students in the same course (and possibly also posted publicly for others), students editing articles on Wikipedia or an institutional wiki site like the UBC Wiki, and students producing research that can be used by a community group. Even those assignments that might otherwise be "disposable" can be made renewable by sharing them with other students in a course and, if the student agrees, publicly.

In order for such work to be truly "renewable," though, it should be openly licensed to allow others to not only view it but also revise and reuse for their own purposes.

== Consideration and Challenges ==

=== Privacy ===
A concern that comes up for both students and instructors is privacy. Aspects of both learning and teaching be a private endeavour and teaching in the open requires making decisions about what elements, or course assignments can be completed in the open and what elements may require sharing only between student and teacher or students and their peers.

===Student Sharing & Open Assignments===

When asking students to create open content and share publicly, there are a few considerations to keep in mind. Students own the copyright in their own work, and should be given the choice whether or not to share or publish it publicly and with an open license.

When sharing content outside of traditional classrooms, different people have different levels of comfort and risk. Students should never be required or compelled to give up any of their privacy in order to complete an assignment. It is always good to provide students with options on how they may complete or share their work.

If you are publishing students' work on a course site or planning to re-use it in future terms, ask for students' permission regarding how long they would like their work to be share. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.

It is useful to provide them with various choices, such as:
*publishing with a pseudonym
*publishing in a way that only other people in that class can see their work
*submitting only to the instructor or T.A.
*publishing publicly with or without an open license

When working with students as creators of content, it can be helpful to think of them as collaborators. You might not want your work or privacy shared without your consent and students are often the same.

=== Time ===
As with any change to an instructors practice, developing open assignments can take considerable time on the part of the instructor and in some cases students. To deal with this challenge, instructors can work with instructors who have taught using a similar approach or tool, work with faculty or central support units or with organizations such as Wikimedia that can support these projects

=== Tools and Technologies ===
Finding tools that can be used for open teaching can be challenging. There are privacy and FIPPA issues that require navigation. For a better understanding of these issues, see CTLT's [[Sandbox:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]].

At UBC we do have open services and frameworks, the UBC Wiki and the WordPress that can support open teaching and learning.

== Additional Resources ==
* Christina Hendricks, [http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/ "Renewable Assignments: Student Work Adding Value to the World"]
* David Wiley, [https://opencontent.org/blog/archives/2975 "What is Open Pedagogy?"]
* David Wiley, "[https://opencontent.org/blog/archives/3941 An Obstacle to the Ubiquitous Adoption of OER in US Higher Education]"
* Tom Woodward, [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Open Pedagogy: Connection, Community, and Transparency]
[[Category:Open UBC]]
[[Category:Open Education]]

Documentation:Open UBC/Guide/Teaching

2026-04-17T22:00:53Z

WillEngle:

== What is Open Teaching? ==

Teaching in the open means that you are making some or all aspects of your learning environment available and accessible to the public. For some, this may mean the adoption of an open text or learning resource, or contributing open educational resources created by you and/or your students. For others, it may mean adopting a set of open practices - related to all aspects of the course including planning, learning, assessment and reflection on the process. As evidenced in the great work that faculty and students are engaged in at UBC, there is no one right way to "do open."

Open teaching may include:
*Use of an open textbook and open resources in a course (see the [https://guides.library.ubc.ca/open-education/material-repositories Guide to Finding OER] and the Guide to [https://open.ubc.ca/find/finding-open-education-resources/ Finding Open Textbooks] for more information)
*Using student blogs as open portfolios where they can document, share experiences and get feedback on their work (or works in progress) from a wider audience than their course mates or instructors. Example: [http://blogs.ubc.ca/blogsquad/ UBC Blogsquad.]
*Opening a class discussion to the public via open course blog or via Twitter hashtag. Example: [http://artsone-open.arts.ubc.ca/ ArtsOne Open]
*Students creating openly licensed learning resources and publishing them (via YouTube, Flickr, Google docs or other platforms). Example: [http://digitaltattoo.ubc.ca/ Digital Tattoo Project]
*A fully open course using open resources and engaging students from all over the world. Example: ([https://www.edx.org/school/ubcx UBCx])

[[File:Why Engage in Open Teaching?.png|879x879px|thumb|Why Engage in Open Teaching? Created by Open UBC, Click to Enlarge |center]]

In general, openness isn't a single expression and exists on a spectrum as shown below.

== Spectrum of Openness in a Learning Environment ==
[[File:Spectrum_of_Open_Practice_-_Working_Draft.png|alt=Alt text|center|thumb|800x800px|'''Spectrum of Open Practice - Working Draft''' - [https://creativecommons.org/licenses/by/3.0/ CC by 3.0]]]
* '''Low touch vs. high touch:''' the concept of "touch" that we have articulated here refers to notions of interaction between and among participants in the course as well as interactions with "public" communities and individuals. This may also have an impact on the design effort related to the course. For example courses supporting interaction with various external communities and resources over a period of time (wikipedia editing; publishing on YouTube; etc) require a high touch approach to the design and also to the ongoing support of those interactions.

=== Adoption ===
Adoption of an open copyright licensed (e.g. Creative Commons) resource is a good first step to engaging in open practice. Replacing a high cost textbook with an open textbook or other open resources (e.g. videos, simulations, etc.) reduces barriers for students to access course material needed for their success. According to the [https://www.ams.ubc.ca/wp-content/uploads/2019/09/100-20-AMS-IW-AES-2019_April-2019.pdf UBC AMS 2019 Academic Experience Survey] results, 71 per cent of UBCV undergraduate students who responded reported that they have gone without textbooks or resources due to cost at least once, with 35 per cent of students reporting they frequently or often go without textbooks due to costs. Adoption of an open resource supports all students achieve success by providing equal access to all resources available in the course regardless of their finances.

==== Examples ====
The following are examples of open resource adoption by faculty at UBC:
* Introduction to Physics (PHYS 100) adopted an Open Stax Textbook at [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ UBC in 2015 saving $90,000 in textbook costs]
* [https://science.ubc.ca/news/math-cs-lead-adopting-open-education-resources-ubc Math, CS lead in adopting open education resources at UBC]

=== Adaption ===
Adaption is the modification or alteration of an open copyright licensed resource for use within a course. Adaption provides the opportunity to improve teaching materials, provide important local context, and sharing knowledge to ensure sustainability and the ongoing health of open content. There are a variety of ways content can be adapted for course use - instructors adapt content and/or students adapt content for their own use. Including students in the adaption process encourages peer-to-peer learning, authentic learning opportunities, and digital and information literacy development.

==== Examples ====
The following are examples of open resource adaption by faculty at UBC:
* Jonathan Ichikawa (Philosophy) adapted an open logic textbook called [https://www.fecundity.com/logic/ forall x], by PD Magnus, and created f[https://philpapers.org/rec/MAGFXU orallx: UBC edition]for use in PHIL 220.

=== Creation ===

==== Creating open resources ====
Many teaching materials can be openly licensed and made available for others to revise or reuse, such as syllabi, lecture notes, presentation slides, case studies, videos, podcasts, study questions, quizzes and more. Some faculty choose to create entire open textbooks. Of course, there may be some you don't want to share because you want to reuse them in future years yourself (e.g. exams). But you may be willing to share other materials. Even if you think other teachers or students might not find them valuable, even if you think they are very specifically tied to your course context, you might be surprised at how they could spark ideas in others to use in their own teaching.

To make your teaching materials open, you need to [https://open.ubc.ca/education/toolkits-education/open-license/ give them an open license.]

For more on creating open educational resources, see the [https://open.ubc.ca/education/toolkits-education/creating-open-educational-resources/ Guide to Creating OER].

==== Examples ====
The following are examples of open resources created by faculty at UBC:
* Jon Festinger (Allard School of Law) has created a WordPress site for his [https://videogamelaw.allard.ubc.ca/ Video Game Law course], on which he posts the syllabus, videos, notes, and more, with a Creative Commons Attribution (CC BY) license.

==== Open assignments ====
One way to think about open assignments is asking students to share their work with others beyond the instructor or Teaching Assistant. This can be public sharing with or without an open license. Students should always be given a choice whether or not to share their work openly, and they must choose whether they want to give it an open license, and if so, which one (since they are the original creators of the work).
* For example, one could ask students to do course assignments on open platforms such as blogs (e.g. [http://blogs.ubc.ca UBC Blogs]) or wikis (e.g., [http://wiki.ubc.ca UBC Wiki]); these are publicly available, and students could choose to add an open license or not.
* Students could create videos, slide decks, images and more and post them to public sharing sites (with an account that doesn't identify them if they wish, or the instructor could post to a sharing site for the students).
* One could provide an option for students to post their work with a pseudonym if they choose, or to send it just to the instructor/TA if they don't want it to be publicly available.

==== Examples ====
The following are examples of open assignments at UBC:
*Students in Geography at UBC have created multiple kinds of educational resources that are posted on a public site, including case studies, infographics, videos and more: [http://environment.geog.ubc.ca/ http://environment.geog.ubc.ca]
*Students in MECH 436/536 are creating an open textbook on [[Documentation:FIB|Fundamentals of Injury Biomechanics]]
*Students in [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/timeline Food, Nutrition and Health at UBC] wrote or edited Wikipedia articles on various foods
*Students in numerous courses at UBC have created open case studies on various topics, posted on the [https://cases.open.ubc.ca/case-studies/ Open Case Studies] website

=== Connection ===

==== Open Pedagogy ====
Defining open pedagogy is challenging. Wiley and Hilton (2018)<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton III|first2=John Levi|date=September 2018|title=Defining OER-enabled pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=|doi=10.19173/irrodl.v19i4.3601|via=}}</ref> define what they call "OER-enabled pedagogy" in terms of permissions for re-use: “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” For example, asking students to take existing open educational resources (such as a textbook, article, set of slides, or other) and adapt them for their particular course context, would count as open pedagogy under this definition.

Wiley and Hilton (2018) call these sorts of assignments "renewable" rather than "disposable." Disposable assignments are where students create artifacts that are only seen by their instructor or TA and serve no other value beyond the students' learning for the purposes of the course. Renewal assignments, on the other hand, are when students post their work publicly with an open license; this is "renewable" because the work is then available for others to later revise for their own context, build on, or improve.

Others offer a broader definition of open pedagogy: <blockquote>''Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.'' - [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Tom Woodward in an excerpt from an interview in Campus Technology]</blockquote>Tom Woodward highlights '''3 features of open pedagogy''':
* '''open planning''': ''Prior to the start of a course built on open pedagogy there is a focus on collaboration regarding what the course might be — the content, the lessons, the tools of construction, and the teaching strategies...You can see what other instructors have done — their resources, their lessons, or their reflections on what happened during their course.'' As Tom points out, these processes are often hidden from public view. Making them open and accessible means that others can learn from them.
* '''open products''': ''Students are publishing for an audience greater than their instructor. That matters. Their work, being open, has the potential to be used for something larger than the course itself and to be part of a larger global conversation. This changes the experience of doing the work, but just as importantly it changes the kind of work you ask students to do.''
* '''open reflection''': ''After the course, reflecting and documenting how the course went is valuable both to the instructor and to those who might be considering similar courses or pedagogical strategies. People are happy enough to present and document success but it's still not common practice to reflect on elements that don't work well.'' Documenting reflections on what worked and what didn't and making those public can lead to connections between people working to address the same challenges.
One could also consider a fourth feature:
* '''open process (of creating OER)''': If you or your students create open educational resources for a course, it's useful to share not just the finished resources but also the processes of creating them. Sharing the process can mean many things, e.g., talking about how you made a teaching resource such as a video or podcast (what tools, software, what steps you took, pitfalls you ran into), describing why you created the resource in the way you did (what goals you had, what research underlies the creation of this resource), explaining how you have used the resource in a class and whether it was successful.

==== Examples ====
The following are examples of open pedagogy in practice at UBC:
* The examples of open assignments above count as open pedagogy
* Christina Hendricks (Philosophy) does some [http://blogs.ubc.ca/chendricks/tag/phil-102/ course planning and reflection on how her Introduction to Philosophy courses go] on her blog

==== Open educational practices ====
Similar to "open pedagogy," scholars have defined open educational practices in different ways:<blockquote>Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects (Paskevicius, 2017).<ref>{{Cite journal|last=Paskevicius|first=Michael|date=2017|title=Conceptualizing Open Educational Practices through the Lens of Constructive Alignment|url=https://openpraxis.org/index.php/OpenPraxis/article/view/519|journal=Open Praxis|volume=9|issue=2|pages=|doi=10.5944/openpraxis.9.2.519|via=}}</ref></blockquote><blockquote>Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others (Harrison and DeVries 2019).<ref>{{Cite journal|last=Harrison|first=Michelle|last2=DeVries|first2=Irwin|date=Fall 2019|title=Open Educational Practices Advocacy: The Instructional Designer Experience|url=https://www.cjlt.ca/index.php/cjlt/article/view/27881|journal=Canadian Journal of Learning and Technology|volume=45|issue=3|pages=|doi=10.21432/cjlt27881|via=}}</ref></blockquote>These views of open educational practices consider opening up many parts of education, including content, tools, learning objectives, activities, assignments, and peer review.

Open educational practices could include:
* Engaging students in designing learning objectives and activities/assessments to fulfill them
* Inviting and incorporating feedback on the course and its open resources, whether instructor-produced or student-produced, from people inside and outside the course
* One could open an entire course to participants from outside the institution (such as in a MOOC), ensuring that the course elements are openly licensed
== How to Engage in Open Teaching? ==

=== Share your process ===
One way to do so is to have a blog on teaching and learning. UBC provides faculty, staff and students with a free blog site on UBC Blogs. The FAQ on the UBC Blogs page has extensive information to help you get started, and information about drop-in support if you need it.

=== Teaching with open assignments ===
In the post ''[https://opencontent.org/blog/archives/2975 What is Open Pedagogy?]'', David Wiley defines open pedagogy by way of example. He writes about how he blended principles for effective teaching and learning with open practice to create an assignment that has endured the test of time and resulted in some excellent student contributions to open educational resources (OERs).

The components of open teaching practice highlighted by Wiley's example include:
* '''Building trust with students''' - by way of being explicit about the goals and purpose of the open assignment and clear guidelines for what is to be developed.
* '''Authentic assignments''' - offer students the opportunity to create something to be immediately used by a real audience (in this case, students were creating a learning resource for peers in their classroom). Since students will be using their resource to teach others, they get immediate and practical feedback. This is in contrast to what Wiley calls "disposable assignments" which are created for the instructor, seen by no-one else, and often discarded at the end of term.
* '''Offer a clear description of the assignment and examples where possible''' - many students will be unfamiliar with the process of finding open resources to used in a project and remixing them to create something new - offering a detailed example is helpful.
* '''Provide scaffolds for learning''' - Divide the assignment into steps and offer opportunities for feedback after each step so that students are supported in building and improving their work.
* '''Invite students to license their work''' - with a Creative Commons license resources can be freely remixed and improved upon by others. Talk about the reason for licensing and offer options for students who choose not to publicly share what they create.
* '''Offer opportunities for students' work to be incorporated into the course''' - either as an example to work from or as a remix to build on and improve.

=== Renewable, not disposable assignments ===
Many assignments given in post secondary institutions are what David Wiley calls "disposable". Renewable assignments, on the other hand, add value to the world beyond earning a mark from an instructor--they provide resources that are useful and usable by others, whether other students in the course or the wider public. Examples could include students creating notes or demonstrations for other students in the same course (and possibly also posted publicly for others), students editing articles on Wikipedia or an institutional wiki site like the UBC Wiki, and students producing research that can be used by a community group. Even those assignments that might otherwise be "disposable" can be made renewable by sharing them with other students in a course and, if the student agrees, publicly.

In order for such work to be truly "renewable," though, it should be openly licensed to allow others to not only view it but also revise and reuse for their own purposes.

== Consideration and Challenges ==

=== Privacy ===
A concern that comes up for both students and instructors is privacy. Aspects of both learning and teaching be a private endeavour and teaching in the open requires making decisions about what elements, or course assignments can be completed in the open and what elements may require sharing only between student and teacher or students and their peers.

===Student Sharing & Open Assignments===

When asking students to create open content and share publicly, there are a few considerations to keep in mind. Students own the copyright in their own work, and should be given the choice whether or not to share or publish it publicly and with an open license.

When sharing content outside of traditional classrooms, different people have different levels of comfort and risk. Students should never be required or compelled to give up any of their privacy in order to complete an assignment. It is always good to provide students with options on how they may complete or share their work.

If you are publishing students' work on a course site or planning to re-use it in future terms, ask for students' permission regarding how long they would like their work to be share. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.

It is useful to provide them with various choices, such as:
*publishing with a pseudonym
*publishing in a way that only other people in that class can see their work
*submitting only to the instructor or T.A.
*publishing publicly with or without an open license

When working with students as creators of content, it can be helpful to think of them as collaborators. You might not want your work or privacy shared without your consent and students are often the same.

=== Time ===
As with any change to an instructors practice, developing open assignments can take considerable time on the part of the instructor and in some cases students. To deal with this challenge, instructors can work with instructors who have taught using a similar approach or tool, work with faculty or central support units or with organizations such as Wikimedia that can support these projects

=== Tools and Technologies ===
Finding tools that can be used for open teaching can be challenging. There are privacy and FIPPA issues that require navigation. For a better understanding of these issues, see CTLT's [[Sandbox:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]].

At UBC we do have open services and frameworks, the UBC Wiki and the WordPress that can support open teaching and learning.

== Additional Resources ==
* Christina Hendricks, [http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/ "Renewable Assignments: Student Work Adding Value to the World"]
* David Wiley, [https://opencontent.org/blog/archives/2975 "What is Open Pedagogy?"]
* David Wiley, "[https://opencontent.org/blog/archives/3941 An Obstacle to the Ubiquitous Adoption of OER in US Higher Education]"
* Tom Woodward, [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Open Pedagogy: Connection, Community, and Transparency]
[[Category:Open UBC]]
[[Category:Open Education]]

Documentation:Open UBC/Guide/Teaching

2026-04-17T22:00:20Z

WillEngle:

== What is Open Teaching? ==

Teaching in the open means that you are making some or all aspects of your learning environment available and accessible to the public. For some, this may mean the adoption of an open text or learning resource, or contributing open educational resources created by you and/or your students. For others, it may mean adopting a set of open practices - related to all aspects of the course including planning, learning, assessment and reflection on the process. As evidenced in the great work that faculty and students are engaged in at UBC, there is no one right way to "do open."

Open teaching may include:
*Use of an open textbook and open resources in a course (see the [https://guides.library.ubc.ca/open-education/material-repositories Guide to Finding OER] and the Guide to [https://open.ubc.ca/find/finding-open-education-resources/ Finding Open Textbooks] for more information)
*Using student blogs as open portfolios where they can document, share experiences and get feedback on their work (or works in progress) from a wider audience than their course mates or instructors. Example: [http://blogs.ubc.ca/blogsquad/ UBC Blogsquad.]
*Opening a class discussion to the public via open course blog or via Twitter hashtag. Example: [http://artsone-open.arts.ubc.ca/ ArtsOne Open]
*Students creating openly licensed learning resources and publishing them (via YouTube, Flickr, Google docs or other platforms). Example: [http://digitaltattoo.ubc.ca/ Digital Tattoo Project]
*A fully open course using open resources and engaging students from all over the world. Example: ([https://www.edx.org/school/ubcx UBCx])

[[File:Why Engage in Open Teaching?.png|879x879px|thumb|Why Engage in Open Teaching? Created by Open UBC, May 2019 |center]]

In general, openness isn't a single expression and exists on a spectrum as shown below.

== Spectrum of Openness in a Learning Environment ==
[[File:Spectrum_of_Open_Practice_-_Working_Draft.png|alt=Alt text|center|thumb|800x800px|'''Spectrum of Open Practice - Working Draft''' - [https://creativecommons.org/licenses/by/3.0/ CC by 3.0]]]
* '''Low touch vs. high touch:''' the concept of "touch" that we have articulated here refers to notions of interaction between and among participants in the course as well as interactions with "public" communities and individuals. This may also have an impact on the design effort related to the course. For example courses supporting interaction with various external communities and resources over a period of time (wikipedia editing; publishing on YouTube; etc) require a high touch approach to the design and also to the ongoing support of those interactions.

=== Adoption ===
Adoption of an open copyright licensed (e.g. Creative Commons) resource is a good first step to engaging in open practice. Replacing a high cost textbook with an open textbook or other open resources (e.g. videos, simulations, etc.) reduces barriers for students to access course material needed for their success. According to the [https://www.ams.ubc.ca/wp-content/uploads/2019/09/100-20-AMS-IW-AES-2019_April-2019.pdf UBC AMS 2019 Academic Experience Survey] results, 71 per cent of UBCV undergraduate students who responded reported that they have gone without textbooks or resources due to cost at least once, with 35 per cent of students reporting they frequently or often go without textbooks due to costs. Adoption of an open resource supports all students achieve success by providing equal access to all resources available in the course regardless of their finances.

==== Examples ====
The following are examples of open resource adoption by faculty at UBC:
* Introduction to Physics (PHYS 100) adopted an Open Stax Textbook at [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ UBC in 2015 saving $90,000 in textbook costs]
* [https://science.ubc.ca/news/math-cs-lead-adopting-open-education-resources-ubc Math, CS lead in adopting open education resources at UBC]

=== Adaption ===
Adaption is the modification or alteration of an open copyright licensed resource for use within a course. Adaption provides the opportunity to improve teaching materials, provide important local context, and sharing knowledge to ensure sustainability and the ongoing health of open content. There are a variety of ways content can be adapted for course use - instructors adapt content and/or students adapt content for their own use. Including students in the adaption process encourages peer-to-peer learning, authentic learning opportunities, and digital and information literacy development.

==== Examples ====
The following are examples of open resource adaption by faculty at UBC:
* Jonathan Ichikawa (Philosophy) adapted an open logic textbook called [https://www.fecundity.com/logic/ forall x], by PD Magnus, and created f[https://philpapers.org/rec/MAGFXU orallx: UBC edition]for use in PHIL 220.

=== Creation ===

==== Creating open resources ====
Many teaching materials can be openly licensed and made available for others to revise or reuse, such as syllabi, lecture notes, presentation slides, case studies, videos, podcasts, study questions, quizzes and more. Some faculty choose to create entire open textbooks. Of course, there may be some you don't want to share because you want to reuse them in future years yourself (e.g. exams). But you may be willing to share other materials. Even if you think other teachers or students might not find them valuable, even if you think they are very specifically tied to your course context, you might be surprised at how they could spark ideas in others to use in their own teaching.

To make your teaching materials open, you need to [https://open.ubc.ca/education/toolkits-education/open-license/ give them an open license.]

For more on creating open educational resources, see the [https://open.ubc.ca/education/toolkits-education/creating-open-educational-resources/ Guide to Creating OER].

==== Examples ====
The following are examples of open resources created by faculty at UBC:
* Jon Festinger (Allard School of Law) has created a WordPress site for his [https://videogamelaw.allard.ubc.ca/ Video Game Law course], on which he posts the syllabus, videos, notes, and more, with a Creative Commons Attribution (CC BY) license.

==== Open assignments ====
One way to think about open assignments is asking students to share their work with others beyond the instructor or Teaching Assistant. This can be public sharing with or without an open license. Students should always be given a choice whether or not to share their work openly, and they must choose whether they want to give it an open license, and if so, which one (since they are the original creators of the work).
* For example, one could ask students to do course assignments on open platforms such as blogs (e.g. [http://blogs.ubc.ca UBC Blogs]) or wikis (e.g., [http://wiki.ubc.ca UBC Wiki]); these are publicly available, and students could choose to add an open license or not.
* Students could create videos, slide decks, images and more and post them to public sharing sites (with an account that doesn't identify them if they wish, or the instructor could post to a sharing site for the students).
* One could provide an option for students to post their work with a pseudonym if they choose, or to send it just to the instructor/TA if they don't want it to be publicly available.

==== Examples ====
The following are examples of open assignments at UBC:
*Students in Geography at UBC have created multiple kinds of educational resources that are posted on a public site, including case studies, infographics, videos and more: [http://environment.geog.ubc.ca/ http://environment.geog.ubc.ca]
*Students in MECH 436/536 are creating an open textbook on [[Documentation:FIB|Fundamentals of Injury Biomechanics]]
*Students in [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/timeline Food, Nutrition and Health at UBC] wrote or edited Wikipedia articles on various foods
*Students in numerous courses at UBC have created open case studies on various topics, posted on the [https://cases.open.ubc.ca/case-studies/ Open Case Studies] website

=== Connection ===

==== Open Pedagogy ====
Defining open pedagogy is challenging. Wiley and Hilton (2018)<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton III|first2=John Levi|date=September 2018|title=Defining OER-enabled pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=|doi=10.19173/irrodl.v19i4.3601|via=}}</ref> define what they call "OER-enabled pedagogy" in terms of permissions for re-use: “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” For example, asking students to take existing open educational resources (such as a textbook, article, set of slides, or other) and adapt them for their particular course context, would count as open pedagogy under this definition.

Wiley and Hilton (2018) call these sorts of assignments "renewable" rather than "disposable." Disposable assignments are where students create artifacts that are only seen by their instructor or TA and serve no other value beyond the students' learning for the purposes of the course. Renewal assignments, on the other hand, are when students post their work publicly with an open license; this is "renewable" because the work is then available for others to later revise for their own context, build on, or improve.

Others offer a broader definition of open pedagogy: <blockquote>''Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.'' - [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Tom Woodward in an excerpt from an interview in Campus Technology]</blockquote>Tom Woodward highlights '''3 features of open pedagogy''':
* '''open planning''': ''Prior to the start of a course built on open pedagogy there is a focus on collaboration regarding what the course might be — the content, the lessons, the tools of construction, and the teaching strategies...You can see what other instructors have done — their resources, their lessons, or their reflections on what happened during their course.'' As Tom points out, these processes are often hidden from public view. Making them open and accessible means that others can learn from them.
* '''open products''': ''Students are publishing for an audience greater than their instructor. That matters. Their work, being open, has the potential to be used for something larger than the course itself and to be part of a larger global conversation. This changes the experience of doing the work, but just as importantly it changes the kind of work you ask students to do.''
* '''open reflection''': ''After the course, reflecting and documenting how the course went is valuable both to the instructor and to those who might be considering similar courses or pedagogical strategies. People are happy enough to present and document success but it's still not common practice to reflect on elements that don't work well.'' Documenting reflections on what worked and what didn't and making those public can lead to connections between people working to address the same challenges.
One could also consider a fourth feature:
* '''open process (of creating OER)''': If you or your students create open educational resources for a course, it's useful to share not just the finished resources but also the processes of creating them. Sharing the process can mean many things, e.g., talking about how you made a teaching resource such as a video or podcast (what tools, software, what steps you took, pitfalls you ran into), describing why you created the resource in the way you did (what goals you had, what research underlies the creation of this resource), explaining how you have used the resource in a class and whether it was successful.

==== Examples ====
The following are examples of open pedagogy in practice at UBC:
* The examples of open assignments above count as open pedagogy
* Christina Hendricks (Philosophy) does some [http://blogs.ubc.ca/chendricks/tag/phil-102/ course planning and reflection on how her Introduction to Philosophy courses go] on her blog

==== Open educational practices ====
Similar to "open pedagogy," scholars have defined open educational practices in different ways:<blockquote>Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects (Paskevicius, 2017).<ref>{{Cite journal|last=Paskevicius|first=Michael|date=2017|title=Conceptualizing Open Educational Practices through the Lens of Constructive Alignment|url=https://openpraxis.org/index.php/OpenPraxis/article/view/519|journal=Open Praxis|volume=9|issue=2|pages=|doi=10.5944/openpraxis.9.2.519|via=}}</ref></blockquote><blockquote>Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others (Harrison and DeVries 2019).<ref>{{Cite journal|last=Harrison|first=Michelle|last2=DeVries|first2=Irwin|date=Fall 2019|title=Open Educational Practices Advocacy: The Instructional Designer Experience|url=https://www.cjlt.ca/index.php/cjlt/article/view/27881|journal=Canadian Journal of Learning and Technology|volume=45|issue=3|pages=|doi=10.21432/cjlt27881|via=}}</ref></blockquote>These views of open educational practices consider opening up many parts of education, including content, tools, learning objectives, activities, assignments, and peer review.

Open educational practices could include:
* Engaging students in designing learning objectives and activities/assessments to fulfill them
* Inviting and incorporating feedback on the course and its open resources, whether instructor-produced or student-produced, from people inside and outside the course
* One could open an entire course to participants from outside the institution (such as in a MOOC), ensuring that the course elements are openly licensed
== How to Engage in Open Teaching? ==

=== Share your process ===
One way to do so is to have a blog on teaching and learning. UBC provides faculty, staff and students with a free blog site on UBC Blogs. The FAQ on the UBC Blogs page has extensive information to help you get started, and information about drop-in support if you need it.

=== Teaching with open assignments ===
In the post ''[https://opencontent.org/blog/archives/2975 What is Open Pedagogy?]'', David Wiley defines open pedagogy by way of example. He writes about how he blended principles for effective teaching and learning with open practice to create an assignment that has endured the test of time and resulted in some excellent student contributions to open educational resources (OERs).

The components of open teaching practice highlighted by Wiley's example include:
* '''Building trust with students''' - by way of being explicit about the goals and purpose of the open assignment and clear guidelines for what is to be developed.
* '''Authentic assignments''' - offer students the opportunity to create something to be immediately used by a real audience (in this case, students were creating a learning resource for peers in their classroom). Since students will be using their resource to teach others, they get immediate and practical feedback. This is in contrast to what Wiley calls "disposable assignments" which are created for the instructor, seen by no-one else, and often discarded at the end of term.
* '''Offer a clear description of the assignment and examples where possible''' - many students will be unfamiliar with the process of finding open resources to used in a project and remixing them to create something new - offering a detailed example is helpful.
* '''Provide scaffolds for learning''' - Divide the assignment into steps and offer opportunities for feedback after each step so that students are supported in building and improving their work.
* '''Invite students to license their work''' - with a Creative Commons license resources can be freely remixed and improved upon by others. Talk about the reason for licensing and offer options for students who choose not to publicly share what they create.
* '''Offer opportunities for students' work to be incorporated into the course''' - either as an example to work from or as a remix to build on and improve.

=== Renewable, not disposable assignments ===
Many assignments given in post secondary institutions are what David Wiley calls "disposable". Renewable assignments, on the other hand, add value to the world beyond earning a mark from an instructor--they provide resources that are useful and usable by others, whether other students in the course or the wider public. Examples could include students creating notes or demonstrations for other students in the same course (and possibly also posted publicly for others), students editing articles on Wikipedia or an institutional wiki site like the UBC Wiki, and students producing research that can be used by a community group. Even those assignments that might otherwise be "disposable" can be made renewable by sharing them with other students in a course and, if the student agrees, publicly.

In order for such work to be truly "renewable," though, it should be openly licensed to allow others to not only view it but also revise and reuse for their own purposes.

== Consideration and Challenges ==

=== Privacy ===
A concern that comes up for both students and instructors is privacy. Aspects of both learning and teaching be a private endeavour and teaching in the open requires making decisions about what elements, or course assignments can be completed in the open and what elements may require sharing only between student and teacher or students and their peers.

===Student Sharing & Open Assignments===

When asking students to create open content and share publicly, there are a few considerations to keep in mind. Students own the copyright in their own work, and should be given the choice whether or not to share or publish it publicly and with an open license.

When sharing content outside of traditional classrooms, different people have different levels of comfort and risk. Students should never be required or compelled to give up any of their privacy in order to complete an assignment. It is always good to provide students with options on how they may complete or share their work.

If you are publishing students' work on a course site or planning to re-use it in future terms, ask for students' permission regarding how long they would like their work to be share. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.

It is useful to provide them with various choices, such as:
*publishing with a pseudonym
*publishing in a way that only other people in that class can see their work
*submitting only to the instructor or T.A.
*publishing publicly with or without an open license

When working with students as creators of content, it can be helpful to think of them as collaborators. You might not want your work or privacy shared without your consent and students are often the same.

=== Time ===
As with any change to an instructors practice, developing open assignments can take considerable time on the part of the instructor and in some cases students. To deal with this challenge, instructors can work with instructors who have taught using a similar approach or tool, work with faculty or central support units or with organizations such as Wikimedia that can support these projects

=== Tools and Technologies ===
Finding tools that can be used for open teaching can be challenging. There are privacy and FIPPA issues that require navigation. For a better understanding of these issues, see CTLT's [[Sandbox:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]].

At UBC we do have open services and frameworks, the UBC Wiki and the WordPress that can support open teaching and learning.

== Additional Resources ==
* Christina Hendricks, [http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/ "Renewable Assignments: Student Work Adding Value to the World"]
* David Wiley, [https://opencontent.org/blog/archives/2975 "What is Open Pedagogy?"]
* David Wiley, "[https://opencontent.org/blog/archives/3941 An Obstacle to the Ubiquitous Adoption of OER in US Higher Education]"
* Tom Woodward, [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Open Pedagogy: Connection, Community, and Transparency]
[[Category:Open UBC]]
[[Category:Open Education]]

Documentation:Open UBC/Guide/Teaching

2026-04-17T21:59:39Z

WillEngle: /* What is Open Teaching? */

== What is Open Teaching? ==

Teaching in the open means that you are making some or all aspects of your learning environment available and accessible to the public. For some, this may mean the adoption of an open text or learning resource, or contributing open educational resources created by you and/or your students. For others, it may mean adopting a set of open practices - related to all aspects of the course including planning, learning, assessment and reflection on the process. As evidenced in the great work that faculty and students are engaged in at UBC, there is no one right way to "do open."

Open teaching may include:
*Use of an open textbook and open resources in a course (see the [https://guides.library.ubc.ca/open-education/material-repositories Guide to Finding OER] and the Guide to [https://open.ubc.ca/find/finding-open-education-resources/ Finding Open Textbooks] for more information)
*Using student blogs as open portfolios where they can document, share experiences and get feedback on their work (or works in progress) from a wider audience than their course mates or instructors. Example: [http://blogs.ubc.ca/blogsquad/ UBC Blogsquad.]
*Opening a class discussion to the public via open course blog or via Twitter hashtag. Example: [http://artsone-open.arts.ubc.ca/ ArtsOne Open]
*Students creating openly licensed learning resources and publishing them (via YouTube, Flickr, Google docs or other platforms). Example: [http://digitaltattoo.ubc.ca/ Digital Tattoo Project]
*A fully open course using open resources and engaging students from all over the world. Example: ([https://www.edx.org/school/ubcx UBCx])

[[File:Why Engage in Open Teaching?.png|660x660px|thumb|Why Engage in Open Teaching? Created by Open UBC, May 2019 |center]]

In general, openness isn't a single expression and exists on a spectrum as shown below.

== Spectrum of Openness in a Learning Environment ==
[[File:Spectrum_of_Open_Practice_-_Working_Draft.png|alt=Alt text|center|thumb|800x800px|'''Spectrum of Open Practice - Working Draft''' - [https://creativecommons.org/licenses/by/3.0/ CC by 3.0]]]
* '''Low touch vs. high touch:''' the concept of "touch" that we have articulated here refers to notions of interaction between and among participants in the course as well as interactions with "public" communities and individuals. This may also have an impact on the design effort related to the course. For example courses supporting interaction with various external communities and resources over a period of time (wikipedia editing; publishing on YouTube; etc) require a high touch approach to the design and also to the ongoing support of those interactions.

=== Adoption ===
Adoption of an open copyright licensed (e.g. Creative Commons) resource is a good first step to engaging in open practice. Replacing a high cost textbook with an open textbook or other open resources (e.g. videos, simulations, etc.) reduces barriers for students to access course material needed for their success. According to the [https://www.ams.ubc.ca/wp-content/uploads/2019/09/100-20-AMS-IW-AES-2019_April-2019.pdf UBC AMS 2019 Academic Experience Survey] results, 71 per cent of UBCV undergraduate students who responded reported that they have gone without textbooks or resources due to cost at least once, with 35 per cent of students reporting they frequently or often go without textbooks due to costs. Adoption of an open resource supports all students achieve success by providing equal access to all resources available in the course regardless of their finances.

==== Examples ====
The following are examples of open resource adoption by faculty at UBC:
* Introduction to Physics (PHYS 100) adopted an Open Stax Textbook at [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ UBC in 2015 saving $90,000 in textbook costs]
* [https://science.ubc.ca/news/math-cs-lead-adopting-open-education-resources-ubc Math, CS lead in adopting open education resources at UBC]

=== Adaption ===
Adaption is the modification or alteration of an open copyright licensed resource for use within a course. Adaption provides the opportunity to improve teaching materials, provide important local context, and sharing knowledge to ensure sustainability and the ongoing health of open content. There are a variety of ways content can be adapted for course use - instructors adapt content and/or students adapt content for their own use. Including students in the adaption process encourages peer-to-peer learning, authentic learning opportunities, and digital and information literacy development.

==== Examples ====
The following are examples of open resource adaption by faculty at UBC:
* Jonathan Ichikawa (Philosophy) adapted an open logic textbook called [https://www.fecundity.com/logic/ forall x], by PD Magnus, and created f[https://philpapers.org/rec/MAGFXU orallx: UBC edition]for use in PHIL 220.

=== Creation ===

==== Creating open resources ====
Many teaching materials can be openly licensed and made available for others to revise or reuse, such as syllabi, lecture notes, presentation slides, case studies, videos, podcasts, study questions, quizzes and more. Some faculty choose to create entire open textbooks. Of course, there may be some you don't want to share because you want to reuse them in future years yourself (e.g. exams). But you may be willing to share other materials. Even if you think other teachers or students might not find them valuable, even if you think they are very specifically tied to your course context, you might be surprised at how they could spark ideas in others to use in their own teaching.

To make your teaching materials open, you need to [https://open.ubc.ca/education/toolkits-education/open-license/ give them an open license.]

For more on creating open educational resources, see the [https://open.ubc.ca/education/toolkits-education/creating-open-educational-resources/ Guide to Creating OER].

==== Examples ====
The following are examples of open resources created by faculty at UBC:
* Jon Festinger (Allard School of Law) has created a WordPress site for his [https://videogamelaw.allard.ubc.ca/ Video Game Law course], on which he posts the syllabus, videos, notes, and more, with a Creative Commons Attribution (CC BY) license.

==== Open assignments ====
One way to think about open assignments is asking students to share their work with others beyond the instructor or Teaching Assistant. This can be public sharing with or without an open license. Students should always be given a choice whether or not to share their work openly, and they must choose whether they want to give it an open license, and if so, which one (since they are the original creators of the work).
* For example, one could ask students to do course assignments on open platforms such as blogs (e.g. [http://blogs.ubc.ca UBC Blogs]) or wikis (e.g., [http://wiki.ubc.ca UBC Wiki]); these are publicly available, and students could choose to add an open license or not.
* Students could create videos, slide decks, images and more and post them to public sharing sites (with an account that doesn't identify them if they wish, or the instructor could post to a sharing site for the students).
* One could provide an option for students to post their work with a pseudonym if they choose, or to send it just to the instructor/TA if they don't want it to be publicly available.

==== Examples ====
The following are examples of open assignments at UBC:
*Students in Geography at UBC have created multiple kinds of educational resources that are posted on a public site, including case studies, infographics, videos and more: [http://environment.geog.ubc.ca/ http://environment.geog.ubc.ca]
*Students in MECH 436/536 are creating an open textbook on [[Documentation:FIB|Fundamentals of Injury Biomechanics]]
*Students in [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/timeline Food, Nutrition and Health at UBC] wrote or edited Wikipedia articles on various foods
*Students in numerous courses at UBC have created open case studies on various topics, posted on the [https://cases.open.ubc.ca/case-studies/ Open Case Studies] website

=== Connection ===

==== Open Pedagogy ====
Defining open pedagogy is challenging. Wiley and Hilton (2018)<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton III|first2=John Levi|date=September 2018|title=Defining OER-enabled pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=|doi=10.19173/irrodl.v19i4.3601|via=}}</ref> define what they call "OER-enabled pedagogy" in terms of permissions for re-use: “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” For example, asking students to take existing open educational resources (such as a textbook, article, set of slides, or other) and adapt them for their particular course context, would count as open pedagogy under this definition.

Wiley and Hilton (2018) call these sorts of assignments "renewable" rather than "disposable." Disposable assignments are where students create artifacts that are only seen by their instructor or TA and serve no other value beyond the students' learning for the purposes of the course. Renewal assignments, on the other hand, are when students post their work publicly with an open license; this is "renewable" because the work is then available for others to later revise for their own context, build on, or improve.

Others offer a broader definition of open pedagogy: <blockquote>''Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.'' - [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Tom Woodward in an excerpt from an interview in Campus Technology]</blockquote>Tom Woodward highlights '''3 features of open pedagogy''':
* '''open planning''': ''Prior to the start of a course built on open pedagogy there is a focus on collaboration regarding what the course might be — the content, the lessons, the tools of construction, and the teaching strategies...You can see what other instructors have done — their resources, their lessons, or their reflections on what happened during their course.'' As Tom points out, these processes are often hidden from public view. Making them open and accessible means that others can learn from them.
* '''open products''': ''Students are publishing for an audience greater than their instructor. That matters. Their work, being open, has the potential to be used for something larger than the course itself and to be part of a larger global conversation. This changes the experience of doing the work, but just as importantly it changes the kind of work you ask students to do.''
* '''open reflection''': ''After the course, reflecting and documenting how the course went is valuable both to the instructor and to those who might be considering similar courses or pedagogical strategies. People are happy enough to present and document success but it's still not common practice to reflect on elements that don't work well.'' Documenting reflections on what worked and what didn't and making those public can lead to connections between people working to address the same challenges.
One could also consider a fourth feature:
* '''open process (of creating OER)''': If you or your students create open educational resources for a course, it's useful to share not just the finished resources but also the processes of creating them. Sharing the process can mean many things, e.g., talking about how you made a teaching resource such as a video or podcast (what tools, software, what steps you took, pitfalls you ran into), describing why you created the resource in the way you did (what goals you had, what research underlies the creation of this resource), explaining how you have used the resource in a class and whether it was successful.

==== Examples ====
The following are examples of open pedagogy in practice at UBC:
* The examples of open assignments above count as open pedagogy
* Christina Hendricks (Philosophy) does some [http://blogs.ubc.ca/chendricks/tag/phil-102/ course planning and reflection on how her Introduction to Philosophy courses go] on her blog

==== Open educational practices ====
Similar to "open pedagogy," scholars have defined open educational practices in different ways:<blockquote>Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects (Paskevicius, 2017).<ref>{{Cite journal|last=Paskevicius|first=Michael|date=2017|title=Conceptualizing Open Educational Practices through the Lens of Constructive Alignment|url=https://openpraxis.org/index.php/OpenPraxis/article/view/519|journal=Open Praxis|volume=9|issue=2|pages=|doi=10.5944/openpraxis.9.2.519|via=}}</ref></blockquote><blockquote>Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others (Harrison and DeVries 2019).<ref>{{Cite journal|last=Harrison|first=Michelle|last2=DeVries|first2=Irwin|date=Fall 2019|title=Open Educational Practices Advocacy: The Instructional Designer Experience|url=https://www.cjlt.ca/index.php/cjlt/article/view/27881|journal=Canadian Journal of Learning and Technology|volume=45|issue=3|pages=|doi=10.21432/cjlt27881|via=}}</ref></blockquote>These views of open educational practices consider opening up many parts of education, including content, tools, learning objectives, activities, assignments, and peer review.

Open educational practices could include:
* Engaging students in designing learning objectives and activities/assessments to fulfill them
* Inviting and incorporating feedback on the course and its open resources, whether instructor-produced or student-produced, from people inside and outside the course
* One could open an entire course to participants from outside the institution (such as in a MOOC), ensuring that the course elements are openly licensed
== How to Engage in Open Teaching? ==

=== Share your process ===
One way to do so is to have a blog on teaching and learning. UBC provides faculty, staff and students with a free blog site on UBC Blogs. The FAQ on the UBC Blogs page has extensive information to help you get started, and information about drop-in support if you need it.

=== Teaching with open assignments ===
In the post ''[https://opencontent.org/blog/archives/2975 What is Open Pedagogy?]'', David Wiley defines open pedagogy by way of example. He writes about how he blended principles for effective teaching and learning with open practice to create an assignment that has endured the test of time and resulted in some excellent student contributions to open educational resources (OERs).

The components of open teaching practice highlighted by Wiley's example include:
* '''Building trust with students''' - by way of being explicit about the goals and purpose of the open assignment and clear guidelines for what is to be developed.
* '''Authentic assignments''' - offer students the opportunity to create something to be immediately used by a real audience (in this case, students were creating a learning resource for peers in their classroom). Since students will be using their resource to teach others, they get immediate and practical feedback. This is in contrast to what Wiley calls "disposable assignments" which are created for the instructor, seen by no-one else, and often discarded at the end of term.
* '''Offer a clear description of the assignment and examples where possible''' - many students will be unfamiliar with the process of finding open resources to used in a project and remixing them to create something new - offering a detailed example is helpful.
* '''Provide scaffolds for learning''' - Divide the assignment into steps and offer opportunities for feedback after each step so that students are supported in building and improving their work.
* '''Invite students to license their work''' - with a Creative Commons license resources can be freely remixed and improved upon by others. Talk about the reason for licensing and offer options for students who choose not to publicly share what they create.
* '''Offer opportunities for students' work to be incorporated into the course''' - either as an example to work from or as a remix to build on and improve.

=== Renewable, not disposable assignments ===
Many assignments given in post secondary institutions are what David Wiley calls "disposable". Renewable assignments, on the other hand, add value to the world beyond earning a mark from an instructor--they provide resources that are useful and usable by others, whether other students in the course or the wider public. Examples could include students creating notes or demonstrations for other students in the same course (and possibly also posted publicly for others), students editing articles on Wikipedia or an institutional wiki site like the UBC Wiki, and students producing research that can be used by a community group. Even those assignments that might otherwise be "disposable" can be made renewable by sharing them with other students in a course and, if the student agrees, publicly.

In order for such work to be truly "renewable," though, it should be openly licensed to allow others to not only view it but also revise and reuse for their own purposes.

== Consideration and Challenges ==

=== Privacy ===
A concern that comes up for both students and instructors is privacy. Aspects of both learning and teaching be a private endeavour and teaching in the open requires making decisions about what elements, or course assignments can be completed in the open and what elements may require sharing only between student and teacher or students and their peers.

===Student Sharing & Open Assignments===

When asking students to create open content and share publicly, there are a few considerations to keep in mind. Students own the copyright in their own work, and should be given the choice whether or not to share or publish it publicly and with an open license.

When sharing content outside of traditional classrooms, different people have different levels of comfort and risk. Students should never be required or compelled to give up any of their privacy in order to complete an assignment. It is always good to provide students with options on how they may complete or share their work.

If you are publishing students' work on a course site or planning to re-use it in future terms, ask for students' permission regarding how long they would like their work to be share. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.

It is useful to provide them with various choices, such as:
*publishing with a pseudonym
*publishing in a way that only other people in that class can see their work
*submitting only to the instructor or T.A.
*publishing publicly with or without an open license

When working with students as creators of content, it can be helpful to think of them as collaborators. You might not want your work or privacy shared without your consent and students are often the same.

=== Time ===
As with any change to an instructors practice, developing open assignments can take considerable time on the part of the instructor and in some cases students. To deal with this challenge, instructors can work with instructors who have taught using a similar approach or tool, work with faculty or central support units or with organizations such as Wikimedia that can support these projects

=== Tools and Technologies ===
Finding tools that can be used for open teaching can be challenging. There are privacy and FIPPA issues that require navigation. For a better understanding of these issues, see CTLT's [[Sandbox:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]].

At UBC we do have open services and frameworks, the UBC Wiki and the WordPress that can support open teaching and learning.

== Additional Resources ==
* Christina Hendricks, [http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/ "Renewable Assignments: Student Work Adding Value to the World"]
* David Wiley, [https://opencontent.org/blog/archives/2975 "What is Open Pedagogy?"]
* David Wiley, "[https://opencontent.org/blog/archives/3941 An Obstacle to the Ubiquitous Adoption of OER in US Higher Education]"
* Tom Woodward, [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Open Pedagogy: Connection, Community, and Transparency]
[[Category:Open UBC]]
[[Category:Open Education]]

Documentation:Open UBC/Guide/Teaching

2026-04-17T21:59:18Z

WillEngle:

== What is Open Teaching? ==

Teaching in the open means that you are making some or all aspects of your learning environment available and accessible to the public. For some, this may mean the adoption of an open text or learning resource, or contributing open educational resources created by you and/or your students. For others, it may mean adopting a set of open practices - related to all aspects of the course including planning, learning, assessment and reflection on the process. As evidenced in the great work that faculty and students are engaged in at UBC, there is no one right way to "do open."

Open teaching may include:
*Use of an open textbook and open resources in a course (see the [https://guides.library.ubc.ca/open-education/material-repositories Guide to Finding OER] and the Guide to [https://open.ubc.ca/find/finding-open-education-resources/ Finding Open Textbooks] for more information)
*Using student blogs as open portfolios where they can document, share experiences and get feedback on their work (or works in progress) from a wider audience than their course mates or instructors. Example: [http://blogs.ubc.ca/blogsquad/ UBC Blogsquad.]
*Opening a class discussion to the public via open course blog or via Twitter hashtag. Example: [http://artsone-open.arts.ubc.ca/ ArtsOne Open]
*Students creating openly licensed learning resources and publishing them (via YouTube, Flickr, Google docs or other platforms). Example: [http://digitaltattoo.ubc.ca/ Digital Tattoo Project]
*A fully open course using open resources and engaging students from all over the world. Example: ([https://www.edx.org/school/ubcx UBCx])

[[File:Why Engage in Open Teaching?.png|660x660px|thumb|Why Engage in Open Teaching? Created by Open UBC, May 2019 ]]

In general, openness isn't a single expression and exists on a spectrum as shown below.

== Spectrum of Openness in a Learning Environment ==
[[File:Spectrum_of_Open_Practice_-_Working_Draft.png|alt=Alt text|center|thumb|800x800px|'''Spectrum of Open Practice - Working Draft''' - [https://creativecommons.org/licenses/by/3.0/ CC by 3.0]]]
* '''Low touch vs. high touch:''' the concept of "touch" that we have articulated here refers to notions of interaction between and among participants in the course as well as interactions with "public" communities and individuals. This may also have an impact on the design effort related to the course. For example courses supporting interaction with various external communities and resources over a period of time (wikipedia editing; publishing on YouTube; etc) require a high touch approach to the design and also to the ongoing support of those interactions.

=== Adoption ===
Adoption of an open copyright licensed (e.g. Creative Commons) resource is a good first step to engaging in open practice. Replacing a high cost textbook with an open textbook or other open resources (e.g. videos, simulations, etc.) reduces barriers for students to access course material needed for their success. According to the [https://www.ams.ubc.ca/wp-content/uploads/2019/09/100-20-AMS-IW-AES-2019_April-2019.pdf UBC AMS 2019 Academic Experience Survey] results, 71 per cent of UBCV undergraduate students who responded reported that they have gone without textbooks or resources due to cost at least once, with 35 per cent of students reporting they frequently or often go without textbooks due to costs. Adoption of an open resource supports all students achieve success by providing equal access to all resources available in the course regardless of their finances.

==== Examples ====
The following are examples of open resource adoption by faculty at UBC:
* Introduction to Physics (PHYS 100) adopted an Open Stax Textbook at [http://flexible.learning.ubc.ca/news-events/physics-course-adopts-open-textbook-and-saves-students-90000/ UBC in 2015 saving $90,000 in textbook costs]
* [https://science.ubc.ca/news/math-cs-lead-adopting-open-education-resources-ubc Math, CS lead in adopting open education resources at UBC]

=== Adaption ===
Adaption is the modification or alteration of an open copyright licensed resource for use within a course. Adaption provides the opportunity to improve teaching materials, provide important local context, and sharing knowledge to ensure sustainability and the ongoing health of open content. There are a variety of ways content can be adapted for course use - instructors adapt content and/or students adapt content for their own use. Including students in the adaption process encourages peer-to-peer learning, authentic learning opportunities, and digital and information literacy development.

==== Examples ====
The following are examples of open resource adaption by faculty at UBC:
* Jonathan Ichikawa (Philosophy) adapted an open logic textbook called [https://www.fecundity.com/logic/ forall x], by PD Magnus, and created f[https://philpapers.org/rec/MAGFXU orallx: UBC edition]for use in PHIL 220.

=== Creation ===

==== Creating open resources ====
Many teaching materials can be openly licensed and made available for others to revise or reuse, such as syllabi, lecture notes, presentation slides, case studies, videos, podcasts, study questions, quizzes and more. Some faculty choose to create entire open textbooks. Of course, there may be some you don't want to share because you want to reuse them in future years yourself (e.g. exams). But you may be willing to share other materials. Even if you think other teachers or students might not find them valuable, even if you think they are very specifically tied to your course context, you might be surprised at how they could spark ideas in others to use in their own teaching.

To make your teaching materials open, you need to [https://open.ubc.ca/education/toolkits-education/open-license/ give them an open license.]

For more on creating open educational resources, see the [https://open.ubc.ca/education/toolkits-education/creating-open-educational-resources/ Guide to Creating OER].

==== Examples ====
The following are examples of open resources created by faculty at UBC:
* Jon Festinger (Allard School of Law) has created a WordPress site for his [https://videogamelaw.allard.ubc.ca/ Video Game Law course], on which he posts the syllabus, videos, notes, and more, with a Creative Commons Attribution (CC BY) license.

==== Open assignments ====
One way to think about open assignments is asking students to share their work with others beyond the instructor or Teaching Assistant. This can be public sharing with or without an open license. Students should always be given a choice whether or not to share their work openly, and they must choose whether they want to give it an open license, and if so, which one (since they are the original creators of the work).
* For example, one could ask students to do course assignments on open platforms such as blogs (e.g. [http://blogs.ubc.ca UBC Blogs]) or wikis (e.g., [http://wiki.ubc.ca UBC Wiki]); these are publicly available, and students could choose to add an open license or not.
* Students could create videos, slide decks, images and more and post them to public sharing sites (with an account that doesn't identify them if they wish, or the instructor could post to a sharing site for the students).
* One could provide an option for students to post their work with a pseudonym if they choose, or to send it just to the instructor/TA if they don't want it to be publicly available.

==== Examples ====
The following are examples of open assignments at UBC:
*Students in Geography at UBC have created multiple kinds of educational resources that are posted on a public site, including case studies, infographics, videos and more: [http://environment.geog.ubc.ca/ http://environment.geog.ubc.ca]
*Students in MECH 436/536 are creating an open textbook on [[Documentation:FIB|Fundamentals of Injury Biomechanics]]
*Students in [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/timeline Food, Nutrition and Health at UBC] wrote or edited Wikipedia articles on various foods
*Students in numerous courses at UBC have created open case studies on various topics, posted on the [https://cases.open.ubc.ca/case-studies/ Open Case Studies] website

=== Connection ===

==== Open Pedagogy ====
Defining open pedagogy is challenging. Wiley and Hilton (2018)<ref>{{Cite journal|last=Wiley|first=David|last2=Hilton III|first2=John Levi|date=September 2018|title=Defining OER-enabled pedagogy|url=http://www.irrodl.org/index.php/irrodl/article/view/3601|journal=International Review of Research in Open and Distributed Learning|volume=19|issue=4|pages=|doi=10.19173/irrodl.v19i4.3601|via=}}</ref> define what they call "OER-enabled pedagogy" in terms of permissions for re-use: “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.” For example, asking students to take existing open educational resources (such as a textbook, article, set of slides, or other) and adapt them for their particular course context, would count as open pedagogy under this definition.

Wiley and Hilton (2018) call these sorts of assignments "renewable" rather than "disposable." Disposable assignments are where students create artifacts that are only seen by their instructor or TA and serve no other value beyond the students' learning for the purposes of the course. Renewal assignments, on the other hand, are when students post their work publicly with an open license; this is "renewable" because the work is then available for others to later revise for their own context, build on, or improve.

Others offer a broader definition of open pedagogy: <blockquote>''Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.'' - [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Tom Woodward in an excerpt from an interview in Campus Technology]</blockquote>Tom Woodward highlights '''3 features of open pedagogy''':
* '''open planning''': ''Prior to the start of a course built on open pedagogy there is a focus on collaboration regarding what the course might be — the content, the lessons, the tools of construction, and the teaching strategies...You can see what other instructors have done — their resources, their lessons, or their reflections on what happened during their course.'' As Tom points out, these processes are often hidden from public view. Making them open and accessible means that others can learn from them.
* '''open products''': ''Students are publishing for an audience greater than their instructor. That matters. Their work, being open, has the potential to be used for something larger than the course itself and to be part of a larger global conversation. This changes the experience of doing the work, but just as importantly it changes the kind of work you ask students to do.''
* '''open reflection''': ''After the course, reflecting and documenting how the course went is valuable both to the instructor and to those who might be considering similar courses or pedagogical strategies. People are happy enough to present and document success but it's still not common practice to reflect on elements that don't work well.'' Documenting reflections on what worked and what didn't and making those public can lead to connections between people working to address the same challenges.
One could also consider a fourth feature:
* '''open process (of creating OER)''': If you or your students create open educational resources for a course, it's useful to share not just the finished resources but also the processes of creating them. Sharing the process can mean many things, e.g., talking about how you made a teaching resource such as a video or podcast (what tools, software, what steps you took, pitfalls you ran into), describing why you created the resource in the way you did (what goals you had, what research underlies the creation of this resource), explaining how you have used the resource in a class and whether it was successful.

==== Examples ====
The following are examples of open pedagogy in practice at UBC:
* The examples of open assignments above count as open pedagogy
* Christina Hendricks (Philosophy) does some [http://blogs.ubc.ca/chendricks/tag/phil-102/ course planning and reflection on how her Introduction to Philosophy courses go] on her blog

==== Open educational practices ====
Similar to "open pedagogy," scholars have defined open educational practices in different ways:<blockquote>Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects (Paskevicius, 2017).<ref>{{Cite journal|last=Paskevicius|first=Michael|date=2017|title=Conceptualizing Open Educational Practices through the Lens of Constructive Alignment|url=https://openpraxis.org/index.php/OpenPraxis/article/view/519|journal=Open Praxis|volume=9|issue=2|pages=|doi=10.5944/openpraxis.9.2.519|via=}}</ref></blockquote><blockquote>Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others (Harrison and DeVries 2019).<ref>{{Cite journal|last=Harrison|first=Michelle|last2=DeVries|first2=Irwin|date=Fall 2019|title=Open Educational Practices Advocacy: The Instructional Designer Experience|url=https://www.cjlt.ca/index.php/cjlt/article/view/27881|journal=Canadian Journal of Learning and Technology|volume=45|issue=3|pages=|doi=10.21432/cjlt27881|via=}}</ref></blockquote>These views of open educational practices consider opening up many parts of education, including content, tools, learning objectives, activities, assignments, and peer review.

Open educational practices could include:
* Engaging students in designing learning objectives and activities/assessments to fulfill them
* Inviting and incorporating feedback on the course and its open resources, whether instructor-produced or student-produced, from people inside and outside the course
* One could open an entire course to participants from outside the institution (such as in a MOOC), ensuring that the course elements are openly licensed
== How to Engage in Open Teaching? ==

=== Share your process ===
One way to do so is to have a blog on teaching and learning. UBC provides faculty, staff and students with a free blog site on UBC Blogs. The FAQ on the UBC Blogs page has extensive information to help you get started, and information about drop-in support if you need it.

=== Teaching with open assignments ===
In the post ''[https://opencontent.org/blog/archives/2975 What is Open Pedagogy?]'', David Wiley defines open pedagogy by way of example. He writes about how he blended principles for effective teaching and learning with open practice to create an assignment that has endured the test of time and resulted in some excellent student contributions to open educational resources (OERs).

The components of open teaching practice highlighted by Wiley's example include:
* '''Building trust with students''' - by way of being explicit about the goals and purpose of the open assignment and clear guidelines for what is to be developed.
* '''Authentic assignments''' - offer students the opportunity to create something to be immediately used by a real audience (in this case, students were creating a learning resource for peers in their classroom). Since students will be using their resource to teach others, they get immediate and practical feedback. This is in contrast to what Wiley calls "disposable assignments" which are created for the instructor, seen by no-one else, and often discarded at the end of term.
* '''Offer a clear description of the assignment and examples where possible''' - many students will be unfamiliar with the process of finding open resources to used in a project and remixing them to create something new - offering a detailed example is helpful.
* '''Provide scaffolds for learning''' - Divide the assignment into steps and offer opportunities for feedback after each step so that students are supported in building and improving their work.
* '''Invite students to license their work''' - with a Creative Commons license resources can be freely remixed and improved upon by others. Talk about the reason for licensing and offer options for students who choose not to publicly share what they create.
* '''Offer opportunities for students' work to be incorporated into the course''' - either as an example to work from or as a remix to build on and improve.

=== Renewable, not disposable assignments ===
Many assignments given in post secondary institutions are what David Wiley calls "disposable". Renewable assignments, on the other hand, add value to the world beyond earning a mark from an instructor--they provide resources that are useful and usable by others, whether other students in the course or the wider public. Examples could include students creating notes or demonstrations for other students in the same course (and possibly also posted publicly for others), students editing articles on Wikipedia or an institutional wiki site like the UBC Wiki, and students producing research that can be used by a community group. Even those assignments that might otherwise be "disposable" can be made renewable by sharing them with other students in a course and, if the student agrees, publicly.

In order for such work to be truly "renewable," though, it should be openly licensed to allow others to not only view it but also revise and reuse for their own purposes.

== Consideration and Challenges ==

=== Privacy ===
A concern that comes up for both students and instructors is privacy. Aspects of both learning and teaching be a private endeavour and teaching in the open requires making decisions about what elements, or course assignments can be completed in the open and what elements may require sharing only between student and teacher or students and their peers.

===Student Sharing & Open Assignments===

When asking students to create open content and share publicly, there are a few considerations to keep in mind. Students own the copyright in their own work, and should be given the choice whether or not to share or publish it publicly and with an open license.

When sharing content outside of traditional classrooms, different people have different levels of comfort and risk. Students should never be required or compelled to give up any of their privacy in order to complete an assignment. It is always good to provide students with options on how they may complete or share their work.

If you are publishing students' work on a course site or planning to re-use it in future terms, ask for students' permission regarding how long they would like their work to be share. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.

It is useful to provide them with various choices, such as:
*publishing with a pseudonym
*publishing in a way that only other people in that class can see their work
*submitting only to the instructor or T.A.
*publishing publicly with or without an open license

When working with students as creators of content, it can be helpful to think of them as collaborators. You might not want your work or privacy shared without your consent and students are often the same.

=== Time ===
As with any change to an instructors practice, developing open assignments can take considerable time on the part of the instructor and in some cases students. To deal with this challenge, instructors can work with instructors who have taught using a similar approach or tool, work with faculty or central support units or with organizations such as Wikimedia that can support these projects

=== Tools and Technologies ===
Finding tools that can be used for open teaching can be challenging. There are privacy and FIPPA issues that require navigation. For a better understanding of these issues, see CTLT's [[Sandbox:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]].

At UBC we do have open services and frameworks, the UBC Wiki and the WordPress that can support open teaching and learning.

== Additional Resources ==
* Christina Hendricks, [http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/ "Renewable Assignments: Student Work Adding Value to the World"]
* David Wiley, [https://opencontent.org/blog/archives/2975 "What is Open Pedagogy?"]
* David Wiley, "[https://opencontent.org/blog/archives/3941 An Obstacle to the Ubiquitous Adoption of OER in US Higher Education]"
* Tom Woodward, [https://campustechnology.com/articles/2014/11/12/open-pedagogy-connection-community-and-transparency.aspx Open Pedagogy: Connection, Community, and Transparency]
[[Category:Open UBC]]
[[Category:Open Education]]

File:BCOEC Wikipedia Edit-a-thon Slides.pdf

2026-04-15T19:59:48Z

WillEngle: Uploaded own work with UploadWizard

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[[Category:Presentations]]
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Sandbox:Open Resource Working Group/March Meeting 2026

2026-03-30T21:26:13Z

WillEngle: Created page with "===Introductions and Updates=== *What Brings You Here today and what would you like to chat about? :*Are you working on a project; do you incorporate open practices in your work or teaching? *Overview of the Open UBC Working Group *Current and Upcoming University Activities :*[https://oerfund.open.ubc.ca/oer-affordability-grants/ OER Fund Affordability Grants] (in process) :*[https://oerfund.open.ubc.ca/oer-rapid-innovation-grants/ OER Rapid Innovation Grants] (ongoin..."

===Introductions and Updates===
*What Brings You Here today and what would you like to chat about?
:*Are you working on a project; do you incorporate open practices in your work or teaching?

*Overview of the Open UBC Working Group

*Current and Upcoming University Activities
:*[https://oerfund.open.ubc.ca/oer-affordability-grants/ OER Fund Affordability Grants] (in process)
:*[https://oerfund.open.ubc.ca/oer-rapid-innovation-grants/ OER Rapid Innovation Grants] (ongoing)
:*[https://open.ubc.ca/oer-award/OER Excellence and Impact Awards] (in process)

===2026 Fall Project Brainstorming===
*Course Markings
:*SIS (Workday) information indicate that a class uses free or low-cost OER instead of traditional textbooks.
:*[https://open.ubc.ca/ubc-senate-endorses-principles-for-digital-learning-materials-used-for-assessment/ 2019 Principles for Digital Learning Materials Used for Assessment] "Students should have agency, options, and the ability to make informed decisions about compulsory non-tuition-related fees for learning materials. Students should know the full cost of all courses at the time of or, ideally, before registration."
:*Resources:
::*https://universitybusiness.com/how-course-marking-can-bring-oer-to-the-mainstream/
::*Possible resource on this topic here: https://uta.pressbooks.pub/markingopenandaffordablecourses/
::*BCcampus OER Course Markings Project (just kicking off) - bit more info in this call: https://bccampus.ca/call-for-proposals-oer-course-markings/
:*Questions:
::*This would impact both technology and process - Were at UBC could this discussion take place? (e.g. faculty support units, AMS, central units such as Library, CTLT, LTIC, etc).

*Research
:*More research on OEP at UBC? Could a research project be spun up out of this group? What would be an interesting topic to propose?
:*Possible idea: Invite ISoTL rep to future meeting to help us brainstorm?
:*Reach out to faculty who may be interested in leading such research?

*Metrics
:*Do an environmental scan and create a framework for reporting impacts of use of OER (similar to impact factor type metrics).
::*Maybe a white paper?
:*Create OER Impact Toolkit for Open UBC Site

*Projects
:*OER Collection Updating: https://oer.open.ubc.ca/

*Uptake
:*Recognizing "open" in T&P for research stream faculty

Open UBC Working Group

2026-03-30T21:25:06Z

WillEngle: /* 2026 Meeting Schedule */

{{Start tab|
| tab-1 = Home & Meetings
| link-1 = Open UBC Working Group
| tab-2 = Join
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| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#FFFFFF;" |<div style="font-size:170%; line-height:100%; border:none; margin:0; padding:0em; color:#FFFFFF; font-weight:bold; line-height:1.3;"><br><br>Open UBC Working Group</div>
<div style="padding-left:+0.5em; margin-top:+0.5em; font-size:140%; line-height:100%; border-left:2px solid #FFFFFF; line-height:1.3;"><i>a community of UBC faculty, students, and staff <br /> who share, communicate, and partner on resources and strategies to support open scholarship at UBC.</i>
</div><br><br>
[[File:OpenUBC WG.png|600px|center]]<br><br>
|}
|}

{{Template:Infobox_Open_Working_Group}}
==About==
The Open UBC Working Group is a great way to share with and learn from others on the UBC campus and beyond.
The Open UBC Working Group, which is comprised of faculty, students, and staff, has been meeting regularly to advise, communicate, and partner on the [[Documentation:Open UBC|development of resources and strategies]] for supporting open scholarship at UBC.

Open Scholarship is a broad and somewhat loose term that has emerged in response to a need to identify and speak to a growing number of open practices within academia. Open Access, Open Science, Open Data, and Open Education make up a sprawling landscape of interconnected approaches to and focuses on “openness”.

Collectively, the Open UBC Working Group is a place to discuss, share, and develop advocacy strategies for open scholarship at UBC. In addition to serving as a place of community for those interested in various areas of open, the working group reviews and approves applications to the OER Rapid Innovation Grant Program and works closely with representatives from the Library, CTLT and AMS to operationalize institutional approaches to open scholarship.

==Themes==
===Connecting===
*Connecting interested groups and people involved in different aspect of open scholarship - instructors, Library, ctlt, students, AMS, faculty support professionals
*Examples: Updates, Newsletter, etc

===Building===
*Doing and reflecting
*Examples: Open UBC, events (OA Week, OE Week, etc), POSE

===Advocating===
*Raising issues and bringing attention, identifying challenges and opportunities, developing strategies to support open
*Examples: recognizing OER in SAC Guidelines for Tenure and Promotion, advocating for OER funding

===Contributing===
*To the wider open ed community
*Examples: Open Ubc public facing website/resources; conference presentations, open workshops, consulting, etc.

== Meeting Plan ==
Each meeting will have two standing items, a Roundtable and OER Rapid Innovation Grant Application Review.

* '''Updates''' - This part of the meeting will provide updates about open education activities and initiatives happening at UBC and beyond.
* '''Roundtable or Presentations''' - This part of the meeting will encourage participants to share their work and engagement in open scholarship with the group. Emerging topics and themes will be explored.
* '''Collaborative Project Work''' - This is a working group and meeting time may be set aside to work on specific projects.

The remainder of the meeting agendas will be planned based on the thematic coverage for the month.

==Meeting Schedule, Agendas, & Note==

===2026 Meeting Schedule===
*Monday, March 30 - 3:00pm to 4:00pm -[[Sandbox:Open Resource Working Group/March Meeting 2026|Meeting Agenda & Notes]]
*Monday, January 26 - 3:00pm to 4:00pm - [[Sandbox:Open Resource Working Group/January Meeting 2026|Meeting Agenda & Notes]]

===2025 Meeting Schedule===
*Monday, November 24 - 3:00pm to 4:00pm - [[Sandbox:Open Resource Working Group/Nov Meeting 2025|Meeting Agenda & Notes]]
*<s>Monday, October 27 - 3:00pm to 4:00pm</s> - Cancelled
*Monday, September 29 - 3:00pm to 4:00pm - [[Sandbox:Open Resource Working Group/Sept Meeting 2025|Meeting Agenda & Notes]]
*Monday, June 30 - 3:00pm to 4:00pm - [[Sandbox:Open Resource Working Group/June Meeting 2025|Meeting Agenda & Notes]]
*Monday, May 26 - 3:00pm to 4:00pm - [[Sandbox:Open Resource Working Group/May Meeting 2025|Meeting Agenda & Notes]]
*Monday, April 28 - 3:00pm to 4:00pm - [[Sandbox:Open Resource Working Group/April Meeting 2025|Meeting Agenda & Notes]]
*Monday, March 31 - 3:00pm to 4:00pm - [[Sandbox:Open Resource Working Group/March Meeting 2025|Meeting Agenda & Notes]]
*Monday, February 19 - 3:00pm to 4:00pm -[[Sandbox:Open Resource Working Group/February Meeting 2025|Meeting Agenda & Notes]]
*Monday, January 27 - 3:00pm to 4:00pm - [[Sandbox:Open Resource Working Group/January Meeting 2025|Meeting Agenda & Notes]]

===2024===
*Monday, November 25 - 3:00pm to 4:00pm - [[Sandbox:Open Resource Working Group/November Meeting 2024|Meeting Agenda & Notes]]

=== Past Meeting Agendas and Notes: ===

* [[Open UBC Working Group/Meeting|Archive]]

[[Category: Open UBC]][[Category:CTLT]][[Category:Open Education]]

File:2026 Open Pedagogy Slides.pdf

2026-03-06T17:43:43Z

WillEngle: Uploaded own work with UploadWizard

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[[Category:Presentation Slides]]
[[Category:OER]]
[[Category:Open Education]]
[[Category:Open Pedagogy]]
[[Category:CTLT]]

File:2026 Making OER Accessible.pdf

2026-03-05T17:59:25Z

WillEngle:

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File:2026 Making OER Accessible.pdf

2026-03-05T17:58:05Z

WillEngle: WillEngle uploaded a new version of File:2026 Making OER Accessible.pdf

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[[Category:Presentation Slides]]
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[[Category:Accessibility]]

File:2026 Making OER Accessible.pdf

2026-03-05T17:50:42Z

WillEngle: Uploaded own work with UploadWizard

Will Engle

2026-02-12T00:27:18Z

WillEngle: Redirected page to User:Will Engle

#REDIRECT [[User:Will Engle]]

Willengle

2026-02-12T00:26:44Z

WillEngle: Redirected page to User:Will Engle

#REDIRECT [[User:Will Engle]]

User:Will Engle/Math

2026-02-10T21:32:23Z

WillEngle:

<math>\pmod{\surd\sqrt[\sup\bigoplus]{2}}</math><math>\operatorname{th}\max(\nabla\psi,y)</math>

User:Will Engle/Math

2026-02-10T21:30:07Z

WillEngle: Created page with "<math>\pmod{\surd\sqrt[\sup\bigoplus]{2}}</math>"

<math>\pmod{\surd\sqrt[\sup\bigoplus]{2}}</math>

Course:GEOG350/Help and Resources

2026-02-04T22:08:28Z

WillEngle: /* Wiki Project Overview */

Course:GEOG350/Help and Resources

2026-02-04T22:01:08Z

WillEngle: /* Drop-in Wiki Support Office Hours */

Course:GEOG350/2026/sdfasdfasdfds

2026-02-04T18:39:55Z

WillEngle:

Total length: Approximately 3,200-3,500 words plus visualizations, references, and process reflection

<ref>{{Cite book|title=Will|last=Will|publisher=UBC}}</ref>

==Introduction & Context (~300 words)==
*Introduce your topic and its significance to Vancouver
*Situate it within broader urban geography themes from the course
*Preview the wicked problem characteristics that make this challenge complex
==Stakeholder Landscape (~400 words) [Empathize]==
*Map the key stakeholders affected by this issue
*Describe how different groups experience the challenge
*Identify whose voices are typically centered and whose are marginalized
*Include a stakeholder map visualization
==Problem Framing (~500 words) [Define]==
*Present your primary problem statement
*Acknowledge alternative framings and competing definitions
*Explain which wicked problem characteristics are most relevant
*Articulate 2-3 "How Might We" questions that guide your analysis
==Vancouver Case Study (~800 words) [Prototype]==
*Focus on a specific neighbourhood, project, or development
*Incorporate local data and spatial analysis
*Analyze political, economic, and social forces at work
*Include maps, charts, or visualizations of local data
==Comparative Perspective (~400 words)==
*Connect Vancouver's experience to other Canadian or global cities
*What can Vancouver learn from elsewhere?
*What makes Vancouver's situation distinctive?
==Ideas for Urban Action (~500 words) [Ideate]==
*Present 2-3 evidence-based approaches or interventions
*Acknowledge trade-offs and potential unintended consequences
*Discuss which stakeholders might support or oppose each approach
*Avoid presenting a single "solution"—emphasize that wicked problems require ongoing engagement
==Conclusion & Reflection (~300 words)==
*Summarize key insights
*Reflect on what you learned through the Design Thinking process
*Identify questions that remain open for future inquiry
==References & Data Sources==
*Properly cited academic sources and local data sources

<references/>

{{Sharebox|names=Will|share=yes}}

Course:GEOG350/2026/sdfasdfasdfds

2026-02-04T18:39:32Z

WillEngle: Created page with "Total length: Approximately 3,200-3,500 words plus visualizations, references, and process reflection <ref>{{Cite book|title=Will|last=Will|publisher=UBC}}</ref> ==Introduction & Context (~300 words)== *Introduce your topic and its significance to Vancouver *Situate it within broader urban geography themes from the course *Preview the wicked problem characteristics that make this challenge complex ==Stakeholder Landscape (~400 words) [Empathize]== *Map the key stakeho..."

Course:GEOG350/Infobox

2026-02-04T17:20:35Z

WillEngle: Undo revision 885609 by WillEngle (talk)

{|class="infobox" width="250px"
! colspan="2" style="background:#ffa500; width:200px; color: black; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | '''GEOG350 Urban Worlds'''<br/>Tackling Wicked Problems Through Design Thinking
|-
!scope="row" colspan="2"| [[File:2017-06-19 Vancouver (36246190350).jpg|250px|link=Course:GEOG350]]
|-
! colspan="2" style="background:#ffc966; font-weight:normal; width:250px; color: black; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor:''
| style="font-size:9pt; padding-left: 5px;" | Dr. Siobhán Wittig McPhee
|-
! colspan="2" style="background:#ffc966; width:200px; font-weight:normal; font-size:10pt; color: black;" | '''Book Index'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
*[[Course:GEOG350/TOC|Previous Course Sections]]
*[[Course:GEOG350/Chapters|Create Your Book Chapters]]
|-
! colspan="2" style="background:#ffc966; width:200px; font-weight:normal; font-size:10pt; color: black;" | '''Help and Resources'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
*[[Course:GEOG350/Help and Resources|Help and Resources]]
*[[Course:GEOG350/Archive|GEOG350 Wiki Archive]]
|}

<noinclude>
[[category:Infobox Templates]]
</noinclude>

Course:GEOG350/Infobox

2026-02-04T17:20:13Z

WillEngle:

{|class="infobox" width="250px"
! colspan="2" style="background:#ffa500; width:200px; color: black; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | '''GEOG350 Vancouver Urban Geography'''<br/>Tackling Wicked Problems Through Design Thinking
|-
!scope="row" colspan="2"| [[File:2017-06-19 Vancouver (36246190350).jpg|250px|link=Course:GEOG350]]
|-
! colspan="2" style="background:#ffc966; font-weight:normal; width:250px; color: black; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor:''
| style="font-size:9pt; padding-left: 5px;" | Dr. Siobhán Wittig McPhee
|-
! colspan="2" style="background:#ffc966; width:200px; font-weight:normal; font-size:10pt; color: black;" | '''Book Index'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
*[[Course:GEOG350/TOC|Previous Course Sections]]
*[[Course:GEOG350/Chapters|Create Your Book Chapters]]
|-
! colspan="2" style="background:#ffc966; width:200px; font-weight:normal; font-size:10pt; color: black;" | '''Help and Resources'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
*[[Course:GEOG350/Help and Resources|Help and Resources]]
*[[Course:GEOG350/Archive|GEOG350 Wiki Archive]]
|}

<noinclude>
[[category:Infobox Templates]]
</noinclude>

Course:GEOG350/Infobox

2026-02-04T17:19:28Z

WillEngle:

Course:GEOG350/Help and Resources

2026-02-03T00:47:38Z

WillEngle: /* Drop-in Wiki Support Office Hours */

Course:GEOG350/Chapters

2026-02-03T00:42:55Z

WillEngle:

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}
{{Course:GEOG350/Infobox}}
==Creating Your Chapter==
Here are some steps and resources to help you create your page and have it appear on the index for this portal on the bottom, so that it can be easily accessed by your peers and your instructor.
===1. Login to the UBC Wiki===
Click the CWL button on the top left of the page and login from there.
===2. Create your User Page/Profile===
Your [[Help:User_page|user page]] is basically a profile page. Its purpose is to provide a space for you to let other UBC Wiki users know who you are and what your affiliation is with UBC. It can also be a space for testing and experimentation.
===3. Create Your Chapter Page===
We have made it easy for you to create your Chapter page right from here. Just '''add the title of your chapter to the box below and click on the create page''' button (note that you will need to be logged in to the UBC Wiki in order for this to work). On the edit screen that loads, add your name to the edit screen and hit '''SAVE''' at the bottom of the page. You can delete this later when you are ready to start writing your chapter.<inputbox>
placeholder=Chapter title here
type=create
prefix=Course:GEOG350/2026/
useve=yes
preload=Course:GEOG350/Template

</inputbox>

===4. Add Title and Headings===
Some suggested headings to get you started are on the [[Course:GEOG350/Template|'''template page''']] that we have created. To make it easy, you can simply '''copy and paste''' all headings and code from the [[Course:GEOG350/Template|'''template page''']] to your page.

=== 5. Add your chapter to the Index page ===
After you have completed your chapter, add your chapter to the project list below. For list of sections, take a look at the [[Course:GEOG350/Sections|Book Outlines and Theme tab]].

== 2026 Project List ==
{| class="wikitable"
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!Link to Wiki Page
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==Sharing Your Work==
All wiki project pages are openly accessible on the Internet. If you would like to give permission for other people to use them (for example, by including them on the [http://cases.open.ubc.ca/ UBC Open Case Studies Site]), the project template includes a green box that allows you to add your name(s) as author(s) of the resource and indicate if you'd like to share your work via a [http://open.ubc.ca/find/open-licensing-for-students/ Creative Commons license] . If you would like add a name for who or what project created the resource, add that info after the names parameters. If left blank, it will default to Course:GEOG350.

The following is all optional but if you’d like your name added to the page as author as well allowing other people to re-use it as a conservation resource, you can:
#Click on the edit tab to edit your page
#Then scroll to the bottom and click on the green box at the bottom of the page
#This will generate a little pop-up with an edit button. Push the edit button.
#In the names field, add your name if you would like to be credited as the author
#In the share field, add “yes” (must be lowercase) if you would like to allow other folks to be able to reuse your page, such as by including it on the UBC open case studies site at http://cases.open.ubc.ca/. Clicking yes adds a creative commons license to the page.

Course:GEOG350/2025/sdfsadf

2026-02-03T00:42:26Z

WillEngle: Created page with "Total length: Approximately 3,200-3,500 words plus visualizations, references, and process reflection ==Introduction & Context (~300 words)== *Introduce your topic and its significance to Vancouver *Situate it within broader urban geography themes from the course *Preview the wicked problem characteristics that make this challenge complex ==Stakeholder Landscape (~400 words) [Empathize]== *Map the key stakeholders affected by this issue *Describe how different groups ex..."

Total length: Approximately 3,200-3,500 words plus visualizations, references, and process reflection

==Introduction & Context (~300 words)==
*Introduce your topic and its significance to Vancouver
*Situate it within broader urban geography themes from the course
*Preview the wicked problem characteristics that make this challenge complex
==Stakeholder Landscape (~400 words) [Empathize]==
*Map the key stakeholders affected by this issue
*Describe how different groups experience the challenge
*Identify whose voices are typically centered and whose are marginalized
*Include a stakeholder map visualization
==Problem Framing (~500 words) [Define]==
*Present your primary problem statement
*Acknowledge alternative framings and competing definitions
*Explain which wicked problem characteristics are most relevant
*Articulate 2-3 "How Might We" questions that guide your analysis
==Vancouver Case Study (~800 words) [Prototype]==
*Focus on a specific neighbourhood, project, or development
*Incorporate local data and spatial analysis
*Analyze political, economic, and social forces at work
*Include maps, charts, or visualizations of local data
==Comparative Perspective (~400 words)==
*Connect Vancouver's experience to other Canadian or global cities
*What can Vancouver learn from elsewhere?
*What makes Vancouver's situation distinctive?
==Ideas for Urban Action (~500 words) [Ideate]==
*Present 2-3 evidence-based approaches or interventions
*Acknowledge trade-offs and potential unintended consequences
*Discuss which stakeholders might support or oppose each approach
*Avoid presenting a single "solution"—emphasize that wicked problems require ongoing engagement
==Conclusion & Reflection (~300 words)==
*Summarize key insights
*Reflect on what you learned through the Design Thinking process
*Identify questions that remain open for future inquiry
==References & Data Sources==
*Properly cited academic sources and local data sources

<references/>{{Sharebox|names=|share=no}}

Course:GEOG350/Chapters

2026-02-03T00:42:12Z

WillEngle: /* 2026 Project List */

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}
{{Course:GEOG350/Infobox}}
==Creating Your Chapter==
Here are some steps and resources to help you create your page and have it appear on the index for this portal on the bottom, so that it can be easily accessed by your peers and your instructor.
===1. Login to the UBC Wiki===
Click the CWL button on the top left of the page and login from there.
===2. Create your User Page/Profile===
Your [[Help:User_page|user page]] is basically a profile page. Its purpose is to provide a space for you to let other UBC Wiki users know who you are and what your affiliation is with UBC. It can also be a space for testing and experimentation.
===3. Create Your Chapter Page===
We have made it easy for you to create your Chapter page right from here. Just '''add the title of your chapter to the box below and click on the create page''' button (note that you will need to be logged in to the UBC Wiki in order for this to work). On the edit screen that loads, add your name to the edit screen and hit '''SAVE''' at the bottom of the page. You can delete this later when you are ready to start writing your chapter.<inputbox>
placeholder=Chapter title here
type=create
prefix=Course:GEOG350/2025/
useve=yes
preload=Course:GEOG350/Template

</inputbox>

===4. Add Title and Headings===
Some suggested headings to get you started are on the [[Course:GEOG350/Template|'''template page''']] that we have created. To make it easy, you can simply '''copy and paste''' all headings and code from the [[Course:GEOG350/Template|'''template page''']] to your page.

=== 5. Add your chapter to the Index page ===
After you have completed your chapter, add your chapter to the project list below. For list of sections, take a look at the [[Course:GEOG350/Sections|Book Outlines and Theme tab]].

== 2026 Project List ==
{| class="wikitable"
|+
!Group Number
!Link to Wiki Page
|-
|0
|Example
|-
|
|
|-
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|-
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|}

==Sharing Your Work==
All wiki project pages are openly accessible on the Internet. If you would like to give permission for other people to use them (for example, by including them on the [http://cases.open.ubc.ca/ UBC Open Case Studies Site]), the project template includes a green box that allows you to add your name(s) as author(s) of the resource and indicate if you'd like to share your work via a [http://open.ubc.ca/find/open-licensing-for-students/ Creative Commons license] . If you would like add a name for who or what project created the resource, add that info after the names parameters. If left blank, it will default to Course:GEOG350.

The following is all optional but if you’d like your name added to the page as author as well allowing other people to re-use it as a conservation resource, you can:
#Click on the edit tab to edit your page
#Then scroll to the bottom and click on the green box at the bottom of the page
#This will generate a little pop-up with an edit button. Push the edit button.
#In the names field, add your name if you would like to be credited as the author
#In the share field, add “yes” (must be lowercase) if you would like to allow other folks to be able to reuse your page, such as by including it on the UBC open case studies site at http://cases.open.ubc.ca/. Clicking yes adds a creative commons license to the page.

Course:GEOG350/Chapters

2026-02-03T00:41:52Z

WillEngle: /* 2026 Project List */

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}
{{Course:GEOG350/Infobox}}
==Creating Your Chapter==
Here are some steps and resources to help you create your page and have it appear on the index for this portal on the bottom, so that it can be easily accessed by your peers and your instructor.
===1. Login to the UBC Wiki===
Click the CWL button on the top left of the page and login from there.
===2. Create your User Page/Profile===
Your [[Help:User_page|user page]] is basically a profile page. Its purpose is to provide a space for you to let other UBC Wiki users know who you are and what your affiliation is with UBC. It can also be a space for testing and experimentation.
===3. Create Your Chapter Page===
We have made it easy for you to create your Chapter page right from here. Just '''add the title of your chapter to the box below and click on the create page''' button (note that you will need to be logged in to the UBC Wiki in order for this to work). On the edit screen that loads, add your name to the edit screen and hit '''SAVE''' at the bottom of the page. You can delete this later when you are ready to start writing your chapter.<inputbox>
placeholder=Chapter title here
type=create
prefix=Course:GEOG350/2025/
useve=yes
preload=Course:GEOG350/Template

</inputbox>

===4. Add Title and Headings===
Some suggested headings to get you started are on the [[Course:GEOG350/Template|'''template page''']] that we have created. To make it easy, you can simply '''copy and paste''' all headings and code from the [[Course:GEOG350/Template|'''template page''']] to your page.

=== 5. Add your chapter to the Index page ===
After you have completed your chapter, add your chapter to the project list below. For list of sections, take a look at the [[Course:GEOG350/Sections|Book Outlines and Theme tab]].

== 2026 Project List ==
{| class="wikitable"
|+
!Group Number
!Link to Wiki Page
|-
|
|
|-
|
|
|-
|
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|-
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|-
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|-
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|-
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|-
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|-
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|}

==Sharing Your Work==
All wiki project pages are openly accessible on the Internet. If you would like to give permission for other people to use them (for example, by including them on the [http://cases.open.ubc.ca/ UBC Open Case Studies Site]), the project template includes a green box that allows you to add your name(s) as author(s) of the resource and indicate if you'd like to share your work via a [http://open.ubc.ca/find/open-licensing-for-students/ Creative Commons license] . If you would like add a name for who or what project created the resource, add that info after the names parameters. If left blank, it will default to Course:GEOG350.

The following is all optional but if you’d like your name added to the page as author as well allowing other people to re-use it as a conservation resource, you can:
#Click on the edit tab to edit your page
#Then scroll to the bottom and click on the green box at the bottom of the page
#This will generate a little pop-up with an edit button. Push the edit button.
#In the names field, add your name if you would like to be credited as the author
#In the share field, add “yes” (must be lowercase) if you would like to allow other folks to be able to reuse your page, such as by including it on the UBC open case studies site at http://cases.open.ubc.ca/. Clicking yes adds a creative commons license to the page.

Course:GEOG350/2024/Vancouver Chapter (sample)

2026-02-03T00:40:53Z

WillEngle:

==Test Space==
Whiting, W. C., & Zernicke, R. F. (2008). ''Biomechanics of musculoskeletal injury''. 2nd ed. Champaign, IL: Human Kinetics.

<references />{{Sharebox}}

Course:GEOG350/2024/Vancouver Chapter (sample)

2026-02-03T00:40:40Z

WillEngle: Replaced content with " Whiting, W. C., & Zernicke, R. F. (2008). ''Biomechanics of musculoskeletal injury''. 2nd ed. Champaign, IL: Human Kinetics. <references />{{Sharebox}}"

Whiting, W. C., & Zernicke, R. F. (2008). ''Biomechanics of musculoskeletal injury''. 2nd ed. Champaign, IL: Human Kinetics.

<references />{{Sharebox}}

Course:GEOG350

2026-02-03T00:24:00Z

WillEngle:

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| link-4 = Course:GEOG350/Sections
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}

{{Course:GEOG350/Infobox}}

'''Welcome to the project space for the GEOG 350 Vancouver Urban Geography Wiki Project: <br />Tackling Wicked Problems Through Design Thinking
'''

Cities are complex systems where social, economic, environmental, and political forces interact in ways that defy simple solutions. Vancouver—often celebrated as one of the world's most livable cities—simultaneously faces profound challenges: housing affordability crises, reconciliation with Indigenous peoples, climate adaptation, neighbourhood change, and social inequality. These are not problems to be "solved" in any conventional sense; they are ''wicked problems'' that require new ways of thinking.

This assignment asks you to engage with Vancouver's urban complexity using '''Design Thinking'''—a human-centred approach to problem-solving developed in design fields and now widely applied to social and urban challenges. By combining rigorous geographical analysis with Design Thinking methodology, you will produce wiki chapters that are both academically sophisticated and practically relevant.

Your wiki chapter should explicitly acknowledge the wicked nature of your chosen urban challenge. This means: identifying multiple stakeholder perspectives, recognizing competing framings of the problem, acknowledging uncertainty and limitations in proposed solutions, and avoiding the trap of presenting one "correct" answer.

==Sample Topics (Connected to Course Themes)==
These examples illustrate how course themes can be developed as wicked problem investigations. You are not limited to these topics:
*Housing & Displacement: How might we address housing affordability in Vancouver while avoiding displacement of long-standing communities?
*Reconciliation & Urban Space: How might we reimagine Vancouver's public spaces to reflect Indigenous presence and sovereignty?
*Climate Adaptation: How might Vancouver's waterfront neighbourhoods prepare for sea level rise while maintaining community character?
*Digital Divides: How might smart city technologies serve all Vancouverites rather than exacerbating existing inequalities?
*Public Space Contestation: How might we balance competing uses of Vancouver's public spaces (recreation, protest, commerce, shelter)?
*Ecological Urbanism: How might Vancouver enhance urban biodiversity while meeting housing and transportation needs?

== Assessment Criteria ==
Your wiki chapter will be evaluated on the following criteria (detailed rubric on Canvas):
{| class="wikitable"
|'''Criterion'''
|'''Description'''
|'''Weight'''
|-
|Wicked Problem Engagement
|Demonstrates understanding of wicked problem characteristics; acknowledges complexity, competing perspectives, and uncertainty
|15%
|-
|Design Thinking Process
|Evidence of empathy work, clear problem framing, creative ideation, and iterative refinement
|15%
|-
|Critical Analysis
|Goes beyond description to analyze political, economic, and social forces; applies course concepts
|20%
|-
|Local Data & Evidence
|Effective use of Vancouver-specific data; quality of visualizations and spatial analysis
|15%
|-
|Ideas for Urban Action
|Evidence-based proposals that acknowledge trade-offs and complexity; avoids oversimplification
|15%
|-
|Writing & Presentation
|Clear structure; precise terminology; compelling argumentation; proper citations
|15%
|-
|Collaboration & Process
|Effective group collaboration; engagement with peer feedback; reflection on process
|5%
|}
==Final Note: Embracing Uncertainty==
Working with wicked problems can be uncomfortable. You may feel frustrated that there's no "right answer" or that your analysis raises more questions than it resolves. This is not a weakness of your work—it's a sign that you're engaging authentically with urban complexity.
The best wiki chapters will be those that help readers understand why Vancouver's urban challenges are so difficult, not those that pretend to have solved them. Your contribution to this open textbook will help future students, researchers, and citizens think more clearly about the city we share.
Good luck, and enjoy the process of discovery!

[[Category:GEOG]]

Course:GEOG350

2026-02-03T00:23:45Z

WillEngle:

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| link-4 = Course:GEOG350/Sections
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}

{{Course:GEOG350/Infobox}}

<big>'''Welcome to the project space for the GEOG 350 <br /> Vancouver Urban Geography Wiki Project: <br />Tackling Wicked Problems Through Design Thinking
'''</big>

Cities are complex systems where social, economic, environmental, and political forces interact in ways that defy simple solutions. Vancouver—often celebrated as one of the world's most livable cities—simultaneously faces profound challenges: housing affordability crises, reconciliation with Indigenous peoples, climate adaptation, neighbourhood change, and social inequality. These are not problems to be "solved" in any conventional sense; they are ''wicked problems'' that require new ways of thinking.

This assignment asks you to engage with Vancouver's urban complexity using '''Design Thinking'''—a human-centred approach to problem-solving developed in design fields and now widely applied to social and urban challenges. By combining rigorous geographical analysis with Design Thinking methodology, you will produce wiki chapters that are both academically sophisticated and practically relevant.

Your wiki chapter should explicitly acknowledge the wicked nature of your chosen urban challenge. This means: identifying multiple stakeholder perspectives, recognizing competing framings of the problem, acknowledging uncertainty and limitations in proposed solutions, and avoiding the trap of presenting one "correct" answer.

==Sample Topics (Connected to Course Themes)==
These examples illustrate how course themes can be developed as wicked problem investigations. You are not limited to these topics:
*Housing & Displacement: How might we address housing affordability in Vancouver while avoiding displacement of long-standing communities?
*Reconciliation & Urban Space: How might we reimagine Vancouver's public spaces to reflect Indigenous presence and sovereignty?
*Climate Adaptation: How might Vancouver's waterfront neighbourhoods prepare for sea level rise while maintaining community character?
*Digital Divides: How might smart city technologies serve all Vancouverites rather than exacerbating existing inequalities?
*Public Space Contestation: How might we balance competing uses of Vancouver's public spaces (recreation, protest, commerce, shelter)?
*Ecological Urbanism: How might Vancouver enhance urban biodiversity while meeting housing and transportation needs?

== Assessment Criteria ==
Your wiki chapter will be evaluated on the following criteria (detailed rubric on Canvas):
{| class="wikitable"
|'''Criterion'''
|'''Description'''
|'''Weight'''
|-
|Wicked Problem Engagement
|Demonstrates understanding of wicked problem characteristics; acknowledges complexity, competing perspectives, and uncertainty
|15%
|-
|Design Thinking Process
|Evidence of empathy work, clear problem framing, creative ideation, and iterative refinement
|15%
|-
|Critical Analysis
|Goes beyond description to analyze political, economic, and social forces; applies course concepts
|20%
|-
|Local Data & Evidence
|Effective use of Vancouver-specific data; quality of visualizations and spatial analysis
|15%
|-
|Ideas for Urban Action
|Evidence-based proposals that acknowledge trade-offs and complexity; avoids oversimplification
|15%
|-
|Writing & Presentation
|Clear structure; precise terminology; compelling argumentation; proper citations
|15%
|-
|Collaboration & Process
|Effective group collaboration; engagement with peer feedback; reflection on process
|5%
|}
==Final Note: Embracing Uncertainty==
Working with wicked problems can be uncomfortable. You may feel frustrated that there's no "right answer" or that your analysis raises more questions than it resolves. This is not a weakness of your work—it's a sign that you're engaging authentically with urban complexity.
The best wiki chapters will be those that help readers understand why Vancouver's urban challenges are so difficult, not those that pretend to have solved them. Your contribution to this open textbook will help future students, researchers, and citizens think more clearly about the city we share.
Good luck, and enjoy the process of discovery!

[[Category:GEOG]]

Course:GEOG350

2026-02-03T00:23:32Z

WillEngle:

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| link-4 = Course:GEOG350/Sections
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}

{{Course:GEOG350/Infobox}}

<big>'''Welcome to the project space for the GEOG 350 Vancouver Urban Geography Wiki Project: <br />Tackling Wicked Problems Through Design Thinking
'''</big>

Cities are complex systems where social, economic, environmental, and political forces interact in ways that defy simple solutions. Vancouver—often celebrated as one of the world's most livable cities—simultaneously faces profound challenges: housing affordability crises, reconciliation with Indigenous peoples, climate adaptation, neighbourhood change, and social inequality. These are not problems to be "solved" in any conventional sense; they are ''wicked problems'' that require new ways of thinking.

This assignment asks you to engage with Vancouver's urban complexity using '''Design Thinking'''—a human-centred approach to problem-solving developed in design fields and now widely applied to social and urban challenges. By combining rigorous geographical analysis with Design Thinking methodology, you will produce wiki chapters that are both academically sophisticated and practically relevant.

Your wiki chapter should explicitly acknowledge the wicked nature of your chosen urban challenge. This means: identifying multiple stakeholder perspectives, recognizing competing framings of the problem, acknowledging uncertainty and limitations in proposed solutions, and avoiding the trap of presenting one "correct" answer.

==Sample Topics (Connected to Course Themes)==
These examples illustrate how course themes can be developed as wicked problem investigations. You are not limited to these topics:
*Housing & Displacement: How might we address housing affordability in Vancouver while avoiding displacement of long-standing communities?
*Reconciliation & Urban Space: How might we reimagine Vancouver's public spaces to reflect Indigenous presence and sovereignty?
*Climate Adaptation: How might Vancouver's waterfront neighbourhoods prepare for sea level rise while maintaining community character?
*Digital Divides: How might smart city technologies serve all Vancouverites rather than exacerbating existing inequalities?
*Public Space Contestation: How might we balance competing uses of Vancouver's public spaces (recreation, protest, commerce, shelter)?
*Ecological Urbanism: How might Vancouver enhance urban biodiversity while meeting housing and transportation needs?

== Assessment Criteria ==
Your wiki chapter will be evaluated on the following criteria (detailed rubric on Canvas):
{| class="wikitable"
|'''Criterion'''
|'''Description'''
|'''Weight'''
|-
|Wicked Problem Engagement
|Demonstrates understanding of wicked problem characteristics; acknowledges complexity, competing perspectives, and uncertainty
|15%
|-
|Design Thinking Process
|Evidence of empathy work, clear problem framing, creative ideation, and iterative refinement
|15%
|-
|Critical Analysis
|Goes beyond description to analyze political, economic, and social forces; applies course concepts
|20%
|-
|Local Data & Evidence
|Effective use of Vancouver-specific data; quality of visualizations and spatial analysis
|15%
|-
|Ideas for Urban Action
|Evidence-based proposals that acknowledge trade-offs and complexity; avoids oversimplification
|15%
|-
|Writing & Presentation
|Clear structure; precise terminology; compelling argumentation; proper citations
|15%
|-
|Collaboration & Process
|Effective group collaboration; engagement with peer feedback; reflection on process
|5%
|}
==Final Note: Embracing Uncertainty==
Working with wicked problems can be uncomfortable. You may feel frustrated that there's no "right answer" or that your analysis raises more questions than it resolves. This is not a weakness of your work—it's a sign that you're engaging authentically with urban complexity.
The best wiki chapters will be those that help readers understand why Vancouver's urban challenges are so difficult, not those that pretend to have solved them. Your contribution to this open textbook will help future students, researchers, and citizens think more clearly about the city we share.
Good luck, and enjoy the process of discovery!

[[Category:GEOG]]

Course:GEOG350/Infobox

2026-02-03T00:23:12Z

WillEngle:

{|class="infobox" width="250px"
! colspan="2" style="background:#ffa500; width:200px; color: black; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | '''GEOG350 Urban Worlds'''<br/>''''''
|-
!scope="row" colspan="2"| [[File:2017-06-19 Vancouver (36246190350).jpg|250px|link=Course:GEOG350]]
|-
! colspan="2" style="background:#ffc966; font-weight:normal; width:250px; color: black; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor:''
| style="font-size:9pt; padding-left: 5px;" | Dr. Siobhán Wittig McPhee
|-
! colspan="2" style="background:#ffc966; width:200px; font-weight:normal; font-size:10pt; color: black;" | '''Book Index'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
*[[Course:GEOG350/TOC|Previous Course Sections]]
*[[Course:GEOG350/Chapters|Create Your Book Chapters]]
|-
! colspan="2" style="background:#ffc966; width:200px; font-weight:normal; font-size:10pt; color: black;" | '''Help and Resources'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
*[[Course:GEOG350/Help and Resources|Help and Resources]]
*[[Course:GEOG350/Archive|GEOG350 Wiki Archive]]
|}

<noinclude>
[[category:Infobox Templates]]
</noinclude>

Course:GEOG350/Infobox

2026-02-03T00:22:59Z

WillEngle:

{|class="infobox" width="250px"
! colspan="2" style="background:#ffa500; width:200px; color: black; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | '''GEOG350 Urban Worlds'''<br/>''''''
|-
!scope="row" colspan="2"| [[File:2017-06-19 Vancouver (36246190350).jpg|250px|link=Course:GEOG350]]
|-
! colspan="2" style="background:#ffc966; font-weight:normal; width:250px; color: black; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor:''
| style="font-size:9pt; padding-left: 5px;" | Dr. Siobhán Wittig McPhee
|-
! colspan="2" style="background:#ffc966; width:200px; font-weight:normal; font-size:10pt; color: black;" | '''Book Index'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
*[[Course:GEOG350/Toc|Previous Course Sections]]
*[[Course:GEOG350/Chapters|Create Your Book Chapters]]
|-
! colspan="2" style="background:#ffc966; width:200px; font-weight:normal; font-size:10pt; color: black;" | '''Help and Resources'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
*[[Course:GEOG350/Help and Resources|Help and Resources]]
*[[Course:GEOG350/Archive|GEOG350 Wiki Archive]]
|}

<noinclude>
[[category:Infobox Templates]]
</noinclude>

Course:GEOG350

2026-02-03T00:21:44Z

WillEngle:

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| link-4 = Course:GEOG350/Sections
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}

{{Course:GEOG350/Infobox}}

<big>'''Welcome to the project space for the GEOG 350 Vancouver Urban Geography Wiki Project: Tackling Wicked Problems Through Design Thinking
'''</big>

Cities are complex systems where social, economic, environmental, and political forces interact in ways that defy simple solutions. Vancouver—often celebrated as one of the world's most livable cities—simultaneously faces profound challenges: housing affordability crises, reconciliation with Indigenous peoples, climate adaptation, neighbourhood change, and social inequality. These are not problems to be "solved" in any conventional sense; they are ''wicked problems'' that require new ways of thinking.

This assignment asks you to engage with Vancouver's urban complexity using '''Design Thinking'''—a human-centred approach to problem-solving developed in design fields and now widely applied to social and urban challenges. By combining rigorous geographical analysis with Design Thinking methodology, you will produce wiki chapters that are both academically sophisticated and practically relevant.

Your wiki chapter should explicitly acknowledge the wicked nature of your chosen urban challenge. This means: identifying multiple stakeholder perspectives, recognizing competing framings of the problem, acknowledging uncertainty and limitations in proposed solutions, and avoiding the trap of presenting one "correct" answer.

==Sample Topics (Connected to Course Themes)==
These examples illustrate how course themes can be developed as wicked problem investigations. You are not limited to these topics:
*Housing & Displacement: How might we address housing affordability in Vancouver while avoiding displacement of long-standing communities?
*Reconciliation & Urban Space: How might we reimagine Vancouver's public spaces to reflect Indigenous presence and sovereignty?
*Climate Adaptation: How might Vancouver's waterfront neighbourhoods prepare for sea level rise while maintaining community character?
*Digital Divides: How might smart city technologies serve all Vancouverites rather than exacerbating existing inequalities?
*Public Space Contestation: How might we balance competing uses of Vancouver's public spaces (recreation, protest, commerce, shelter)?
*Ecological Urbanism: How might Vancouver enhance urban biodiversity while meeting housing and transportation needs?

== Assessment Criteria ==
Your wiki chapter will be evaluated on the following criteria (detailed rubric on Canvas):
{| class="wikitable"
|'''Criterion'''
|'''Description'''
|'''Weight'''
|-
|Wicked Problem Engagement
|Demonstrates understanding of wicked problem characteristics; acknowledges complexity, competing perspectives, and uncertainty
|15%
|-
|Design Thinking Process
|Evidence of empathy work, clear problem framing, creative ideation, and iterative refinement
|15%
|-
|Critical Analysis
|Goes beyond description to analyze political, economic, and social forces; applies course concepts
|20%
|-
|Local Data & Evidence
|Effective use of Vancouver-specific data; quality of visualizations and spatial analysis
|15%
|-
|Ideas for Urban Action
|Evidence-based proposals that acknowledge trade-offs and complexity; avoids oversimplification
|15%
|-
|Writing & Presentation
|Clear structure; precise terminology; compelling argumentation; proper citations
|15%
|-
|Collaboration & Process
|Effective group collaboration; engagement with peer feedback; reflection on process
|5%
|}
==Final Note: Embracing Uncertainty==
Working with wicked problems can be uncomfortable. You may feel frustrated that there's no "right answer" or that your analysis raises more questions than it resolves. This is not a weakness of your work—it's a sign that you're engaging authentically with urban complexity.
The best wiki chapters will be those that help readers understand why Vancouver's urban challenges are so difficult, not those that pretend to have solved them. Your contribution to this open textbook will help future students, researchers, and citizens think more clearly about the city we share.
Good luck, and enjoy the process of discovery!

[[Category:GEOG]]

Course:GEOG350/Help and Resources

2026-02-03T00:20:19Z

WillEngle:

Course:GEOG350/TOC

2026-02-03T00:19:56Z

WillEngle:

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}
<br />
{|style="width:100%; background:#f9f9f9; border:1px solid black; position:relative; padding:5px;"
| style="color:#000;" |

{| style="width:100%; white-space:nowrap; border:1px solid black; background:#ffa500;"
| style="padding: 0.5em 2em 0.5em 2em; white-space:nowrap; color:#FFFFFF;" |
<div style="font-size:200%; line-height:100%; border:none; margin:0; padding:0em; color:black; font-weight:bold; line-height:1.3;">Vancouver</div>
<div style="padding-left:+0.5em; color:black; margin-top:+0.5em; font-size:170%; line-height:100%; border-left:2px solid black; line-height:1.3;"><i>A GEOG 350 Urban Worlds<br> Open Textbook</i>
</div>
| style="padding-right:2px; text-align:center;" |
[[File:2017-06-19 Vancouver (36246190350).jpg|400px|border]]
|}

The following is a draft table of contents for the book. It currently contains the chapters from the 2024 GEOG 350 authors.
==Section 1: Cities as living spaces – social, cultural and embodied==

* [[Course:GEOG350/2024/Gentrification in Vancouver's Downtown Eastside|Gentrification in Vancouver's Downtown Eastside]]

==Section 2: Place, Placelessness and Spatial Inequality==

* [[Course:GEOG350/2024/Displacement In Vancouver|Displacement In Vancouver]]
* [[Course:GEOG350/2024/Vancouver as a "Place": A Case Study of Vancouver's Increasing "Placelessness"|Vancouver as a "Place": A Case Study of Vancouver's Increasing "Placelessness"]]
* [[Course:GEOG350/2024/Spatial Inequality in Vancouver's Impoverished Neighborhoods|Spatial Inequality in Vancouver's Impoverished Neighborhoods]]
* [[Course:GEOG350/2024/Accessibility to Healthcare|Accessibility to Healthcare]]
* [[Course:GEOG350/2024/Hey Neighbour!: A Case Study of Vancouver's Urban Sociability and Resilience|Hey Neighbour!: A Case Study of Vancouver's Urban Sociability and Resilience]]
* [[Course:GEOG350/2024/Music and the City|Music and the City]]
* [[Course:GEOG350/2024/Tent Cities in Vancouver|Tent Cities in Vancouver]]

==Section 3: Public, Private and Unsafe Space==

* [[Course:GEOG350/2024/Places of Unsafety: A Case Study of Downtown Eastside|Places of Unsafety: A Case Study of Downtown Eastside]]
* [[Course:GEOG350/2024/Urban Isolation in Shaughnessy|Urban Isolation in Shaughnessy]]
* [[Course:GEOG350/2024/Unsafe spaces in Vancouver|Unsafe spaces in Vancouver]]

==Section 4: The psychological nature of cities human at the forefront of creation==

* [[Course:GEOG350/2024/Vancouver as a "Place": A Case Study of Vancouver's Increasing "Placelessness"|Night Markets and Asian malls: A Case study of Chinese spatial cultural production in Richmond]]
* [[Course:GEOG350/2024/The Legacy of Shaughnessy|The Legacy of Shaughnessy]]

==Section 5: Data==

* [[Course:GEOG350/2024/Data and the City: Vancouver Housing Crisis|Data and the City: Vancouver Housing Crisis]]

==Section 6: Segregation, uneven resource distribution, and environmental injustice==

* [[Course:GEOG350/2024/Segregation and Environmental Injustice in Vancouver|Segregation and Environmental Injustice in Vancouver]]
* [[Course:GEOG350/2024/Green Space Inequality in Vancouver|Green Space Inequality in Vancouver]]

==Section 7: The evolving concept of the smart city==

* [[Course:GEOG350/2024/Vancouver's road to smarter transportation|Vancouver's road to smarter transportation]]

==Section 8: Ecological urbanism==

* [[Course:GEOG350/2024/Parks in Vancouver|Parks in Vancouver]]
* [[Course:GEOG350/2024/Ecological Urbanism|Ecological Urbanism]]

==Section 9: The city through the lens of political economy==

* [[Course:GEOG350/2024/Section 9: The city through the lens of political economy|Livability in Vancouver: A Case Study of Vancouver's Olympic Village]]

Course:GEOG350/Chapters

2026-02-03T00:19:39Z

WillEngle:

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}
{{Course:GEOG350/Infobox}}
==Creating Your Chapter==
Here are some steps and resources to help you create your page and have it appear on the index for this portal on the bottom, so that it can be easily accessed by your peers and your instructor.
===1. Login to the UBC Wiki===
Click the CWL button on the top left of the page and login from there.
===2. Create your User Page/Profile===
Your [[Help:User_page|user page]] is basically a profile page. Its purpose is to provide a space for you to let other UBC Wiki users know who you are and what your affiliation is with UBC. It can also be a space for testing and experimentation.
===3. Create Your Chapter Page===
We have made it easy for you to create your Chapter page right from here. Just '''add the title of your chapter to the box below and click on the create page''' button (note that you will need to be logged in to the UBC Wiki in order for this to work). On the edit screen that loads, add your name to the edit screen and hit '''SAVE''' at the bottom of the page. You can delete this later when you are ready to start writing your chapter.<inputbox>
placeholder=Chapter title here
type=create
prefix=Course:GEOG350/2025/
useve=yes
preload=Course:GEOG350/Template

</inputbox>

===4. Add Title and Headings===
Some suggested headings to get you started are on the [[Course:GEOG350/Template|'''template page''']] that we have created. To make it easy, you can simply '''copy and paste''' all headings and code from the [[Course:GEOG350/Template|'''template page''']] to your page.

=== 5. Add your chapter to the Index page ===
After you have completed your chapter, add your chapter to the project list below. For list of sections, take a look at the [[Course:GEOG350/Sections|Book Outlines and Theme tab]].

== 2026 Project List ==
{| class="wikitable"
|+
!Chapter (with link to the project)
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|-
|[[Course:GEOG350/2024/Case study of Vancouver (sample)|Case study of city of Vancouver (sample)]]
|Section 1: Cities as living spaces – social, cultural and embodied
|-
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==Sharing Your Work==
All wiki project pages are openly accessible on the Internet. If you would like to give permission for other people to use them (for example, by including them on the [http://cases.open.ubc.ca/ UBC Open Case Studies Site]), the project template includes a green box that allows you to add your name(s) as author(s) of the resource and indicate if you'd like to share your work via a [http://open.ubc.ca/find/open-licensing-for-students/ Creative Commons license] . If you would like add a name for who or what project created the resource, add that info after the names parameters. If left blank, it will default to Course:GEOG350.

The following is all optional but if you’d like your name added to the page as author as well allowing other people to re-use it as a conservation resource, you can:
#Click on the edit tab to edit your page
#Then scroll to the bottom and click on the green box at the bottom of the page
#This will generate a little pop-up with an edit button. Push the edit button.
#In the names field, add your name if you would like to be credited as the author
#In the share field, add “yes” (must be lowercase) if you would like to allow other folks to be able to reuse your page, such as by including it on the UBC open case studies site at http://cases.open.ubc.ca/. Clicking yes adds a creative commons license to the page.

Course:GEOG350

2026-02-03T00:19:09Z

WillEngle:

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| link-4 = Course:GEOG350/Sections
| tab-5 = Previous Book Chapters
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}

{{Course:GEOG350/Infobox}}

<big>'''Welcome to the project space for the GEOG 350 Urban Worlds Open Textbook'''</big>

Cities are complex systems where social, economic, environmental, and political forces interact in ways that defy simple solutions. Vancouver—often celebrated as one of the world's most livable cities—simultaneously faces profound challenges: housing affordability crises, reconciliation with Indigenous peoples, climate adaptation, neighbourhood change, and social inequality. These are not problems to be "solved" in any conventional sense; they are ''wicked problems'' that require new ways of thinking.

This assignment asks you to engage with Vancouver's urban complexity using '''Design Thinking'''—a human-centred approach to problem-solving developed in design fields and now widely applied to social and urban challenges. By combining rigorous geographical analysis with Design Thinking methodology, you will produce wiki chapters that are both academically sophisticated and practically relevant.

Your wiki chapter should explicitly acknowledge the wicked nature of your chosen urban challenge. This means: identifying multiple stakeholder perspectives, recognizing competing framings of the problem, acknowledging uncertainty and limitations in proposed solutions, and avoiding the trap of presenting one "correct" answer.

==Sample Topics (Connected to Course Themes)==
These examples illustrate how course themes can be developed as wicked problem investigations. You are not limited to these topics:
*Housing & Displacement: How might we address housing affordability in Vancouver while avoiding displacement of long-standing communities?
*Reconciliation & Urban Space: How might we reimagine Vancouver's public spaces to reflect Indigenous presence and sovereignty?
*Climate Adaptation: How might Vancouver's waterfront neighbourhoods prepare for sea level rise while maintaining community character?
*Digital Divides: How might smart city technologies serve all Vancouverites rather than exacerbating existing inequalities?
*Public Space Contestation: How might we balance competing uses of Vancouver's public spaces (recreation, protest, commerce, shelter)?
*Ecological Urbanism: How might Vancouver enhance urban biodiversity while meeting housing and transportation needs?

== Assessment Criteria ==
Your wiki chapter will be evaluated on the following criteria (detailed rubric on Canvas):
{| class="wikitable"
|'''Criterion'''
|'''Description'''
|'''Weight'''
|-
|Wicked Problem Engagement
|Demonstrates understanding of wicked problem characteristics; acknowledges complexity, competing perspectives, and uncertainty
|15%
|-
|Design Thinking Process
|Evidence of empathy work, clear problem framing, creative ideation, and iterative refinement
|15%
|-
|Critical Analysis
|Goes beyond description to analyze political, economic, and social forces; applies course concepts
|20%
|-
|Local Data & Evidence
|Effective use of Vancouver-specific data; quality of visualizations and spatial analysis
|15%
|-
|Ideas for Urban Action
|Evidence-based proposals that acknowledge trade-offs and complexity; avoids oversimplification
|15%
|-
|Writing & Presentation
|Clear structure; precise terminology; compelling argumentation; proper citations
|15%
|-
|Collaboration & Process
|Effective group collaboration; engagement with peer feedback; reflection on process
|5%
|}
==Final Note: Embracing Uncertainty==
Working with wicked problems can be uncomfortable. You may feel frustrated that there's no "right answer" or that your analysis raises more questions than it resolves. This is not a weakness of your work—it's a sign that you're engaging authentically with urban complexity.
The best wiki chapters will be those that help readers understand why Vancouver's urban challenges are so difficult, not those that pretend to have solved them. Your contribution to this open textbook will help future students, researchers, and citizens think more clearly about the city we share.
Good luck, and enjoy the process of discovery!

[[Category:GEOG]]

Course:GEOG350

2026-02-03T00:18:45Z

WillEngle:

{{Start tab|
| tab-1 = Guidelines
| link-1 = Course:GEOG350
| tab-3 = Create Your Book Chapter
| link-3 = Course:GEOG350/Chapters
| tab-4 = Book Sections and Themes
| link-4 = Course:GEOG350/Sections
| tab-5 = Book Table of Contents
| link-5 = Course:GEOG350/TOC
| tab-6 = Help and Resources
| link-6 = Course:GEOG350/Help and Resources
}}

{{Course:GEOG350/Infobox}}

<big>'''Welcome to the project space for the GEOG 350 Urban Worlds Open Textbook'''</big>

Cities are complex systems where social, economic, environmental, and political forces interact in ways that defy simple solutions. Vancouver—often celebrated as one of the world's most livable cities—simultaneously faces profound challenges: housing affordability crises, reconciliation with Indigenous peoples, climate adaptation, neighbourhood change, and social inequality. These are not problems to be "solved" in any conventional sense; they are ''wicked problems'' that require new ways of thinking.

This assignment asks you to engage with Vancouver's urban complexity using '''Design Thinking'''—a human-centred approach to problem-solving developed in design fields and now widely applied to social and urban challenges. By combining rigorous geographical analysis with Design Thinking methodology, you will produce wiki chapters that are both academically sophisticated and practically relevant.

Your wiki chapter should explicitly acknowledge the wicked nature of your chosen urban challenge. This means: identifying multiple stakeholder perspectives, recognizing competing framings of the problem, acknowledging uncertainty and limitations in proposed solutions, and avoiding the trap of presenting one "correct" answer.

==Sample Topics (Connected to Course Themes)==
These examples illustrate how course themes can be developed as wicked problem investigations. You are not limited to these topics:
*Housing & Displacement: How might we address housing affordability in Vancouver while avoiding displacement of long-standing communities?
*Reconciliation & Urban Space: How might we reimagine Vancouver's public spaces to reflect Indigenous presence and sovereignty?
*Climate Adaptation: How might Vancouver's waterfront neighbourhoods prepare for sea level rise while maintaining community character?
*Digital Divides: How might smart city technologies serve all Vancouverites rather than exacerbating existing inequalities?
*Public Space Contestation: How might we balance competing uses of Vancouver's public spaces (recreation, protest, commerce, shelter)?
*Ecological Urbanism: How might Vancouver enhance urban biodiversity while meeting housing and transportation needs?

== Assessment Criteria ==
Your wiki chapter will be evaluated on the following criteria (detailed rubric on Canvas):
{| class="wikitable"
|'''Criterion'''
|'''Description'''
|'''Weight'''
|-
|Wicked Problem Engagement
|Demonstrates understanding of wicked problem characteristics; acknowledges complexity, competing perspectives, and uncertainty
|15%
|-
|Design Thinking Process
|Evidence of empathy work, clear problem framing, creative ideation, and iterative refinement
|15%
|-
|Critical Analysis
|Goes beyond description to analyze political, economic, and social forces; applies course concepts
|20%
|-
|Local Data & Evidence
|Effective use of Vancouver-specific data; quality of visualizations and spatial analysis
|15%
|-
|Ideas for Urban Action
|Evidence-based proposals that acknowledge trade-offs and complexity; avoids oversimplification
|15%
|-
|Writing & Presentation
|Clear structure; precise terminology; compelling argumentation; proper citations
|15%
|-
|Collaboration & Process
|Effective group collaboration; engagement with peer feedback; reflection on process
|5%
|}
==Final Note: Embracing Uncertainty==
Working with wicked problems can be uncomfortable. You may feel frustrated that there's no "right answer" or that your analysis raises more questions than it resolves. This is not a weakness of your work—it's a sign that you're engaging authentically with urban complexity.
The best wiki chapters will be those that help readers understand why Vancouver's urban challenges are so difficult, not those that pretend to have solved them. Your contribution to this open textbook will help future students, researchers, and citizens think more clearly about the city we share.
Good luck, and enjoy the process of discovery!

[[Category:GEOG]]