Serving Social Justice and Pedagogical Innovation by Giving Psychology Away
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Transcript of Serving Social Justice and Pedagogical Innovation by Giving Psychology Away
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University Teaching Fellow & Psychology Instructor, Kwantlen Polytechnic UniversitySenior Open Education Advocacy & Research Fellow, BCcampus
Rajiv Jhangiani, Ph.D.
@thatpsychprof
Serving SOCIAL JUSTICE &PEDAGOGICAL INNOVATION byGIVING PSYCHOLOGY AWAY
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“higher education shall be equally accessible to all”
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The cost barrier kept2.4 million
low and moderate-income college-qualified
high school graduates from completing college in the previous decade
The Advisory Committee on Student Financial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf
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$9,000US Higher Education Funding - $/FTE
State Funding Tuition Revenuehttp://www.sheeo.org
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1,800 Hours of Work Required to Afford Tuition(University of Minnesota)
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66.5% Not purchase the required textbook
47.6% Take fewer courses
45.5% Not register for a specific course
37.6% Earn a poor grade
26.1% Drop a course
19.8% Fail a course
2016 Florida Student Textbook Survey
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Revise Remix
Retain Redistribute
Reuse
Source: David Wiley, http://opencontent.org/blog/archives/3221 March 5, 2014, CC-BY
open = free + permissions
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open.umn.edu
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“I can imagine nothing we could do that would be more relevant to human welfare and nothing that could pose a greater challenge to the next generation of psychologists than to discover how best to give psychology away”
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– G. A. Miller
George A. Miller (1920-2012)
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~1.6 million take Introductory Psychology>90,000 Bachelor’s degrees in Psychology
~25% pursue graduate work~5% enroll in a doctoral program
Gurung et al. (2016); Halonen (2011)
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"France in 2000 year (XXI century). Future school." by Jean Marc Cote is in the Public Domain
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John W. Gardner (1912-2002)
“All too often we are giving young people cut flowers when we should be teaching them to grow their own plants”
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"Recycling Water Bottles" by Mr.TinDC is licensed under CC BY-ND 2.0
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Examples6
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Open Pedagogy:
HOW
Deeper learning (Farzan & Kraut, 2013)
Evaluate and defend credibility of sources (Marentette, 2014)
Write more concisely and think more critically (Farzan & Kraut, 2013)
Collaborate with students from around the world (Karney, 2012)
Provide and receive constructive feedback (Ibrahim, 2012)
Enhance digital literacy (Silton, 2012)
Communicate ideas to a general audience (APS, 2013)
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22,000
37,000+
97%
Students who have taken on Wikipedia assignments since 2010
New articles that students have created
Instructors who say they will, or plan to, teach with Wikipedia again
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“The students also realized they were a valuable asset to Wikipedia. Their thinking and writing skills as well as their access to an extensive academic library were not broadly shared.
As knowledge translators, they could also provide a service to the general public by clearly communicating basic concepts about language acquisition. They wondered who their readers might be: parents? teachers? students in developing countries?
One thing that the students uniformly loved about this project was the possibility of other people seeing and recognizing their work.” (Marentette, 2014, p. 37).
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“They felt their work was meaningful because their contributions are shared with the entire world, rather than just their instructor. They liked that their contributions will not end up in a drawer after the semester ends, but will continue to be available to many people as a useful resource.
Some students even noted with pride that their contributions might have wider use than some articles published in academic journals.” (Ibrahim, 2012, p. 29)
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PM4ID
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Why have students just answer questions when
they can write them?
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StudentsTopicsQuestions
3510
1400
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"GB Airways A320" by Tony Evans is licensed under CC BY-ND 2.0
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"IMG_1007" by Erica is licensed under CC BY 2.0
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