Stories

Open Dialogues: How to Rethink Textbooks

by Heather McCabe and Emi Sasagawa on November 3, 2016



In an effort to customize materials for their courses and save students money on rising textbook fees, instructors in the Math department at UBC have adopted open or freely accessible textbooks in all first-year courses and most second-year courses. Since 1997, the widespread adoption of open or freely accessible resources in the department has impacted […] read more

Open Dialogues: How to make education more accessible

by Rie Namba on June 30, 2016



When Claudia Krebs, professor of teaching in the Faculty of Medicine at UBC, first thought of making videos for a course in neuroanatomy, her focus was on re-thinking how students are taught in medical school. “Neuroanatomy is traditionally a course that is very difficult for the students. I wanted to break it up and give them the content in manageable pieces,” said Krebs. With MEDIT Media groups, she created nine videos accompanied by 20 modules and posted the content online for public access.

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Open Dialogues: How to engage the general public

by Emi Sasagawa on May 27, 2016



“A lot of people in urban centres are aware of air quality, water quality. These are absolutely important issues, but so is soil,” said Maja Krzic, Associate Professor of Soil Science in the Faculty of Land and Food Systems and the Faculty of Forestry. “Somehow soil is not on the radar of the general public in urban centres and that needs to change.”

Dr. Krzic, who has practiced open for over 13 years, believes open education is an important tool in proving the relevance of soil science to the general public. Within the first year of her appointment at UBC Dr. Krzic applied for a Teaching and Learning Enhancement Fund (TLEF) to develop an open learning resource for one of her courses. SoilWeb, she envisioned, would be a web-based application that would improve teaching in her course on Introduction to Soil Science.

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Open Dialogues: How to Practice Responsible Pedagogy

by Emi Sasagawa on April 15, 2016



This is the second article of Open Dialogues, a series on open teaching and open education.

Arthur Gill Green’s interest in open education practices developed early in his career. Green, currently a postdoctoral fellow at the Department of Geography at UBC and a faculty fellow for BCcampus, started teaching in 2010. Just as he was finishing his first course, he noticed something peculiar: four students stayed after class to take photos of a textbook. When he asked them what they were doing, the students explained they had bought the book together. Every week one of them would get the textbook and the other three would take photos of the assigned reading and read it on their phones.

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Open Dialogues: How to Make Teaching More Student-Centered

by Emi Sasagawa on April 13, 2016



This is the first article of Open Dialogues, a series on open teaching and open education.

Rosie Redfield has been doing science in the open for a long time. For over two decades she has been putting her grant proposals online – which “is just about unheard of.” In 2007 Redfield started blogging about her research, writing about the day-to-day life in the lab. A few years ago, she took her commitment Open Science and began to employ open practices in her teaching.

Redfield is a Professor in the Department of Zoology at UBC, where she teaches Biology 345: Human Ecology. When she took over the course, she decided to incorporate some of the open practices she had been pushing through her research. Redfield re-structured the course, doing away with the mid-term and the final exam, and instead decided to focus on three projects centered on open practices and community impact.

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