Presentation Type

Presentation

Location

Zoom. Recording Coming Soon!

Start Date

18-4-2024 3:00 PM

End Date

18-4-2024 3:55 PM

Description

The redesign of a graduate course in the University of Iowa’s School of Library and Information Science to fully online, asynchronous delivery resulted in an improved class and a reimagining of what instruction, authorship, and institutional roles mean in a digital-first, open education endeavor. Creating a new OER textbook was central to the work of three individuals in different institutional roles who brought this revitalized learning project to fruition. Shifting to online instruction, beyond the borders of classroom walls, to suit the needs of working students presented the opportunity to rethink both course curriculum and instruction with open pedagogical practices at its core. In this presentation, hear from the faculty member who taught the course, the librarian who helped develop the OER, and the instructional designer who provided guidance for the online learning experience. Learn how this case study demonstrates that open pedagogy necessitates a holistic and simultaneous reframing of the course delivery, the OER textbook, and the instruction of students, and how projects such as this highlight the need to grow beyond traditional bounded roles within a university.

Author Bios

Mark Anthoney is a Lead Instructional Designer in Distance and Online Education at the University of Iowa. He works closely with university faculty to develop online and blended courses. Mark holds two Master’s degrees from the University of Iowa in Communication Studies and Library and Information Science.

Nancy A. Henke is the Textbook Affordability Librarian at the University of Northern Colorado where she focuses on advancing open and affordable education initiatives across campus. She earned her LIS degree from the University of Iowa and holds a Master of Arts in English from Colorado State University where she taught composition and literature for 13 years prior to pursuing a career in librarianship.

Jennifer Burek Pierce is professor in the School of Library and Information Science at the University of Iowa, jointly appointed in the University of Iowa Center for the Book. Her books include Narratives, Nerdfighters, and New Media, which reviewers have called “an important book . . . drawing attention to a significant we-are-living-through-it shift in the history of reading.” Her research has won awards from the Library History Round Table of the American Library Association.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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Apr 18th, 3:00 PM Apr 18th, 3:55 PM

Reimagining our Roles: Lessons from the Field in OER Authoring and Open Pedagogy

Zoom. Recording Coming Soon!

The redesign of a graduate course in the University of Iowa’s School of Library and Information Science to fully online, asynchronous delivery resulted in an improved class and a reimagining of what instruction, authorship, and institutional roles mean in a digital-first, open education endeavor. Creating a new OER textbook was central to the work of three individuals in different institutional roles who brought this revitalized learning project to fruition. Shifting to online instruction, beyond the borders of classroom walls, to suit the needs of working students presented the opportunity to rethink both course curriculum and instruction with open pedagogical practices at its core. In this presentation, hear from the faculty member who taught the course, the librarian who helped develop the OER, and the instructional designer who provided guidance for the online learning experience. Learn how this case study demonstrates that open pedagogy necessitates a holistic and simultaneous reframing of the course delivery, the OER textbook, and the instruction of students, and how projects such as this highlight the need to grow beyond traditional bounded roles within a university.