Open Educational Resources / Open Source
For the second year in a row, there was passionate debate at the SUNY OER Champions day over the role of a for-profit company serving as SUNY’s partner. Last year, in response to the debate, I published a piece called “Selling Open: The Conundrum of for-profit companies in the OER Space.” In that piece I tried
Open Pedagogy /
Last month I had the opportunity to visit Denver, Colorado for the Educause Conference. While I was in Denver, I visited an interesting exhibition in the Denver Art Musuem. Called “Rembrandt: Painter as Printmaker,” the exhibition showcased 100 prints Rembrandt created between 1625 and 1665. While known for his paintings, Rembrandt wanted to appeal to
Copyright / Open Educational Resources
Keith Schillo wrote Reproductive Physiology of Mammals: From Farm to Field and Beyond, working with Publisher Del Mar Thomson. With the acquisition and recent changes at Cengage Learning, Schillo’s book was discontinued from print, a fact that he didn’t even realize until he went to order the book for his Fall 2018 class. Keith and
Open Educational Resources / Tips
For the past year, I have had the opportunity to work with SUNY Albany’s OER fellows. One of those faculty members is Lenore Horowitz, a professor in the College of Emergency Preparedness, Homeland Security and Cybersecurity. She has put together an original open textbook Programming for Problem Solving. Horowitz’ book focuses on teaching computer programming using the Python
Open Educational Resources /
Michael Feldstein posted a reflection on his controversial keynote address at the Northeast OER Summit. Billed as a conversation between Don Kilburn, Michael Feldstein, and facilitated by Marilyn Billings instead both speakers gave semi-prepared speeches, they didn’t address each other. The reaction from the attendees on twitter bordered on outrage. In his reflection, Michael was able to
I have been working in the Educational Technology field since 2013. My current position is at SUNY Oneonta, where I work with faculty on the development of online, blended, and hybrid courses. One of my main areas of interest is the exploration, adoption, and creation of high quality Open Resources. In the past I have focused on using online instructional tools in face to face classes, embedding technology skills into courses, and aligning content to standards.
I am pursuing my Ph. D in Curriculum and Instruction at SUNY Albany working within the department of Educational Theory and Practice. My interests include computer supported collaborative learning, learning analytics and assessment, and the creation and scaffolding of digital literacy skills across the curriculum.
I joined the team at SUNY Oneonta’s Teaching, Learning and Technology Center during the 2017-2018 school year. Working with mature online programs, my role as Instructional Design focuses on the design and redesign of classes.
I also enjoy helping to redesign courses to build 21st century technology skills. Students need to be able to search, judge, create, and communicate information in multiple ways and formats. These thinking and technology skills need to broken down and incorporated throughout the curriculum. This belief and focus stems from my time as a classroom teacher. I always wanted my students to design digital documents like websites, posters, and ebooks. Some of the projects my high school students created included recording lessons on their iPads, creating an interactive e-books using iBook Author and Powerpoints. My guiding principle when using technology in the classroom is always how I can get students to be both skillful consumers of content in various formats as well as creators of quality materials that show their understanding.
My current projects include:
- Collaborating with Faculty for the creation and redesign of online, blended and face to face courses.
- Collaborating with faculty and the library on SUNY Oneonta’s Open Educational Resources (OER) initiative.
- Designing training for faculty that are creating online courses and participating in our training program with the rest of the team.
In the summer of 2015, I began working at Wells College in Aurora, New York. I chose to work at Wells College because as a former teacher, I could work side by side with the faculty at Wells College knowing what they were trying to achieve in their classrooms. My position of Educational Technology Coordinator was a brand new addition to the campus community.
At Wells, I was instrumental in bringing Moodle to that small Liberal Arts College. I was responsible for maintanence of that Moodle installation, training of faculty, research of technology that faculty can integrate into their classes, and I worked as the chief liaison between IT and the faculty. My favorite projects there were aiding faculty with project-based learning or blended learning methodologies in their classes. My priority was to provide tools for the faculty to use that are easy to use, intuitive, and maximize engagement both inside their classes, and outside the classroom.
Some of the projects I am most proud of include:
- Introduction of Moodle to Wells College Campus. Before I came to Wells, there was not a campus wide Learning Management System integrated with college systems.
- Supporting a Flipped Classroom BUS 100 class taught by Gehan Dhameeth. We modeled a mid semester survey off the Pilot done by the Harvard College Bok Center for Teaching Innovation, so we could present back to the faculty the students perspective on this different teaching style.
- Researching CAD programs for the BUS 250: Innovation: Creative Problem Solving class. I pushed into a class, introduced them to a simple AutoCAD program where they could design 3D objects, and export as STL files for 3D printing on our Makerbot. Students were working on a real world challenge from Currier Plastics, a local plastic manufacturer, and used the design thinking principles they were learning about to redesign products in groups.
- Introducing simple recording and editing programs to ANTH 385: Oral History: Methods and Methodologies so that students could easily record interviews, create transcripts, and timestamp their recordings to make the transcripts searchable and linked to the audio.
- Creating Podcasts with the POLS 360: The US Judiciary. Students made podcasts over the course of the semester on current and past cases appearing before the United States Supreme Court. We used the Project Based Learning model to identify skills, create building block assignments that were mapped to those identified skills, and finally to create a recorded and edited polished final project.
- Supporting the creation and printing of student created academic posters. Wells College has made a commitment that their undergraduates should have the opportunity early in the college careers to design a research poster, so that when they present their senior thesis or go to conferences as upperclassmen they are prepared.