The OpenLab at CUNY IT 2020

Last week, the OpenLab team presented a panel at the 19th Annual CUNY IT Conference. The theme of the conference was “The Next or New Normal?” and in our panel, we discussed some of the initiatives we’ve started since last spring to support City Tech’s faculty, staff, and students during remote learning.

These initiatives include:

  • A new course template designed for remote learning
  • Model courses and/or course hubs for classes in Communication Design, First Year Writing, and Mathematics
  • Self-paced OpenLab training modules for both faculty and students
  • Short OpenLab skills screencasts
  • Setting up a system for online real-time support (office hours and 1:1 appointments with the digital pedagogy fellows)

Check out our slides below!

Click on the image to view our slideshow!

Many members of our team participated in the panel, including OpenLab Co-Directors Jody R. Rosen, M. Genevieve Hitchings, Charlie Edwards, and Jonas Reitz, Senior Instructional Technologist Bree Zuckerman, and Digital Pedagogy Fellow Olivia Wood.

CUNY CUE Conference & OER Showcase

On October 29-30, teachers and researchers from around CUNY came together online for the annual Coordinated Undergraduate Education Conference, this year coupled with the annual Open Educational Resources Showcase. Keynotes from Dr. Robin DeRosa and Dr. Rajiv Jhangiani highlighted issues of equity, access, and open pedagogy for staff and faculty working with OERs at CUNY, and participants shared many resources and ideas between campuses and projects.

The OpenLab team presented on two panels to highlight our ongoing work around access and accessibility in open digital pedagogy. The first panel focused on reflecting on our Open Pedagogy discussion series on the many aspects of access and accessibility in open digital pedagogy from 2019-2020, and Digital Pedagogy Fellow Olivia Wood wrote a great recap of this panel.

The slides for this panel are linked below!

Title slide of Access, OER, and Open Pedagogy on the OpenLab presentation
Click image to view slideshow

The second panel, facilitated by Cailean Cooney, OER Coordinator at City Tech, and Elvis Bakaitis, Adjunct Reference Librarian, highlighted discussion between former OER faculty fellows Prof. Colleen Birchett (English) and Prof. Christopher Swift (Humanities), who shared their work developed during and since their OER Fellowship, and OpenLab Digital Pedagogy Fellow Jesse Rice-Evans (me!) who talked about access and OERs beyond zero-textbook-cost courses.

Prof. Birchett shared her OER site from her summer 2019 course “Home Away from Home: Stories from the Diaspora,” an ENGL 2001: Introduction to Literature (Fiction) course, and discussed how she incorporated OER materials and open pedagogy into her course

Prof. Swift discussed his OER site, THE 2280, “History of Theatre,” which uses mapping software and place-based pedagogies to explore the role of New York City theaters with students through the NYC Theater Research Project. He brought up some of the difficulties of place-based learning during distance learning.

I felt it was important to contextualize the choices that faculty and staff make in creating and using OERs to address some issues of inequity in higher education. To address this, I shared selections from my piece “Open Access Pedagogy: A Manifesto,” which is published in full on the Anti-Ableist Composition Collective site.

I pose a politicization of open access that centers the lived experiences of people doing the teaching and learning. The scholars I am centering here (see bibliography) are speaking to a widespread practice of centering access pedagogy—pedagogy that is culturally responsive, flexible, and reimagines “rigor” as intellectual curiosity, critical rhetorical skill-building, and an embrace of non-normative English.

All participants highlighted how OERs and open pedagogy have influenced their teaching, learning, and research. View the slides below!

Title slide from presentation on Open Pedagogy and OERs in the Classroom at City Tech
Click image to view slideshow

Open Pedagogy Recap: OpenLab at the CUE/OER Showcase!

On Friday, October 30, the OpenLab team along with City Tech librarian Cailean Cooney hosted a digital workshop as part of the 2020 CUE Conference and CUNY OER Showcase.

This conference was originally planned for March 2020, but was rescheduled due to the pandemic. Because so much about our teaching and learning environment has changed since then, we adapted our February Open Pedagogy session to talk with folks about access and accessibility in our current circumstances.

Below are our discussion questions- talked through together via Google Docs instead of on chart paper!- and some highlights from participant comments.

1. What connotations do you have with the word “accommodation”?

people shouldn’t be “accommodated for,’ but instead design should consider the full range of human experience / abilities / dispositions”

“an accommodation is a place to stay…it’s a place at least comfortable, ideally welcoming and friendly, for all of us.”

Requires medical documentation, submission to disability office, approval and recommended “reasonable accommodation” for traditional learning styles”

Flexibility, willingness to make things easier and accessible.”

2. How do OERs help us address equity and access? What does the platform you use to share open course materials with students have to do with access? 

if students can’t get to materials from their available devices, this is a huge barrier to entry! mobile/tablet access is how many CUNY students (and honestly fac/staff) use the web!”

The platform is critical and should not be a secondary consideration. Using proprietary platforms to share open content is (IMO) problematic, and is a reason I’m happy that open solutions like openlab exist.”

Our LMS on campus simply can’t be used on a mobile phone even though the vast majority of my students are using mobile phones”

3. How does our current sociocultural situation affect how we think about access in higher education? What new questions or concerns have come up around using technology to facilitate access?

Access to … food, health care, child care, technology, space to work– it’s all part of the mix. We have to think of “access” in this much larger context.”

I’m thinking much more about how to take time into account in course design, course expectations for students, and for faculty. For instance, the time it will take to do required readings?”

I’ve most of all been thinking about how to make my sites accessible to those with poor internet access. Post-COVID, I realize that I need to redesign sites checking for bandwidth, loadability. I tested my sites with Google Page Speed, and although they seem fast on my internet, they clearly are not easily loadable.

I’ve been using more radical course policies than I have been brave enough to try in the past. I don’t want to go back, even after the pandemic. The current situation is just a more heightened/visible version of a situation that totally already existed.”

FLEXIBLE DUE DATES”

The technology needs to be taught, not just assume everyone knows how.”

4. What are some current strategies you have, or would like to try, to make course content accessible / useful / usable to all students, with shifting and complex needs?

Reflection-based grading: students respond to their own work from a reflective perspective, analyze what they struggled with and did great at, and assign themselves grades based on their work towards each project in the first-year writing/whatever course. (Read Jesse Stommel on ungrading!)”

Check-ins with students”

Lastly, some resources that might be useful in considering accessibility strategies:

May 8 Event: Disability Justice and COVID-19

Hi OpenLab pals! Sending all of you tenacity and compassion in these trying times.  

I’m sharing this upcoming event here on Open Pedagogy for a few reasons:  

This event is run by and features Black disability justice leaders, including Dorian Taylor, Elandria Williams, Lateef Mcleod, and Leroy Moore Jr., in a time when many disability organizations center white organizers over BIPOC activists. Listening to Black and brown disability activists is crucially important for us as members of the CUNY community, as COVID-19 is disproportionately harming Black and brown New Yorkers, many of whom also work and study at CUNY.  

The organizers of this digital event have also included ample details about accessibility, including information about interpretation services, breaks, and descriptive alt text for their chosen images. This level of detail is crucial when planning accessible events, and must be a central aspect of coordinating remote and online events!  

From the organizers:  

We’re hosting this webinar to offer the perspective of people grounded in #DisabilityJustice work as we all respond to COVID-19.  

ASL interpretation and live captions will be provided. We will also have breaks.  

Register at: https://bit.ly/djgrounding

Open Pedagogy 2/27 Recap: Access in Service

Last Thursday, February 27, we met with faculty and staff from across CUNY for another Open Pedagogy session, the first of the semester and the third of the year. At previous Open Pedagogy events, we’ve discussed how federal guidelines like the ADA fall short of providing for student, faculty, and staff needs in higher education and how we can improve access in our pedagogy.  This time, we continued the conversation by focusing on another aspect of our professional lives: Access in Service.

First, we introduced ourselves; we had participants from all over CUNY, including from City Tech’s own English, History, Psychology, Communications Design, and Business departments, LaGuardia Community College’s Center for Teaching and Learning, City College, and John Jay!

While folks talked about what attracted them to this Open Pedagogy session, we were livetweeting the event:

Then, everyone got a chance to collect their thoughts by choosing and freewriting about one of our discussion questions:

  • How can university faculty practice inclusivity in mentoring and advising disabled and non-disabled students with shifting and complex needs?
  • How do shifting  cultural attitudes and norms impact how we think  about access in higher education? What kind of shifting norms come up around using technology to facilitate access?
  • What barriers to access do you encounter when you advise students and mentor students, formally or informally? What strategies have you used to reduce these barriers, and how do you learn from others about access-centered service opportunities?
  • How can we, as individuals and institutions, reframe access to consider the full range of what a person (student, staff/faculty member) encounters at the college?

Next, we grabbed our favorite color of marker and spread out to add our ideas to giant wall sticky notes! Check out everyone’s responses in the photos at the bottom of the post, as well as accessible transcriptions/textual descriptions of each sticky.

Then, we discussed each question as a group while looking at the collaborative notes and sharing/explaining our responses. Everyone interpreted the questions differently, so we had a beautiful variety of responses! Participants reported that the conversation left them with lots of ideas for how to adjust their pedagogy and service work to better serve the needs of everyone in our campus community.

Let’s continue the conversation! Once you’ve browsed through the responses from our session below, please comment on this post with thoughts/ questions.





Answers written on each sticky are numbered here for ease/accessibility; on the sticky, each answer was written in a different handwriting/color of marker.

First Sticky Transcript

Question: How do shifting cultural attitudes/norms impact technology and access in higher ed?

Answers:

  1. Providing access as problem/panic vs. opportunity to push for change via code
  2. Laptop bans suck! Normalize tech as teaching tool!
  3. Tech use = equity + agency. Finding ways to incorporate tech will support process + access needs
  4. New language for digital tools + their presence in classsrooom itself, e.g. “cell phone policy” on syllabi– less punitive, “high school” language + more scholarly language
  5. CUNY First doesn’t work well for us, as educators, yet we expect students to use it well
  6. Technology ubiquity, digital natives myth, access + technology costs/rents/connectivity, workflows across/with tools –> assumptions + non-obvious
  7. *Being culturally sensitive, aware, and empathetic towards students of various backgrounds, e.g., language barrier, struggle from class demographic
  8. Expectation of students = digital native, BUT expect no tech in the classroom, expectation of students using tech for coursework, plus: access to internet, device, training, confidence, time on campus? on commute? in real life?

Second Sticky Transcript

Question: What barriers to access do you encounter when advising/mentoring; how do you work to reduce the barriers?

Answers:

  1. I have only ever worked in higher ed (basically)- how to advise ppl with diverse career goals?
  2. Advisement knowledge –> college catalog, ask
  3. Educating students how to find resources + advocate for themselves
  4. Build in advisement/advocacy to my classes
  5. QUIET PRIVATE SPACE
  6. * Certain lack of equipment or resource to carry out a learning tool or projejct
  7. * Being fully aware of what the dept and full time faculty can provide and/or allow
  8. *Telling students what is possible but was not told to them from the admin department
  9. SHARED LANGUAGE
  10. CUNY First – confusing, hard to find things, no training, documentation/support???? [Someone else added to this: awful design)]
  11. My first teaching/advising/mentoring experiences were at the same place I did my undergrad, so I knew A LOT about the school. Not so much here.
  12. Time, lack of skills, lack of equipment, no computer at home, may be monetary issue

Third Sticky Transcript

Question: How can we [underlined] reframe “access” to address the full range of what higher ed students, staff, faculty encounter at City Tech/CUNY/higher ed?

Answers:

  1. I struggle w/ this b/c access still feels like accomodation when I discuss it in class w/ students
  2. Tech for All!
  3. We need both institutional accountability and a sense of informed individual responsibility to become a truly welcoming learning environment for students and workers
  4. TRY to pre-test or PUT MYSELF into the situation, first, before I ask the student to perform their task. i.e., I [underlined] talk to CATW; I try to access open lab, et al.
  5. WTH is a “reasonable accommodation”??? What do fac/staff do when only dis services office is “student dis services”???
  6. Use empowering language, Access provides low cost learning materials/tools, Access is social + professional
  7. Recognize people are differently abled–variety not disability
  8. Multiple channels + paths to resources and education about resources
  9. Raise awareness of access issues for faculty, not just students. It will matter to conversations about student access!

Fourth Sticky Transcript

[This sticky was placed in between two others, so some of these answers are in response to the question on the Second Sticky and some are in response to the question on the Third Sticky]

Answers in the section dedicated to Second Sticky:

  1. Lack of training
  2. At present, most spaces are not clean enough or feel safe enough for me
  3. Where students meet me on their terms
  4. Barrier: lack of awareness of one’s own ableist assumptions

Answers in the section dedicated to the Third Sticky:

  1. Create a COMMONS [underlined], LOCUS “non-labelled” space where those “abled” and “differently abled” are indistinguishable
  2. Faculty most feel safe as well
  3. Present, non-traditional spaces I have utilized include: The NYCCT Gym (a very good and under-tapped spot), The Cafeteria, The Campus Bookstore Cafe (very successful), the 5th Floor Game Room, the 4th Floor Game Room, the (gasp!) LIBRARY
  4. Mix of Staff [underlined] and student
  5. (Private) physical meeting space
  6. No such place exists yet, exists for my use, where I can implement mentoring

Last Sticky Transcript

Question: How can faculty practice inclusive mentoring and advising for students w/ shifting needs?

  1. Don’t be an assole
  2. * Advisors need to encourage students to take advantage of available resources, e.g. disability office
  3. Acknowledge own [underlined three times] limitations/needs, take stock in what that looks like and reflect on it as if never previously considered…students don’t have to be the only ones who are vulnerable
  4. Creating space- increasing visibility…by having (more) ability challenged educators
  5. Sensitivity to needs and realizing needs shift
  6. Cross cultural understanding, understand different student situations
  7. Be aware that genre expectations vary widely + realize students might need support for discourse environments beyond the university + work to fill in your own knowledge gaps (also be aware of opposite- norms of higher ed must be learned [underlined]!
  8. Introduce them to common unchanging loci of help, witnessing, listening, e.g. office hour, etc.
  9. LISTEN [box drawn around this word]. Embodied needs aren’t static [underlined] – needs change over time. Respect knowledge of people’s experiences
  10. Share/empathize/common ground/shared experience

Open Pedagogy Event (2/27): Access in Service

Access in Service

Thursday, February 27, 2020, 4:30-6:00pm (Faculty Commons, N227)

*Refreshments will be served.

*Part-time faculty are eligible to receive a stipend for participation.

*Please RSVP by commenting on this post. Please share this invitation with your colleagues!

 

Access in higher education means more than implementing accommodations and access-centered pedagogy. Outside of the classroom, students face barriers to access in areas like advising, tutoring, and writing centers. These include a lack of culturally-responsive writing support,  legal and advising support tailored to students’ needs, and transparency around registration and financial aid. Faculty and staff who serve on committees, mentor students, and participate in various types of teaching and learning centers must think through how to  serve both multiply-marginalized students and our institutions with access and justice in mind. In this event we will consider the following questions:

  • How can university faculty practice inclusivity in mentoring and advising disabled and non-disabled students with shifting and complex needs? 
  • How do shifting  cultural attitudes and norms impact how we think  about access in higher education? What kind of shifting norms come up around using technology to facilitate access?
  • What barriers to access do you encounter when you advise students and mentor students, formally or informally? What strategies have you used to reduce these barriers, and how do you learn from others about access-centered service opportunities? 
  • How can we, as individuals and institutions, reframe access to consider the full range of what a person (student, staff/faculty member) encounters at the college?

Recommended Readings:

 

Image Credit: meme by Sharona Franklin on her @hot.crip Instagram account 

OpenLab at the Living Lab General Education Seminar

 

Coloured board game playing figures
PublicDomainPictures.net

The OpenLab grew up alongside the Living Lab General Education Seminar, and the success of both is thanks in part to a commitment to high-impact educational practices and open pedagogy.

The OpenLab team is collaborating today with the Living Lab General Education Seminar to get creative and think about ways of engaging students in the Intercultural Knowledge gen ed student learning outcome through open digital tools, using a game-based approach.

Interested in learning more? Check out our slides!

Commons in a Box OpenLab at NYC Digital Humanities Week

Blocks. Spinning.

Did you ever show friends or colleagues City Tech’s OpenLab, only to have them ask, “How can I have an OpenLab at my school/institution/organization?!”
The answer is Commons in a Box OpenLab!

Please share information about the NYCDH Week workshop introducing CBOX OpenLab, tomorrow, 2/7, at the CUNY Graduate Center:

RSVP

UPDATE: Slides from the 2/7 workshop

This workshop introduces Commons In A Box OpenLab: free, open source software that enables anyone to create a commons space specifically designed for open learning, where students, faculty, and staff can collaborate across disciplinary boundaries and share their work openly with one another and the world.

Funded by a generous grant from the NEH’s Office of Digital Humanities, the project brings together Commons In A Box (CBOX; http://commonsinabox.org/) — the software that powers NYCDH — and City Tech’s OpenLab platform for teaching, learning, and collaboration (https://openlab.citytech.cuny.edu/). The result is a teaching-focused version of CBOX that provides a powerful and flexible alternative to costly proprietary systems, and is already being adopted at CUNY and beyond.

We will begin by introducing CBOX OpenLab and demonstrating its features and functionality, using examples drawn from City Tech’s OpenLab and BMCC’s new installation. We will then engage participants in group discussion of how they might use (or are already using) CBOX OpenLab, and the benefits and challenges of open learning.

Equipment: Laptops helpful, but not required