Summer Greetings from the OpenLab!

 

Street art found in NYC; NYC New York Brooklyn Street Art Urban Graffiti

Image Source: Nikon D3200

Greetings from the OpenLab and congratulations to all on the closing of another successful academic year!

While our weekly “Spotlight” blog series will go on hiatus for the season, we wanted to remind you of the sites we featured this past year and encourage you to check them out if you haven’t already done so.

Spring 2018 Spotlight Posts

Fall 2017 Spotlight Posts

We also spotlighted two new initiatives of the OpenLab this year…

…and improved our practices and built out our documentation around ongoing initiatives:

In addition to reviewing these posts from this past year, you can find a full curated list of all sites that have been spotlighted in our *new* Spotlight Archive. This archive offers visitors 3 curated lists to help them sort through the posts:

  1. For everyone (By type of site – course, project, club, portfolio)
  2. For faculty/staff
  3. For students

As always, we also encourage you to check out our in-house sites:

The OpenLab Community Team will continue to offer email support over the summer – please contact us with questions or concerns.

We are also beginning to post our fall programming. August workshops for Faculty/Staff have been posted – RSVP & mark your calendars! We will be in touch as we get more events and workshops on our calendar.

Wishing you all a very happy summer!

The OpenLab Community Team

In the Spotlight: OER for Africana Folklore (Part 3 of 3)

Header image for Africana Folklore class.As the final post of our 3-part series on OERs, this week we’re spotlighting Professor Javiela Evangelista’s OER for Africana Folklore: Afr1130. As mentioned the last two weeks, the general description of OERs seems straightforward – open and freely accessible educational resources. However in practice OERs are more ambiguous. This series aims to highlight some key features of OERs by spotlighting a few OERs being built by City Tech Faculty.

While the last two weeks have focused on clarity and organization (Part 1), and flexibility (Part 2), what Professor Evangelista’s site highlights is that multimedia materials are often an important part of OERs.

In general, teaching and learning with multimedia has been shown to increase comprehension and retention (i.e. Aloraini, 2012). In Africana Folklore, Professor Evangelista pairs a video, or a few, with a set of readings each week. These are not only intended to supplement, but are an important part of the course material. They fill in gaps in understanding and bring new information to the fore, while also reinforcing other material assigned that week.

The consistent use of videos in her course is more pronounced in the context of the class field trip to Democracy Now!, and its related assignment. Democracy Now! is an independent media outlet that highlights social justice stories and news that are too often overlooked or misreported by mainstream media outlets. In the related assignment, Professor Evangelista asks students to compare independent and mainstream media outlets and to think about how and why they represent similar issues differently, and to what end.

This field trip and assignment draw a contemporary parallel to the ways in which Africana Folklore “highlights the survival of African descendant people (and their stories) by way of oral, material and customary traditions”. To what extent are independent media outlets deploying similar strategies toward similar goals?

Moreover, the field trip and assignment conveys lessons of media literacy without saying as much. This seems like an important opportunity for critical reflection on the use of videos as course material, as well as how students may use videos to supplement their independent learning at home. This drives home an important lesson inherent in multimedia pedagogy – for use in your OERs or otherwise – and of this time period in history: that it’s not just about the incorporation of multimedia text into our teaching and learning, but also the critical and responsible approach with which we do so.

For more on multimedia pedagogy from the OpenLab, check out our Spring 2017 Event on the topic (includes external readings), and read the recap, which includes additional examples of multimedia pedagogy on the OpenLab and around CUNY.

This concludes our 3-part series of OERs.

  • Did you miss our first two weeks? Learn more about how organization and clarity (Part 1), and flexibility (Part 2) factor in when building an OER. Part 1 also includes and overview of OERs in general and at City Tech.
  • To browse more OERs on the OpenLab, or learn more to create your own, check out City Tech’s OER Fellowship project site. This site includes external readings, information about the fellowship, and a link to each OER made through this fellowship.

In the Spotlight: In Conversation: An Eng 1101 OER Reader (Part 2 of 3)

Logo for In Conversation OER ReaderIn continuation of our focus on OERs, this week we’re spotlighting In Conversation: An OER Reader, a joint project of Professors Sarah Parulo and Johannah Rodgers. As mentioned last week, the general description of OERs seems straightforward – open and freely accessible educational resources. However in practice OERs are more ambiguous. This series aims to highlight some key features of OERs by spotlighting a few OERs being built by City Tech Faculty.

Similar to Professor Voza’s Biology II (1201) OER – spotlighted last week – In Conversation is well organized with content divided into three sections, and begins with clear “instructions” for how the site may be used and by whom. As Professor Parulo writes in her introduction:

“This reader is designed to lead you through the major elements that comprise any ENG 1101 course, but it is not meant to be taught starting from page one and straight through to the end. Rather, it is designed to allow you to pick and choose the readings and assignments that you think will work best in your classroom. “

These instructions reveal another important and useful aspect of OERs: flexibility.

When creating an OER, the hope is that it will be used by others; that other faculty at your university or beyond may use some or all of it in their classes, or use parts of it in their course development, and that students may refer to the resources you’ve assembled, at least to supplement their course work and understanding. So in contrast to the famous phrase by Aristotle, “the whole is greater than the sum of its parts”, the parts of an OER are as important if not more important than the whole. This has consequences for how you design and organize the content of your OER.

With this in mind, you want to curate the information and resources housed on your OER in a way that allows users maximum flexibility with respect to choosing what pieces they use. Professors Parulo and Rodgers have achieved this by dividing content into three core topics, and then breaking that content down further into subsections that focus on a particular aspect of the larger section. For example, “Introduction to College Writing” is further broken down into three parts: understanding rhetoric, introduction to writing as a process, and elements of a college essay. Each subsection is broken down further into more specific topics that have a downloadable, student-facing PDF.

In Conversation also includes readings, reading questions and assignments for each major section. These aspects of the OER are also accessible from the main menu bar under the same headings (Readings & Questions, Sample Essay Assignments). This seems to reinforce the idea of flexibility; faculty visitors of the site for example can decide that they just want to look at the readings and questions or sample essay assignments, without venturing into the parts of the OER they are not interested in.

In this way, the flexibility built into the platform is with the visitor in mind – that the visitor can ‘flex’ the OERs content to best meet their needs.

The value of flexibility gets at a larger ambition of OERs. OERs are curated repositories of information meant to open up previously closed spaces of the academy (i.e. curriculum and assignment development, the classroom, the learning process) and to foster community, collaboration and sharing across these formerly siloed spaces. By making your OER flexible, you are broadening the scope of people who may find your OER useful, and thus expanding the bounds of the resulting community of learners and teachers.

In the Spotlight: An OER for Biology II 1201, (Part 1 of 3)

header image and main menu of Biology II OER

This week we’re spotlighting an open educational resource (OER) created by Professor Tatiana Voza for Biology II (1201) using a project site on the OpenLab. You can learn more about OERs and OERs at City Tech below, but in general, OERs are online educational resources that are open, easily accessible, and freely available to the public. This description is both meaningful – given its contrast with dominant practices in the academy – and ambiguous. This spotlight on Professor Voza’s site is the beginning of a 3-part series spotlighting Open Educational Resources on the OpenLab. This series aims to introduce you to the variety of OERs available on the OpenLab – some of which may be of use to City Tech students – and to show you to how some faculty at City Tech are implementing OERs on the OpenLab. Each part will focus on a particular quality of the OER, why it matters, and how the spotlighted site achieves it.

Part 1 focuses on clarity and organization.

When you first visit to Professor Voza’s Biology II OER, you are greeted with a welcoming, easily navigable introduction tailored to the role of the visitor (are you a student or a faculty?). Each section helps the visitor get oriented to the site by breaking down how each user-type may use the site: Are you a professor preparing your class? Are you a student trying to use this site to study for an exam?

The clear, instructional and organized nature of the page is mimicked throughout the site. This is a very useful strategy when building an OER. In your class, when things are unclear, students can clarify instructions and tasks with professors in class and/or via follow-up communication. However, with OERs, the aim is for other faculty and students beyond your class to adopt and adapt your materials for their own purposes. In this scenario, the lack of familiarity and proximity between user and creator combined with a lack of understanding about how to use and navigate the site could discourage visitors from using the OER altogether.

Relatedly, being clear that your site is an OER and that to a greater or lesser degree the material can be used and remixed by others, is equally important. On this OER site, a reminder in the form a description of the Creative Commons license is visible in the sidebar on every page.

Another feature of Professor Voza’s OER that assists in presenting the content in a clear and easily digestible way is the use of the Table of Contents Plus plugin. Upon activating this plugin, introductory Table of Contents (TOC) boxes automatically appear on all pages across the site that include 3 or more ‘Headings’ (see image). Including a TOC, especially on pages with a lot of content assists users in quickly understanding what a page contains and navigating to content of interest. The Table of Contents Plug plugin is easy to use, great for organization on any site, and can easily be activated on your own sites by going to Dashboard > Plugins.

A screenshot of the Page editor indicating where users can create headings.

Not sure how to make a heading? When in the editor of a page or post, click the arrow next to ‘Paragraph’ for a dropdown menu that allows you to change text from ‘Paragraph’ to a sub-level heading.


What are Open Educational Resources?

Open Educational Resources, or OERs, are just what they sound like – educational resources that are open, easily accessible, and freely available to the public. In the context of higher education at CUNY, OERs are discussed in relation to alleviating textbook costs for students.  This is significant given that these costs too often play a role in the direction of studies a student may pursue, and/or may prevent a student from completing their studies all together. In addition to making higher education more affordable, OERs create transparency around course curriculum, allowing faculty to easily share the details, content, and organization of their courses. In this way, OERs promote culture of sharing, remixing and collaboration.

OERs at City Tech

Since 2015, City Tech’s OER Fellowship program has supported 25 faculty create and curate Open Educational Resources for a course of theirs on the OpenLab. Fellows are full-time faculty members representing a diversity of departments including Construction Management and Civil Engineering Technology, Biological Sciences, Social Sciences, African American Studies, Computer Science Technology and Dental Hygiene – to name a few. A full list of fellows and their OERs can be found on the OER Fellowship site hosted on the OpenLab. OERs on the OpenLab, however, are not limited to this list; other faculty have taken it upon themselves to develop OERs for City Tech’s community.

Further reading to learn more about OERs:

In the Spotlight: Pedagogy Profiles

This week we’re spotlighting a new blog series on the OpenLab, Pedagogy Profiles. Pedagogy Profiles is an OpenLab blog series that highlights our educators here at City Tech. Each month we’ll feature different faculty members who will share the diverse and creative ways they are using the OpenLab to support their pedagogy.

Through a series of questions, educators are asked to reflect on their experiences using the OpenLab to support a range of pedagogy-related activities, from supporting a specific course to coordinating curriculum within a learning community. In their responses, educators discuss specific affordances of the OpenLab and the kind of course structure and culture they’ve been able to realize by integrating the OpenLab into their practice.

Through this series, we hope to give educators a chance to reflect on their pedagogy in a public arena, and to engage other educators in critical and transformative dialogue about teaching and learning. Our hope for Pedagogy Profiles is that it will further enrich the ongoing conversations around pedagogy already taking place at City Tech and across CUNY.

This series is hosted on one of our in-house sites, Open Pedagogy on the OpenLab. This site serves as forum where the City Tech community can ask questions, stimulate discussion, and share teaching materials, resources, and ideas related to teaching and learning on the OpenLab.

To view our latest featured profile, look in the blog or sidebar on our homepage. You can also review past posts by visiting our Archive.

Want to nominate a colleague or professor to be featured? Contact us today!

In the Spotlight: Accessibility on the OpenLab

Image Source: Bruno Cordioli

This week we’re spotlighting a post that lays out what you can do to improve accessibility on your OpenLab sites composed by the OpenLab’s Senior Instructional Technologist, Bree Zuckerman. Specifically, Bree’s post explains how to make sure documents, images, video, animation and links are accessible to all visitors, and how to present your content in a way that is legible to those with a range of disabilities. Bonus: These changes also generally improve the usability of your site for all users!

It is possible that you won’t have to change too much — for example, many users already use headings, or insert links into descriptive phrases (like the hyperlinked text, “a post”, above) rather than vague ones like “‘click here’.”

In addition, the OpenLab has activated a network-wide plugin, WP Accessibility Plugin, that builds features into the design of the OpenLab which support accessible-practices when creating on the OpenLab.

Just as it is important to be mindful of accessibility when planning and constructing physical infrastructure such as buildings and sidewalks, it is critical that we are mindful of accessible design when creating on the OpenLab and in other digital spaces. Making our sites on the OpenLab accessible means that people with disabilities can, ideally, better perceive, understand, navigate, and interact with the various features of our sites. This may include navigating through a page or a menu, reading a PDF, or “viewing” an image or video. There are some specific ways OpenLab members can address issues of accessibility and ensure that all visitors to their sites are able to access the sites’ material equally.

In implementing these practices on your current and future OpenLab sites, you’re also ensuring that the OpenLab stays true to its foundational goal of creating and sustaining an open digital space where all City Tech students, faculty, staff, and alumni can work together, experiment, and innovate, ultimately enriching the intellectual and social life of our college community.

Related Upcoming Events & Workshops

In supporting OpenLab members in the thinking-and-doing of accessibility, the Community Team will host an Open Pedagogy Event focused on this topic, and a related hands-on workshop.

Open Pedagogy Event (THIS WEEK): Accessibility on the OpenLab
Thursday 2/22 5:30pm – 7:00pm in the Faculty Commons (N227) RSVP
This event continues the conversation about how designing the college experience with accessibility in mind benefits our communities. We’ll engage each other about how standards and accommodations vary across the disciplines. Our discussion will focus on universal design and how it can be incorporated into our pedagogy, mentorship, and administrative work on campus and beyond.

Workshop: Accessibility-a-thon!
Thursday 3/8 1:30pm – 3:30pm, Room TBA
RSVP (Coming Soon)
This workshop offers OpenLab users an opportunity to get in-person support with improving the accessibility and usability of their sites. The OpenLab Community Team invites members of City Tech to drop-in anytime and stay as long as you’d like (up to 2 hours).

In addition to these events, OpenLab members are always welcome to bring questions of accessible/universal design to our office hours or to contact us at openlab@citytech.cuny.edu.

A word map highlighting the different aspects of universal design.

Image Source: Giulia Forsythe

In the Spotlight: Request a Workshop!

Tools on a blue wall in a workshop.

Image Source: pixabay.com

This week we’re spotlighting a renewed form of support – customized workshops for faculty, staff, or students in your departments, offices, and other stakeholder groups at City Tech. In contrast to the general offerings we’ve done in the past, these targeted workshops will be designed specifically for your group. In designing your workshop, the OpenLab Community Team will work directly with you to ensure your group’s needs are met. Please note that workshops are accepted on a rolling basis, so get your requests in early if you want to have the workshop this semester.

Request a workshop today by completing the form on this page. 

In the Spotlight: OER Fellowship

City Tech OER Fellowship Logo

This week we’re spotlighting the OER Fellowship project site on the OpenLab. Beginning in 2015, City Tech’s OER Fellowship supports full-time faculty in creating open educational resources (OERs) – or educational websites comprised of open-source and publically available materials that will consolidate and/or replace their course texts. While an important draw of OERs is the cut in textbook costs to students, during our Open Pedagogy event on this topic last year, Professors and 2016 OER Fellows Sue Brandt and Ari Maller also discussed the greater degree of flexibility in and customizability of content that OERs provide. Relatedly, Professor Brandt discussed the ability to keep course content up-to-date even if only by adding current examples, while Professor Maller enjoyed the ease of assigning texts of various mediums (i.e. videos, images).  

Information about the Fellowship, including participant requirements & guidelines and links to the OERs generated by past fellows, can be found on City Tech’s Ursula C. Sherwin Library website. This information and more – including the Seminar Syllabus, additional resources, and a forum that simultaneously documents the work of past cohorts and identifies some important conversations and considerations related to OERs – is available on the OpenLab site.

Further questions about the fellowship? Contact OER Librarian, Professor Cailean Cooney at ccooney@citytech.cuny.edu.

Further questions about OERs and their possibilities? Read the recap from our Open Pedagogy Event on OERs from last Fall (2016), the recap from our recent Open Pedagogy Event on Copyright and Attribution in Open Digital Pedagogy, and/or join us for our next Open Pedagogy event on Annotating Text on the OpenLab Thursday October 26th at 5:30pm in the Faculty Commons (N227). This is a follow-up to a well-received Spring event, “Annotating Texts in Open Digital Pedagogy”, and related to Librarian Monica Berger’s post, ‘Hypothes.is for OERs’ on the OER Fellowship OL site.

In the Spotlight: Open Pedagogy on the OpenLab

Open Pedagogy on the OpenLab Logo

In conjunction with our first Open Pedagogy Event of the semester, this week we’re spotlighting our in-house site, Open Pedagogy on the OpenLab. This site operates as a forum where OpenLab community members can ask questions and stimulate discussion related to teaching and learning on the OpenLab and in open digital environments more generally. This site is a good place to find ideas for digital pedagogy assignments, access information on best practices and tips for open digital pedagogy, and engage other faculty about how teaching on the OpenLab changes their curriculum and classroom environments and relations.

In conjunction with this site, our OpenLab team hosts Open Pedagogy Events, organized around particular themes and concerns related to teaching in open digital environments and more specifically with teaching on the OpenLab. This Thursday (9/28) we’re hosting our first Open Pedagogy event of the semester, Best Practices for Copyright and Attribution. The event will be held in the Faculty Commons (N227) from 5:30-7:00pm. Refreshments will be served (thanks to the Provost’s Office for its generous support of this event!). Visit the event posting for more information and to RSVP! We hope to see you there! We also have a follow-up workshop that will look more closely at how to integrate these best practices into your use of the OpenLab (RSVP here!). Part-time faculty are eligible to receive a stipend for participation in the event and/or workshop.

In conclusion, we encourage to join the site, and follow along and participate in the conversation!

In the Spotlight: #TheGuide

#TheGuide site header Greetings OpenLab Community! We are now in the 4th week of the semester, with many of you settled into the routines of your fall semesters, and some of you may be wondering, what else?! This week we’re spotlighting #TheGuide as one response to that question. #TheGuide is one-of-a-kind, created by City Tech community members for City Tech community members (and more specifically, students of Professor Karen Goodlad and Professor Laura Westengard) and “includes tips and advice about City Tech’s campus and the surrounding community, including the Brooklyn Waterfront”.

Hungry for a lunch? #TheGuide has information on both the Namm Cafeteria AND  over 40 restaurants – both sitting and take-out – within walking distance of campus. Relatedly, there is a ‘Made in Brooklyn’ section identifying where you can buy locally -sourced and -made jams, cookies, mustards, salsas, wines and more — made with love by your Brooklyn-borough neighbors.

Want to learn more about downtown Brooklyn? The site also houses information for two walking tours – Art in Downtown Brooklyn and Architectural Gems in Downtown Brooklyn. You can also learn more about where to go and what to see by the Brooklyn Waterfront by reading through student’s own walking tours of the area.

Still finding your way around City Tech? (Me too!) #TheGuide also contains information on each of the buildings that comprise City tech, as well as the low-down on where the ‘secret’ on-campus cafe is (in the bookstore!), what to do during your 2-4 hour middle-of-the-day break between classes, where to seek support to improve your writing skills, where to get a quick, cheap bite while avoiding long cafeteria lines and MORE!

As you settle into your schedules, we encourage you to refer to #TheGuide for advice on what to do and see, and where to access support and services around City Tech and downtown Brooklyn more generally. Now get to exploring!