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“The Pictures Allowed Me To Connect To The Material More”: Student Perceptions Of A Diversity-Focused Open Pedagogy Assignment, Ashley M. Biddle, Virginia Clinton-Lisell
“The Pictures Allowed Me To Connect To The Material More”: Student Perceptions Of A Diversity-Focused Open Pedagogy Assignment, Ashley M. Biddle, Virginia Clinton-Lisell
Education, Health & Behavior Studies Faculty Publications
A racially diverse sample of Introductory Psychology students (n = 32) completed a semester-long open pedagogy assignment focused on improving diversity depicted in photographs in psychology textbooks. Students first did a content analysis on racial and gender diversity within a popular openly licensed Introductory Psychology textbook (i.e., an open educational resource [OER]) and found that White presenting men were overrepresented. Then, for each broad topic in the course, students shared a topic-relevant photograph they had taken with the purpose of improving the diversity of textbook content. Students assigned these photographs Creative Commons (CC) license. Because the openly licensed textbook also …
Are Scientific Memes Motivating And Does Public Sharing Affect Motivation?, Virginia Clinton-Lisell, Alison E. Kelly
Are Scientific Memes Motivating And Does Public Sharing Affect Motivation?, Virginia Clinton-Lisell, Alison E. Kelly
Education, Health & Behavior Studies Faculty Publications
In recent years, renewable assignments, or student creations that have value outside of a course, have received considerable attention. However, there is little theoretically grounded inquiry into students’ motivation for renewable assignments such as scientific memes. Moreover, it is unknown how public sharing of renewable assignments affects students’ perceived value and learning from coursework. In addition, public sharing could logically affect students’ pride and anxiety related to the renewable assignment, but this lacks empirical testing. The purpose of this study was to determine the effects of public sharing of renewable assignments on students’ perceived value, learning, pride, and anxiety relevant …
Using Social Annotation To Enhance Student Engagement In Psychology Courses, Julie Lazzara, Virginia Clinton-Lisell
Using Social Annotation To Enhance Student Engagement In Psychology Courses, Julie Lazzara, Virginia Clinton-Lisell
Education, Health & Behavior Studies Faculty Publications
Increasing engagement in asynchronous online courses is a goal for many college instructors. While discussion boards have been used in the past, social annotation is an alternative that may have multiple benefits for instructors and students. Students from an introductory psychology course (two sections) and a developmental psychology course (one section) used Perusall for social annotation with open educational resources. Over the semester, on average, students submitted quality annotations and more than what was required. Students also reported predominantly favorable perceptions of social annotation via a survey using both Likert scale and open-ended items. These findings are suggestive of student …
Open Pedagogy: A Systematic Review Of Empirical Findings, Virginia Clinton-Lisell
Open Pedagogy: A Systematic Review Of Empirical Findings, Virginia Clinton-Lisell
Education, Health & Behavior Studies Faculty Publications
Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by …