Canadaoer October 2022

canadaoer@lists.bccampus.ca

6 participants
9 discussions

CFP: The place of teaching in academic librarians' work - due Dec. 20

by Emily Carlisle-Johnston

The Canadian Journal of Academic Librarianship (CJAL) invites submissions to our special issue on the place of teaching in academic librarians’ work. CJAL is an open access, peer-reviewed journal published by the Canadian Association of Professional Academic Librarians (CAPAL). "Librarians teach. It might not be what we planned to do when we entered the profession, or it may have been our secret hope all along. Either way, we teach." (Oakleaf et al. 2012, 6) Teaching has become a core activity in academic libraries over the last decades, but librarians may find their teaching role to be a complicated one. Formal instruction largely began in the 1960s and 1970s as a grassroots movement led by librarians rather than library administrators or library schools (Mellon 1987), and some librarians still feel their library administrations do not understand or value their teaching. New librarians may still feel their education has left them unprepared for teaching. At the same time, some administrations are now creating dedicated teaching units and high-level administrative positions focused on teaching and learning, as well as providing greater support for learning to teach. Many librarians identify as teachers or educators as well as librarians, but may not consider themselves as teachers in the same way as faculty, and may not consistently define their work as teaching (Davis, Lundstrom, and Martin 2011). Some may feel anxious or ambiguous about the role (Lundstrom, Fagerheim, and Van Geen 2021; Mattson, Kirker, Oberlies, and Byrd 2017). We invite authors to contribute to these ongoing conversations by submitting proposals for inclusion in this special issue of CJAL. Both big picture and narrow focus on specific contexts/topics are welcome, including conceptual pieces, empirical studies, and case studies of practice. Authors interested in participating are asked to submit a proposal (maximum 800 words plus bibliography) as an email attachment (Word document or PDF) to can.j.acad.lib(a)gmail.com by December 20, 2022. For more information, please see the full CFP on the CJAL website: https://cjal.ca/index.php/capal/announcement/view/872. -- La Revue canadienne de bibliothéconomie universitaire (RCBA) invite des soumissions de propositions pour son numéro spécial sur la place de l'enseignement dans le travail des bibliothécaires universitaires. La RCBA est une revue en libre accès, évaluée par des pairs et publiée par l'Association canadienne des bibliothécaires universitaires professionnels (CAPAL). "Les bibliothécaires enseignent. Ce n'était peut-être pas ce que nous avions prévu de faire lorsque nous sommes entré.e.s dans la profession, ou c'était peut-être notre espoir secret depuis le début. D'une manière ou d'une autre, nous enseignons." (Oakleaf et coll. 2012, 6) L'enseignement est devenu une activité centrale dans les bibliothèques universitaires au cours des dernières décennies, mais les bibliothécaires peuvent trouver leur rôle d'enseignant.e compliqué. L'enseignement formel a commencé en grande partie dans les années 1960 et 1970 en tant que mouvement populaire dirigé par des bibliothécaires plutôt que par des administrateurs de bibliothèque ou des écoles de bibliothéconomie (Mellon 1987), et certain.e.s bibliothécaires ont encore l'impression que leurs administrations de bibliothèque ne comprennent pas ou n'apprécient pas leur rôle en enseignement. Les nouveaux bibliothécaires peuvent encore avoir l'impression que leur éducation les a laissé.e.s mal préparé.e.s pour enseigner. Parallèlement, certaines administrations créent désormais des unités d'enseignement dédiées et des postes administratifs de haut niveau axés sur l'enseignement et l'apprentissage, ainsi qu'un soutien accru à l'apprentissage de le pédagogie. De nombreux bibliothécaires s'identifient comme enseignant.e.s ou éducatrices.teurs ainsi que bibliothécaires, mais peuvent ne pas se considérer comme enseignant.e.s de la même manière que les professeur.e.s et peuvent ne pas définir systématiquement leur travail comme de l' enseignement (Davis, Landsturm et Martin 2011). Certains peuvent se sentir anxieuses.eux ou ambigu.e.s quant au rôle (Landsturm, Fagerheim et Van Geen 2021 ; Mattson, Kirker, Oberlies et Byrd 2017). Nous invitons les auteurs à contribuer à ces conversations en cours en soumettant des propositions à inclure dans ce numéro spécial de CJAL. Les auteurs sont les bienvenus, qu'ils aient une vue d'ensemble ou qu'ils se concentrent sur des contextes/sujets spécifiques, y compris les articles conceptuels, les études empiriques et les études de cas pratiques. Les auteur.e.s intéressé.e.s à participer sont invité.e.s à soumettre une proposition (maximum 800 mots plus bibliographie) en pièce jointe (document Word ou PDF) à can.j.acad.lib(a)gmail.com d'ici le 20 décembre 2022. Pour plus d'informations, veuillez consulter l’appel de proposition complet sur le site du CJAL: https://cjal.ca/index.php/capal/announcement/view/872. -- Emily Carlisle-Johnston (she/her), MLIS Research and Scholarly Communication Librarian University of Western Ontario London, ON, Canada p. 519-661-2111 ext. 84382

2 years, 4 months

Nomination Period Open: Open Education Conference Board of Directors

by Hailey Babb

Hello all, The Open Education Conference has begun its annual community election process to select six new members for the Board of Directors, who will serve two-year terms starting in January 2023. (Full details and FAQ <https://openeducationconference.org/2022-election>) Those interested in putting their name forward for the Open Education Conference Board of Directors Election will have until 11:59pm PST on Sunday November 6, 2022 to fill out the nomination form <https://form.jotform.com/222855098012152>. For interested candidates, full responsibilities and criteria are outlined in the Board Responsibilities & Requirements <https://docs.google.com/document/d/1Z5h6Tr-I13w0XGGwEjiiI__KK7ajcshuWz_2iBh…>. In general, candidates must: - Have attended the Open Education Conference at least once. - Identify with the Open Education Conference community and work toward its Strategic Vision <https://openeducationconference.org/about/strategic-vision>. - Be able to fulfill the Board Responsibilities & Requirements <https://docs.google.com/document/d/1Z5h6Tr-I13w0XGGwEjiiI__KK7ajcshuWz_2iBh…>, including the 6-10 hour monthly time commitment. Please consider this opportunity to shape the future of the Open Education Conference and share it with others who would make great candidates! Further details and an election FAQ can be found on the Open Education Conference website <https://openeducationconference.org/2022-election>. To stay up to date with the elections process, please ensure that you are subscribed to the Open Education Conference mailing list <https://form.openeducationconference.org/sign-up>. Please feel free to share with your networks. We encourage all interested nominees to fill out the self-nomination form <https://form.jotform.com/222855098012152>. Questions can be directed to election(a)openeducationconference.org. Thank you! Hailey Babb On behalf of the Open Education Conference Board of Directors -- *Hailey Babb* Open Education Project Manager SPARC <http://sparcopen.org>

2 years, 6 months

OER4BW Application Due 20 November 2022

by Arianna Cheveldave

This message is sent on behalf of the Open Education for a Better World (OER4BW) program<https://oe4bw.org/application/>, which is an international online mentoring program. >From their website: "The OE4BW has been developed to unlock the potential of open education in achieving the UN Sustainable Development Goals<https://www.un.org/en/sustainable-development-goals>. The programme provides an innovative approach to building Open Educational Resources (OER), connecting new developers of educational materials with experts who volunteer as their mentors. The aim of the programme is to build capacity in open education while producing concrete educational materials with the potential for high social impact." * Dear colleagues, We are happy to report that the calls for developers and mentors for the OER4BW program<https://oe4bw.org/> for 2022/23 are now published. Please find them here: * Call for Developers 2022/23<https://oe4bw.miteam.si/asset/tDsvckrL4ZuHJg8Ka> * Call for Mentors 2022/23<https://oe4bw.miteam.si/asset/XMGafuxv2tdEXz7mj> The deadline for application is 20 November 2022 (23:59 CET). Please note that this year we are looking for high quality applications where developers do any of the following: * develop new and original OERs (please avoid duplication of existing material) * update existing OERs * create auxiliary material to existing OERs (slides, quizzes, video lectures, etc.) * translate existing OERs We would kindly ask you to spread both OE4BW Calls 2022/23 so that we will receive many high quality and diverse applicants from all around the world. For additional information about timelines and criteria, visit the OER4BW application page<https://oe4bw.org/application/>. With kind regards, OE4BW team info(a)oe4bw.org

2 years, 6 months

Call for Authors: OER and Tenure and Promotion Case Studies

by Amanda Coolidge (she/her)

Dear Open Education Colleagues: The DOERS3 Collaborative<https://www.doers3.org/>, building on its previous work with the DOERS3 OER Contributions Matrix<https://www.doers3.org/tenure-and-promotion.html>, seeks authors for a book-length project<https://www.doers3.org/tandpcallforauthors.html> centered around valuing open education work in the tenure, promotion, and reappointment process. To that end, we are interested in case studies written by faculty, staff, and administrators detailing their experiences trying to appropriately value OER and open educational work in that process. A critical part of sustaining OER and open educational practices in higher education is recognizing the contributions by instructors who create and improve OER as part of their professional work. By collecting case studies from those who have experience, DOERS3 seeks to provide as many examples from as many types of institutions as possible so that those looking for answers to this problem can find solutions that speak to their particular issues. The goal of this project is to ultimately be the first stop for anyone asking, “How can I make open education work count toward the job security of myself and others?” DOERS3 seeks abstracts of no more than 250 words for potential case studies by 10/24/22. Case study authors will be compensated for their work and all accepted submissions will be peer reviewed. For more details and a link for abstract submission, see the full Call for Authors.<https://www.doers3.org/tandpcallforauthors.html> Thank you! Amanda Coolidge -------------- My working hours may be different to yours. Please do not feel obligated to reply outside of yours. Amanda Coolidge, MEd [she/her] Hear my name<https://namedrop.io/amandacoolidge> Executive Director (interim), BCcampus [Logo Description automatically generated with medium confidence] BCcampus acknowledges the səl̓ilwətaɁɬ təməxʷ (Tsleil-Waututh), Skwxwú7mesh-ulh Temíx̱w (Squamish), xʷməθkʷəy̓əm (Musqueam), W̱SÁNEĆ (Saanich), and the Esquimalt and Songhees Nations of the Lək̓ʷəŋən (Lekwungen) Peoples, on whose traditional territories we are privileged to live, work, and play. Cell: 250 818 4592 • Email: acoolidge(a)bccampus.ca<mailto:acoolidge@bccampus.ca> Twitter: @acoolidge <http://www.twitter.com/acoolidge> • LinkedIn: amandacoolidge<https://www.linkedin.com/in/amandacoolidge/> Learning. Doing. Leading. BCcampus.ca<https://bccampus.ca/> • @BCcampus<https://twitter.com/BCcampus> • #BCcampus<https://twitter.com/hashtag/BCcampus?src=hash>

2 years, 6 months

November 4: Digital Literacy in Post Secondary Education

by Amanda Coolidge (she/her)

Hello All! Registration is now OPEN<https://events.eply.com/2022ETUGWorkshopNov4> for the Fall Educational Technology Users Group Event on November 4. This year’s theme is: Digital Literacy! [cid:image001.jpg@01D8E396.1E7DF380] Despite the recovery from the pandemic, the number of academic programs and courses delivered in hybrid or fully online formats will likely remain high. At the same time, an increasing number of instructors are trying out HyFlex delivery — giving students options about whether they come to class or learn online. Digital literacy, for both instructors and students, impacts effective use of these delivery modes. But how can digital literacy support teaching and learning for online, hybrid, and HyFlex courses? What does a student need to be digitally literate? What does an instructor need to be digitally literate? Hope to see you there Amanda -------------- My working hours may be different to yours. Please do not feel obligated to reply outside of yours. Amanda Coolidge, MEd [she/her] Hear my name<https://namedrop.io/amandacoolidge> Executive Director (interim), BCcampus BCcampus acknowledges the səl̓ilwətaɁɬ təməxʷ (Tsleil-Waututh), Skwxwú7mesh-ulh Temíx̱w (Squamish), xʷməθkʷəy̓əm (Musqueam), W̱SÁNEĆ (Saanich), and the Esquimalt and Songhees Nations of the Lək̓ʷəŋən (Lekwungen) Peoples, on whose traditional territories we are privileged to live, work, and play. Cell: 250 818 4592 • Email: acoolidge(a)bccampus.ca<mailto:acoolidge@bccampus.ca> Twitter: @acoolidge <http://www.twitter.com/acoolidge> • LinkedIn: amandacoolidge<https://www.linkedin.com/in/amandacoolidge/> Learning. Doing. Leading. BCcampus.ca<https://bccampus.ca/> • @BCcampus<https://twitter.com/BCcampus> • #BCcampus<https://twitter.com/hashtag/BCcampus?src=hash>

2 years, 6 months

OER Innovation Survey (ENCORE+ Project)

by Enkerli, Alexandre

OERers… Received a message from Paz Díez Arcón, researcher at Knowledge 4 All Foundation, about an Encore+ Project<https://encoreproject.eu/> survey to gather examples of OER innovation and create case studies. ENCORE+ OER Innovation (onlinesurveys.ac.uk)<https://openuniversity.onlinesurveys.ac.uk/encore-oer-innovation> Deadline: November 28. Paz’s message: Today, I'm writing to you about the ENCORE+ project, which started in 2020. You can check ENCORE+ at https://encoreproject.eu/ - although the website is a little out of date as we are waiting for a new designer to be recruited so everything can be updated. The basic proposition of the project is there, however. The innovation work package, led by Rob Farrow (Open University), is running a survey and we hope you are able to help us out with it! We are looking for examples of innovation with and through open educational resources (OER) for an open access collection of short case studies that would be showcased on an upcoming event. These would be fairly short - about a page per case. We have a survey we're using to collect data: https://openuniversity.onlinesurveys.ac.uk/encore-oer-innovation Please could you share this survey with OER projects in your network and encourage them to complete it? There are three goals we have in mind for this activity. Firstly, the data we collect will help us build a world-leading collection of cases of OER implementation which we will share on an open licence for others to make use of and learn from. There really isn’t much research that has been done into the relationship between OER and innovation. We hope to facilitate understanding of this. Secondly, we want to amplify interesting and important work being done in the OER world. There are many important projects out there which few people have heard of. In addition to the published collection of cases based on this survey we will be showcasing flagship examples through the ENCORE+ network. Thirdly, the data we collect will be used to inform and structure our OER Innovation Evaluation Framework, a forthcoming publication which will help practitioners to understand the innovation vectors in their own work and facilitate reflection on practice (Look out for this in 2023!). I hope this is fairly self explanatory! As an Erasmus+ project we are especially keen to make sure we get examples from Europe. I thought you would have some great contacts to share the survey with: any OER implementation (or use of OER) counts. We also welcome business examples (which are often harder to find). Let me know if you have any questions or concerns! Survey is open until 28th November 2022. Please feel free to share this message and invitation to complete the survey with other people/projects and distribution lists. -- Alex [Collecto - Services regroupés en éducation]<https://collecto.ca/> [Collecto - Services regroupés en éducation]<https://badgr.com/public/assertions/CbgU229_SnCArzc_sAypdw> ALEXANDRE ENKERLI CHARGÉ DE PROJETS • SERVICES DE PÉDAGOGIE NUMÉRIQUE T 514 384-9272 F 514 381-2263 collecto.ca<http://collecto.ca/> Actualités<http://collecto.ca/actualites> | LinkedIn<https://www.linkedin.com/company/collecto/> 👉 PRENDRE UN RENDEZ-VOUS<https://outlook.office365.com/owa/calendar/Collecto1@collecto.ca/bookings/>

2 years, 6 months

DOERS3 Call for Proposals

by Amanda Coolidge (she/her)

Dear Open Education Colleagues: The DOERS3 Collaborative<https://www.doers3.org/>, building on its previous work with the DOERS3 OER Contributions Matrix<https://www.doers3.org/tenure-and-promotion.html>, seeks authors for a book-length project<https://www.doers3.org/tandpcallforauthors.html> centered around valuing open education work in the tenure, promotion, and reappointment process. To that end, we are interested in case studies written by faculty, staff, and administrators detailing their experiences trying to appropriately value OER and open educational work in that process. A critical part of sustaining OER and open educational practices in higher education is recognizing the contributions by instructors who create and improve OER as part of their professional work. By collecting case studies from those who have experience, DOERS3 seeks to provide as many examples from as many types of institutions as possible so that those looking for answers to this problem can find solutions that speak to their particular issues. The goal of this project is to ultimately be the first stop for anyone asking, “How can I make open education work count toward the job security of myself and others?” DOERS3 seeks abstracts of no more than 250 words for potential case studies by 10/24/22. Case study authors will be compensated for their work and all accepted submissions will be peer reviewed. For more details and a link for abstract submission, see the full Call for Authors.<https://www.doers3.org/tandpcallforauthors.html> Thank you Amanda Coolidge (Chair of DOERS3) -------------- My working hours may be different to yours. Please do not feel obligated to reply outside of yours. Amanda Coolidge, MEd [she/her] Hear my name<https://namedrop.io/amandacoolidge> Executive Director (interim), BCcampus BCcampus acknowledges the səl̓ilwətaɁɬ təməxʷ (Tsleil-Waututh), Skwxwú7mesh-ulh Temíx̱w (Squamish), xʷməθkʷəy̓əm (Musqueam), W̱SÁNEĆ (Saanich), and the Esquimalt and Songhees Nations of the Lək̓ʷəŋən (Lekwungen) Peoples, on whose traditional territories we are privileged to live, work, and play. Cell: 250 818 4592 • Email: acoolidge(a)bccampus.ca<mailto:acoolidge@bccampus.ca> Twitter: @acoolidge <http://www.twitter.com/acoolidge> • LinkedIn: amandacoolidge<https://www.linkedin.com/in/amandacoolidge/> Learning. Doing. Leading. BCcampus.ca<https://bccampus.ca/> • @BCcampus<https://twitter.com/BCcampus> • #BCcampus<https://twitter.com/hashtag/BCcampus?src=hash>

2 years, 6 months

New OER: People Learning and Development

by Open Education

Introducing… People Learning and Development By Monica Affleck Are you interested in the topic of people learning and development or are tasked to implement learning and training opportunities in your workplace? We invite you to use this resource full of information and tools to help support people and organizations in their learning journey. [cid:image002.png@01D8DE23.8F39EF70]<https://kpu.pressbooks.pub/peoplelearningdevelopment/back-matter/list-of-co…> Link to the resource: People Learning and Development<https://kpu.pressbooks.pub/peoplelearningdevelopment/> Learning happens everywhere, and you will explore the different modes of learning on and off the job. But is a training program actually the right solution to address a performance issue in your organization? Learn how to conduct a needs analysis to help you decide what is in the best interest of the organization and people. Training and learning opportunities have to be properly designed to be effective and deliver the results you expect. Find out how adults learn and what motivates them to develop their skills. Discover how learning supports the performance management process and how to ensure that learning gets transferred into the workplace. The ultimate goal of training and development is to increase productivity, employee engagement, and to make a positive impact on the organization’s bottom line. So, evaluating training and development programs is critical to determine the company’s return on investment (ROI). You will find all of this and more in this resource to help you invest in and reap the benefits of talent development in your company. Remember, this is an interactive resource. We invite you to answer the questions at the end of each chapter to test your knowledge. This resource on People Learning and Development was written by two groups of HR students for HRMT 3265 and is an example of open pedagogy<https://www.kpu.ca/open/pedagogy>. [cid:image006.png@01D8DE23.8F39EF70] Learn about KPU’s Open Publishing Suite (OPUS)<https://www.kpu.ca/library/OPUS> * Browse our complete catalogue<https://kpu.pressbooks.pub/catalog/openkpu> * Learn more about KPU Open Education<http://www.kpu.ca/open> * Follow us on Twitter @KPUopen<https://twitter.com/KPUopen> At KPU, we work in regions south of the Fraser River which overlaps with the unceded traditional and ancestral lands of the Kwantlen, Musqueam, Katzie, Semihamoo, Tsawwassen, Qayqayt, and Kwikwetlen peoples. Kwantlen Polytechnic University ► Where thought meets action

2 years, 6 months

New Open Textbook - Universal Design For Learning

by Ross, Heather

I'm happy to announce the release of a new open textbook from USask. Universal Design for Learning: One Small Step https://openpress.usask.ca/universaldesignforlearning/ Heather M. Ross, BA BEd MEd Educational Development Specialist University of Saskatchewan Gwenna Moss Centre for Teaching and Learning Ph: 306-966-5327 Find open textbooks and other open educational resources on: http://open.usask.ca<http://open.usask.ca/> [cid:24511090-5fe3-44c9-9387-469af95f8af1]

2 years, 6 months

2025

2024

2023

2022

2021

2020

2019

2018

2017

2016

Canadaoer October 2022