I recently gave a talk at OCMA Virtual Symposium 2020 titled “OERs and the Vision of Mathematics Education in the Open“, during which I shared my experience with open education resources and open textbooks in my teaching. Since we shifted to emergency online teaching this March, it has been challenging for everyone: students, faculty and staff. We are living in a time during which we experience the loss of family and friends without much emotional support, overworking is the new norm and the future is uncertain.
How are our students doing? Many of them are not sure whether they can continue their education now that they lost their part-time job without enough income to cover school and textbooks; they are not sure whether they can keep their scholarship because they may not be able to keep their perfect GPAs; they are not sure what is the best way to study now that courses are all online with minimal or even no connections with their peers and instructors; their course load is getting too much: all of a sudden every course they take has weekly check-ins and quizzes; they may not even have stable wi-fi because they are financially disadvantaged and/or live in a war zone; they fell terrified when they are watched by proctoring softwares because even the blink of an eye could signal they’re cheating. This list could go on, and this is the situation our students are in.
Is there anything we could do as instructors to help our students on their learning journey? I believe OERs are part of the solution. As Sean Fitzpatrick pointed out on Twitter, we should use OER because they are just as good, sometimes better than commercial textbooks, and our students can use them any time, any where; we instructors can connect with a passionate community of educators which is exactly what I experienced this semester. We are using Active Calculus for MATH2720 Multivariable Calculus at University of Manitoba in fall semester, and I got to connect with the author of the book: Steve Schlicker who are so supportive and shared a ton of resources with me when he learned that I’m teaching using this book. I also connected with Feryal Alayont from the Department of Mathematics at Grand Valley State University because we both teaching the same course using this book. It’s wonderful to connect with and learn from them. And none of this would be possible without this wonderfully written open textbook. My class and I also use Hypothes.is for social annotation and the discussions students have are another proof that using an open textbook is the right choice.
As I said during my presentation, when teachers work together, students win! Let’s try to build a supportive community for each other so everyone’s life is a bit better, easier and brighter. If you are interested in learning about my experience with OERs, feel free to reach out to me via email email@example.com and on Twitter: xinli_w. I always love a good chat. Take care for now.
As we are three months into self-isolation and social distancing, I feel it’s time for me to write something to remind the future me what this time period is like, and for anyone who’s in the similar situation with me, this is for you as well.
First of all, it is not easy. I’m having a difficult time due to many reasons: I lost a close family member in May, and we are still mourning. The grief will never truly go away. It’s more like tidal waves and I’m learning to live with it after losing my mum last year. It dawns on me that adult life is not getting easier, quite the opposite to what I believed growing up. Then it’s my job situation: it’s uncertain to me whether I will have my current teaching job when September starts so I have been applying for teaching jobs, as well as education developing jobs, and some other seemingly interesting admin jobs. As anyone who’s experienced job hunting, it can be soul-crushing: I usually spend hours on one job application, and sometimes I don’t even get a rejection email. I learned recently that 75% of resumes never landed in a real person’s hands thanks to AI so I’m learning how to beat the machine and trying to match the key words in job descriptions. But I more or less accept that the whole job hunting is more about luck: knowing the right person, applying for a job at the right timing is more important than what I’m actually capable of doing. That somehow helps me cope with the frustration and move forward. Then it’s home-schooling my little one. She just turned six a few days ago and it’s getting almost impossible to get my work done and keep her entertained/cared for on a daily basis. We have agreed on a daily routine which helps to certain extent: every morning she reads 3 books on Tumblebooks: https://www.tumblebooklibrary.com/TumbleSearch.aspx followed by piano practice. Then she listens to audio books on Audible stories: https://stories.audible.com/discovery?ref=adbl_ent_anon_ds_ds_vn We usually go for walks in the afternoon, either in the neighborhood or drive to Oakville/Halton conservation parks. Then more stories for her before bed time. I also need to cook, clean, do laundry in the middle of all these. The arrangement is not the best if I want to get more work/reading/meetings done. She pops up more often in my Zoom meetings and please do not be surprised if she becomes a regular soon.
So any good news? What am I doing these days? Well I still manage to get a few things done. We(Ann, TJ and I) are writing a paper for OTESSA 2020 conference now that our presentation won’t happen due to COVID-19 and it feels good to put our ideas down in written form. I’m taking an online course now: Inclusive Teaching: Supporting All Students in the College Classroom on edX from Columbia Univerity and thoroughly enjoy the course. I’m at the last module and you can see my notes and reflections on this google doc: https://docs.google.com/document/d/1N9d8lCSVd4dx_gLu2xxV-Ntl99XAHFg-456-9vITJvk/edit?usp=sharing I appreciate the opportunity to reflect on my own teaching practices and plan for future. If you teach in higher education and are new to the idea of UDL, inclusive teaching, equity and accessibility, this course is for you. You won’t regret the time spent. I’m also organizing a reading club MEdJoC with Sarah Mayes Tang from UofT: we want to read education research papers and learn how to do proper ER in mathematics. So far we’ve met twice and had great discussions. If you are interested, you can find more information in this google doc: https://docs.google.com/document/d/1wd3p_YLECruhAd3WRTNpsytdL2CjPw_qOYlSwRyMmRk/edit?usp=sharing I’m constantly attending Zoom webinars to learn about teaching online, how to engage students, how to design assessments, and best practices shared by colleagues from other institutions. Learning new things is always exciting to me, and this is one of the best part of my job besides having wonderful students to teach. I’ve been brushing up on my H5P skills. You can find a lot of wonderful examples at eCampusOntario’s own H5P studio: https://h5pstudio.ecampusontario.ca/ I also put together a list of OER for online teaching purpose: https://docs.google.com/document/d/1JEzG-iQo0M6rda1uirTXGAlY-3DWCZtgEzk-Fz051sU/copy I’m about to start another reading group with colleagues from UTM and we will be talking about Small Teaching Online. I’ve always enjoyed these reading clubs and I’m sure this one will be just as good.
Do you see a silver lining in your life during this challenging time?
Hello everyone! This is Xinli saying hi to you by Lake Ontario, one of my favorite spots since we moved to Canada three years ago. Thanks for giving me the opportunity to share a small part of my life and my journey with open education resources with you all. I look forward to connecting with many of you and continuing my OER journey along with all the wonderful people in this lovely community.
I was born in a small village in the northern part of China; I’m a proud first-generation university graduate and ph.d. I’m very fortunate that I graduated debt-free thanks to the low cost of public universities in China and generous scholarship in Singapore. My first encounter with OER happened in 2009 when I was preparing to become a doctoral candidate in mathematics. We were asked to pass an oral exam consisting of three courses in mathematics. One of the courses I chose was Fourier Transform because it’s closely related to my Ph.D research topic but the course was not offered by the university so I had to study on my own. I found Stanford University Professor Brad Osgood’s course on YouTube: The Fourier Transform and its applications and got myself ready for the exam, and subsequently for my future research thanks to his generosity in sharing his lecture notes, teaching and wisdom. It’s only years later that I realized I benefited from open education resources. I took Jenni Heyman’s Making Sense of Open Education in 2018 which is the starting point for me to become a member of the family of OER advocates. Our students today face many challenges while completing their post-secondary education: the financial burden is a reality for many of them. Can we do something to help them? Open Education Textbooks and Resources might be the answer many people are looking for.
I became an OE Fellow with eCampusOntario in 2019 and have been working on adopting OERs in my daily teaching practice: I introduced GeoGebra, an open math visualization tool to my linear algebra class in order to help students understand math concepts better, and adapted an open linear algebra textbook with built-in H5P elements. These interactive problems can help anyone who’s reading the book self-assess whether they have understood the topics in the book.
You can find it here: https://ecampusontario.pressbooks.pub/linearalgebrautm/
I’m grateful that I had the opportunity of working on this project, with the wonderful team from Pressbooks and look forward to more collaborations in the future.