Opening Books@Work: A ThinqStudio & CFD Collaboration

In partnership with CU Denver’s Center for Faculty Development (CFD), ThinqStudio invites you to join a Books@Work club throughout October featuring the text Open: The Philosophy and Practices that are Revolutionizing Education and Science. If you are unfamiliar with CFD’s Books@Work program, the effort is designed for faculty across campus to “discuss books on a variety of topics, including innovative teaching techniques, learning processes, changes in higher education, academic career matters, and other issues pertinent to higher education.” This CFD and ThinqStudio collaboration is a distinctive way to start the 2017-18 academic year given shared commitments to openly accessible professional learning, transformative teaching, and reflective practice.

Details on How to Join

  • Register here to participate in this Books@Work discussion about open practices in higher education.
  • Note that the book club will have two on-campus meetings: Monday, October 2nd and Monday, October 23rd, both from 12:30 to 2p MT, and both located in the CFD Conference Room (LCS, 3rd Floor, Suite 320).
  • You are very welcome to join the book club even if you’re unable to attend the on-campus meetings. We will set up live Zoom video conferences during both sessions, and will also feature asynchronous discussion opportunities as we “open up” conversation via collaborative web annotation.

Opening Up Books@Work: Hypothesis and Web Annotation Conversation

Given the topic of this book, it is no surprise that the text Open: The Philosophy and Practices that are Revolutionizing Education and Science has been published with an open-access Creative Commons Attribution 4.0. This means anyone can freely access, download, and read the text, as this open license “permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.” We are grateful to the editors and many authors who agreed to open their scholarship for varied public audiences.

In addition to reading this text, faculty participants are invited to adopt social reading practices using the web annotation platform Hypothesis. Annotation may be defined as the practice of commenting on, marking up, or adding marginalia to a text. Hypothesis is a free, open-source technology that allows digital texts to be annotated publicly and privately, creating conversations layered atop the web. Various scientific research, journalism, and education communities use Hypothesis web annotation, and the platform is also featured in chapter 9 of our focal text (the chapter “From OER to Open Pedagogy: Harnessing the Power of Open).

For participants interested in opening up their discussion, everyone is invited to use the web annotation platform Hypothesis to participate in open and collaborative web annotation as an additional form of conversation. Here’s how to join and use Hypothesis:

  • It is recommended that you use Google Chrome as your browser
  • Visit Hypothesis and select the red “Get Started” button (mid-page), then follow the instructions.
  • First, create a free account. This requires that you create a username (which can be anonymous), and to enter an email address and password.
  • Second, add the Hypothesis extension to your browser. Installing the “add-on for Chrome” is a quick, free, and simple process.
  • Third, start annotating! At hypothes.is/welcome note how to toggle the annotation sidebar via a button in Chrome’s location bar, as well as the different types of annotation you can add to a text – including page notes, highlights, comments, and replies to annotations. And annotations need not only be text-based; Hypothesis annotation is multimodal, and can include images, gifs, videos, and hyperlinks.

Access and Annotate Each Chapter

Once you’ve joined Hypothesis and added the extension to your (Chrome) browser, you are encouraged to publicly annotate chapters of our text. Your annotations may feature reactions, questions, disagreements, related resources or media – really anything that you deem generative of a more robust conversation. As other participants access the chapters below, they will be able to read your annotations, reply to your comments, and deepen our exchange. And we’ll reach out to select authors, as well as the volume editors, many of whom are familiar with Hypothesis and may chose to join this public aspect of our conversation.

Each of the following chapters will open as a PDF in a new tab with Hypothesis automatically active, helping you to start annotating as you read:

  1. Introduction To Open
  2. A Brief History of Open Educational Resources
  3. Open Licensing and Open Education Licensing Policy
  4. Openness and the Transformation of Education and Schooling
  5. What Can OER Do for Me? Evaluating the Claims for OER
  6. Are OE Resources High Quality?
  7. Opening Science
  8. Open Course Development at the OERu
  9. From OER to Open Pedagogy: Harnessing the Power of Open
  10. Opening Up Higher Education with Screencasts
  11. Librarians in the Pursuit of Open Practices
  12. A Library Viewpoint: Exploring Open Educational Practices
  13. How to Open an Academic Department
  14. The International Journal of Wellbeing: An Open Access Success Story
  15. Iterating Toward Openness: Lessons Learned on a Personal Journey
  16. Open-Source for Educational Materials Making Textbooks Cheaper and Better
  17. Free is Not Enough
  18. The BC Open Textbook Project
  19. TeachPsychScience.org: Sharing to Improve the Teaching of Research Methods
  20. DIY Open Pedagogy: Freely Sharing Teaching Resources in Psychology
  21. You Cant Sell Free and Other OER Problems
  22. Open as Default: The Future of Education and Scholarship

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