IGNIS Webinar Series Week #5: OER, Courage to Teach, & Social Sciences Online

Don’t miss Week #5 of the IGNIS Webinar Series this Thursday, June 5, 2014 at 2:00 p.m.  Presenters from South Puget Sound Community College, Lake Washington Institute of Technology, and Bellevue College will share their experiences.  Topics include creating “open” textbooks, how one’s personal developments and health impacts teaching and learning, and exploring Canvas from a disciplinary perspective.  No preregistration is required, simply login here to participate.

  • Rick McKinnon (South Puget Sound Community College): “Exploring Platforms for Collaborative Creation of Open Textbooks.”
    The first goal of this FLC will be to make an in-depth exploration of a number of collaborative tools that may perform this function. We’ll determine whether Content Management Systems (CMSs) such as Drupal, Ning, Huddle, and Wikispaces are appropriate for the creation of an open textbook.  After a suitable platform is chosen, the next goal will be to develop best practices around the development of CoPs, and to provide training to faculty who wish to develop and participate in CoPs focused on creation of a textbook in their area of expertise. The final goal of this FLC will be to document our experience for development of such CoPs so that other colleges may replicate it.
  • Sally Heilstedt (Lake Washington Institute of Technology): “The Courage to Teach.”
    Together, a community of faculty and staff who teach will create a safe place to discuss their experiences as teachers, learn from Parker Palmer’s insights about the inner life of teachers and from one another, and discover how personal development and health impacts teaching and learning.
  • Katharine Hunt (Bellevue College): “Social Science Learning Online Group (SSLOG).”
    Full-time and adjunct social science faculty will explore specific tools and functionalities in Canvas from a disciplinary perspective.  They will focus on revising materials in their online courses to be more accessible for learners with a wide variety of learning challenges, finding a balance between maximizing student learning experience and the instructor workload, and “closing the gap” between successful and unsuccessful students.