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ERIC Number: EJ1453458
Record Type: Journal
Publication Date: 2021
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2564-4726
Available Date: N/A
Building Bridges and Breaking Barriers: OER and Active Learning in Mathematics
OTESSA Journal, v1 n1 2021
This article will discuss how open educational resources and instructional technology are used to support student academic success and continuous faculty pedagogical development, as well as reduce barriers to access at an R1 university. This article uses case examples from two instructors from a Mathematics and Computational Sciences department who are using open educational resources and instructional technology as part of an inclusive active learning pedagogy. The first case study is from an integral calculus course and the second case study is from a discrete mathematics course. The article highlights the role of the educational developer in providing pedagogical and technological support to the faculty. The support the educational developer provides is framed by an inclusive pedagogy that foregrounds access and accessibility. Future considerations provided in the article highlight the need for connections and collaborations supported through a Teaching and Learning Collaboration with an emphasis on active learning, classroom training, and open educational resources to create more pedagogically comprehensive and inclusive learning environments.
Open/Technology in Education, Society, and Scholarship Association. 3800 Finnerty Road, MacLaurin Building Room A568, University of Victoria, Faculty of Education, Victoria, BC, V8W 2Y2 Canada. e-mail: journal@otessa.org; Web site: https://journal.otessa.org/index.php/oj
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Canada; United States
Grant or Contract Numbers: N/A
Author Affiliations: N/A