This assignment is on linear and exponential growth, which is connected to real life scenarios from students’ everyday life as well as teaches them financial responsibility and awareness of economic issues. Project has five parts. In part 1, students would use digital communication ability by creating a video about the topic from the knowledge they had prior to this project. In part 2 (the Mathematical part) they will use problem-solving and inquiry learning to better understand linear and exponential growth, in part 3 students will use global learning through reading to then annotate article and watch video to then discuss it with each other via group chat, in part 4 students will practice integrative learning by interview people, and in part 5 they will prepare reflection using digital/writing/oral communication ability in the format of their choice (record video, paper, oral presentation).

These are some examples of assignments that can be used in a Macroeconomics course that aim at engaging students to curate content and have an active participation in the course material. 

This is a research project which gives students a choice of modalities and platforms and encourages them to share their research with either the class or a wider public audience based on their interests, comfort with technology, openness, and preferences. Their focus can be: (1) answering a clearly defined research question related to the course topic, or (2) curating and writing material for a new or redesigned weekly unit plan for the course, including a detailed rationale for the unit. If students license a unit (re)design for reuse, it may make its way into a future version of the course. Image: "Typewriter Letters" by Laineys Repertoire, used under CC-BY-2.0. 

An assignment and lesson plan for collaborative brainstorming exercises enabling students to collectively articulate their own goals. Framing instruction and assessment with their own goals centers students and can also make it easier to deemphasize grades.

This open pedagogy assignment is a semester-long project for an introductory general biology course for biology majors. Working in pairs or small groups, students will make a 3 to 5 minute video explaining concepts from the course learning objectives. Students will apply a creative commons license and publish their videos on CUNY Academic Works (or another appropriate platform), where they will be available to future introductory biology students as learning resources.
Learning outcomes:
At the end of this project, students will be able to do the following: Effectively teach a concept from the course to a general audience Identify and correctly cite appropriate sources for a scientific presentation (both text and images), including at least one primary source Work collaboratively with peers to create something more than an individual could on their own Incorporate your unique perspective and relate your background to the course topics Provide constructive feedback to peers

Digital Pedagogy in the Humanities is a peer-reviewed, curated collection of reusable and remixable resources for teaching and research. Organized by keyword, the annotated artifacts can be saved in collections for future reference or sharing. Each keyword includes a curatorial statement and artifacts that exemplify that keyword. You can read the keywords comprehensively, as you would a printed collection, and browse artifacts, exploring certain types or subject matte

Everyone eats. In this sense, the experience of food is common to us all. Yet the meanings we attach to food—as individuals with complex personal histories and needs, as members of particular cultures, communities, and belief systems—are remarkably diverse and powerful. In this course, we engage works by scholars, poets, and other writers to explore the significance of food as the source of inspiration and debate. This exploration will serve as a basis for our own writing. Our written responses will explore food as it relates to identity, social justice, and the environment—showing how far inquiry into one topic can stretch.

Course: ENG 110: Food as Philosophy, System, Controversy
Instructor: Nicole Cote
This project was first developed during the Open Pedagogy Fellowship (Winter 2021), through the Mina Rees Library at The Graduate Center.

Read more about this project: Cultivating Resources for the Future by Nicole Cote
https://gclibrary.commons.gc.cuny.edu/2021/04/22/cultivating-resources-for-the-future/

Focus efforts on deliberately building opportunities for your classroom community to emerge and flourish.

A handbook for faculty interested in practicing open pedagogy by involving students in the making of open textbooks, ancillary materials, or other Open Educational Resources. This is a first edition, compiled by Rebus Community, and we welcome feedback and ideas to expand the text.

What do we mean by “open” teaching? And how does “open” relate to “digital pedagogy”? This workshop will introduce the foundations of open digital pedagogy and provide examples from The CUNY Academic Commons, a WordPress teaching and learning platform used by faculty in a variety of graduate and undergraduate courses across CUNY.

A slide deck for an OER and Open Pedagogy workshop. Feel free to make a copy in Google Slides and adapt away!

In spring 2020, many of us were pushed to communicate and conduct classes through our electronic devices. The move to the virtual classroom, however, was not a simple 1:1 shift. Our interactions are being flattened to different degrees by video, audio, and textual modes that may or may not be happening at the same time. The move had effects that ranged from the subtle dimension of (not) seeing the physical expressions and reactions of others, to drastically rethinking how to accomplish different classroom engagements like lectures, students‰Ûª presentations, and discussions. Acknowledging this context, this workshop aims to explore the differences in how information, behavior, and activity are perceived/received in online settings, and to develop strategies to foster clear and effective communications on digital platforms.

This is a lesson plan for collaborative student created questions.It is adapted for ECO202 Macroeconomics from Rajiv Jhangiani in Open Pedagogy Notebook: "Why have students answer questions when they can write them?" 

A selection of poems, arranged by theme, with a list of poetic terms.