Month: January 2025

Resource 1 – Professional Communication E-Textbook

The aim of this OER is for the student to develop the knowledge and skills necessary to:

1. competently communicate in both a personally effective and socially appropriate manner within culturally diverse workplace settings, and
2. value interpersonal communication as integral to creating and fostering relationships.

https://docs.google.com/document/d/1LWwTBfTAFPcFIq2c5DrXONUriddWwY-YBHwepCgLvAU/edit?tab=t.0#heading=h.yk8qpgys2exf 

Rating – I would give this a 5 out of 5 star for being a close match to my objective

Quality – the text is in easy to read format and vocabulary is accessible for a variety of learners. There is no cost for this text and it has been created in Alberta which is the province it will be applied in for my course. The resource is of high quality of information for the content in the course I would be teaching with the following objectives:

• Utilize interpersonal communication skills to increase effective personal and professional relationships.
• Practice diverse communication skills to increase sensitivity and competency in a variety of social and cultural interactions.

Usage – I would use this text as is as there is no need to adapt it. 

Resource 2 – Principles of Social Psychology

The aim of this OER is based on a critical thinking approach—its aim is to get students thinking actively and conceptually. To help students better grasp the big picture of social psychology and to provide you with a theme the text has a consistent pedagogy across the chapters. It is organized around two underlying principles that are essential to social psychology:

1. Person and situation (the classic treatment)
2. The ABCs of social psychology (affect, behavior, and cognition)

Discussion is framed around the two human motivations of self-concern and other-concern. Discussions focus on a variety of dimensions including altruism, aggression, prejudice, gender differences, and cultural differences. 

https://opentextbc.ca/socialpsychology/front-matter/accessibility-statement/

Rating – I would give this a 5 out of 5 star for being a close match to my objective

Quality – the text is in easy to read format and vocabulary is accessible for a variety of learners. There is no cost for this text and it has been created in Alberta which is the province it will be applied in for my course. The resource is of high quality of information for the content in the course I would be teaching with the following objectives:

• Examine psychological and social influences on human behavior to objectively analyze one’s own interpersonal experiences and relationships.

Usage – I would adapt this resource to only focus on a few chapters and not complete the full text.

I am thrilled to have discovered the concept of Open Educational Resources (OER), especially since I recently approached my Associate Dean with a request to discontinue the use of a particular textbook. I found out that the textbook costs $180, yet I only reference it occasionally, and its readings can be quite confusing.

My course, Human Relations, focuses on communication and self-awareness to foster healthy relationships. Given the nature of this course, I believe more flexible resources are essential to adapt to the unique dynamics of each class. For instance, one year my class was highly engaging and extroverted, while another year the students were more reserved and hesitant to speak aloud. I needed to tailor my teaching approach to suit these different groups, which the rigid structure of the textbook couldn’t accommodate.

Another significant concern is the cost of the textbook. This course often attracts students from single-parent households, low-income families, and young adults, for whom the high price of the textbook is prohibitive, especially when it isn’t central to their learning. This financial burden is unfair, particularly when the same content can be accessed through more affordable or even free resources. Embracing OER would not only alleviate this burden but also provide the flexibility to better meet the needs of diverse student groups.

Reconcili-Action Plan at RDP

When I explored my institution to understand how it is engaging with local Indigenous peoples, I discovered that RDP has implemented a Reconcili-Action Plan for 2023-2028. This plan was developed by the RDP Equity, Diversity, Inclusion, and Indigenization (EDII) Indigenous Working Group in consultation with Indigenous stakeholders, including RDP Indigenous students, the Red Deer Native Friendship Society, Sunchild First Nation, Montana First Nation, Ermineskin First Nation, Big Horn 144A Reserve, Shining Mountains Community Living Services, Urban Aboriginal Voices Society, and Métis Local 492. The plan outlines several actions to support reconciliation, such as relationship building, accessible education, Two-Eyed Seeing, and encouraging open voices. The policies in this plan are essential for positioning RDP as a partner alongside Indigenous peoples in central Alberta.

Indigenous Student Services and Events

In addition to the Reconcili-Action Plan, I discovered that our institution has an Indigenous Student Services department dedicated to supporting Indigenous students’ academic success. This department provides resources and guidance to help Indigenous students thrive and integrate into the institutional environment. The institution also hosts several Indigenous-focused events, such as an annual Indigenous conference organized by students and community members, an Indigenous culture camp, and activities leading up to National Truth and Reconciliation Day.

Gaps in Policies for Instructors

Despite these initiatives, there is a noticeable gap in policies guiding instructors on integrating Indigenous content, activities, or pedagogy into their teaching. While programs like the Bachelor of Education, Early Learning, Social Work, and Educational Assistant programs include policies and courses focused on Indigenous pedagogy—aligned with Alberta’s Teacher Quality Standard #5, which emphasizes foundational knowledge about First Nations, Métis, and Inuit for the benefit of all students—these resources are often not widely visible or accessible to post-secondary instructors, as they are primarily designed for K-12 educators.

Implications for Other Departments

This raises questions about other departments, such as Trades, Arts, Math, and Science. Are these areas incorporating Indigenous pedagogy? If the institution does not mandate these concepts across all departments, how can genuine reconciliation be achieved?

Alignment with the Truth and Reconciliation Commission

This oversight could be seen as a failure to align with the Truth and Reconciliation Commission’s Calls to Action. Ensuring all departments engage with Indigenous pedagogy is crucial for meaningful progress toward reconciliation.