Digischol

Join Dylan Barth, vice-president of innovation and online Learning Consortium (OLC) programs, while he sits with Kim Grewe, a long-standing facilitator of the OLC workshop and defender of open educational resources (OER).

In this episode of our Facilitator series of projectorsKim shares her inspiring journey as a educator, his passion for gold and best practices for teachers who seek to implement open pedagogy in their classrooms. It also discusses the future of the OER, the role of AI in education, and why collaboration is the key to success.

Are you an educator interested in gold? Learn Kim’s ideas and find out how the OER can improve students’ commitment, increase access and allow teachers.

Subscribe to OLC’s YouTube channel For more expert interviews, ideas and professional development opportunities!

Learn more about OLC workshops

Transcription of the interview
I am Dylan Barth, vice-president of innovation and OLC programs, and I have the great privilege of chatting with Kim Greewe, which we highlight this month as part of our facilitator Spotlight series.

Kim has been running workshops for the professional learning center for about 10 years, so we are here to find out a little more about her and her reflections on education. So, welcome, Kim.

Dylan: What is your original story? How did you get where you are in your career?

Kim: Well, hello, Dylan, thank you for making me.

Again, I am honored and delighted to be here and I am delighted that you have chosen me to highlight. I am a life educator. I knew I wanted to be a English teacher since I was in seventh year, so I am one of the lucky ones.

I knew my goal from the start, and that’s what I pursued in one way or another. I took what I like to call a spaghetti route, and I will take this term from Dr. Michelle Weiss, who is also a defender of lifelong learning.

And like many of us, probably, but have not even been circuits. It was such a messy and strange path. But I did everything, from the teaching of the English of college and the high school to English to basketball and volleyball, as a sports director, by leading the bus, by teaching community college at night, by following English courses with double registration, by learning online when it became something, becoming an educational technologist while I was a English teacher.

And then I found myself in the place where I was about the last years, the longest I have ever been with the Northern Virginia Community College as an educational designer. And that’s when I connected with OLC. So, I am a lifelong learning lover.

And that’s what brought me here.

Dylan: Oh, it’s wonderful. It seems that you have lived a number of large experiences in a number of different areas at all levels, so many different levels.

Dylan: What workshops do you generally facilitate for OLC? And what do you like in directing them?

Kim: Well, I am part 1 of the OER, by exploring open educational resources, and Oer part 2, by implementing open educational resources.

And I do them for almost a decade, and I love these workshops. And the main thing I like at home, in addition to spreading the right word on what is Oer and how they can help increase students’ access and personalize the course equipment and empower teachers, in addition, it is the pleasure of working with the different teachers who register for these professional learning workshops, I always tell them, and it is authentic, I learn what they do. And even if people are new to Oer, they are professionals in the field and they bring rich experiences.

It is therefore my joy, it is interacting and being able to meet new people and learn from them in these workshops.

Dylan: Yeah, it’s wonderful. Thank you for sharing this. And, I would say that you are not alone, you say that you like the workshop, and we also have such a note and a response from this series of workshops.

Thank you so for being a wonderful facilitator.

I want to jump in a little more, a little more outside the workshops and ask questions about ERs in general.

This question is, What is a particularly effective practice linked to the oer you would like to share?

Kim: I think that one of the greatest practices I can share is collaboration, in addition to giving teachers the information, tools and support they need.

I think it is important that we really sit together and that we were going to work together. So we make sprints, either we do Remix workshops, and we have in fact teachers, and we all work together on something they will really use and implement. And we even try to use this approach in workshops for OLC because people are busy.
And so we always want work to be something that is manageable.

And I really have the impression at the center of open pedagogy is this idea of ​​collaboration anyway. And so I think that having people, offering them opportunities to be together to do the work, I think, is one of the most important things.

Dylan: So, if you are a member of the faculty or an instructor who looks at this, find someone else who does a similar job or an educational designer with whom you can collaborate. If you are an educational designer who works in close collaboration with the teachers to be able to highlight these initiatives.

Well, what would you say what advice do you have for someone new in using gold and to open pedagogy?

Apart from the example.

Kim: I mean, we just said that we are looking for others who do the work because many times there are people who do the work and we could not even know.

So let’s seek these people. But the other thing I often recommend is to take advantage of the good job that has already been done.

You know, sometimes, when people hear about open educational resources, they think, well, I may just have to write mine.

And, you know, it could be true in some cases, but so many people do such a good job. And it is, me, a more intelligent way to start small, to find something already created and to adopt this and to adapt it to your needs. And then once you start getting your feet down this way, you can dive deeper.

And the second advice I think is just critical is to speak with your students while you do, while you work there, bring students as part of the process, because once again, it is also part of open pedagogy, by focusing more students, including in the process, giving them agency choices and a certain power to make decisions around the study program. So start small and talk to your students. Bring your students right away would be my advice to those who start.

Dylan: It is excellent advice. I love it. Bring your students.

I think that is something that we continue to hear at OLC of so many teachers of teachers, IDS on this subject, how important it is to have this student voice and to invest them, I think that is what you are talking about too.

One last question for you, Kim. How do you see the OER and the open pedagogy evolving in the coming years?

Kim: Well, I think the answer could be a little obvious for some. I don’t know.

But I think AI will play a bigger role, of course. I mean, David Wiley has already talked, you know, Gen ai is the new Oer, basically.

Now there are other people who are thought, and there are great leaders in the field who repel against this, like Amy Hofer with open Oregon. But I really have the impression that AI will have an impact in two ways. First, it has a lot of capacity to create these personalized and personalized learning materials.

Once you have learned to interact with him, getting the most out of it, it can be very useful for doing things like, you know, aligning goals, creating multiple choice quizs, different levels of bloom taxonomy, by making sections, you know, all these kinds of things that are part of the creation of good oer. We can rely on AI to help us.

And then the other thing on this subject, however, when it comes to opening pedagogy, and this is the field that I hope that we will see more, we want to know more about how to collaborate and how not to be isolated with AI, but to use it as a tool and we always have this human collaboration. I have the impression that this piece is important and we must find a way to fill this gap between a lot of work in a way in silos anyway, and more with AI, it seems, and has more human collaboration. So I have the impression that AI will change, you know, how we do things for sure.

And I hope that centering students will continue to be part of the movement, because I have the impression that this is the area where we really have to go.

Dylan: Yeah. Well, thank you very much for that. To really appreciate in a way in an area or an area at the moment, it seems that there is a lot of ambivalence around the generating AI, and it is therefore really good to see a very positive and new perspective on the way in which it could affect students, empower their success.

So it’s wonderful.

Well, I just want to say thank you very much, Kim, to be a fantastic facilitator and to have sat here with me today. It’s really great to have you in our community and continue your good job.

Kim: Thank you very much, Dylan. I’m just delighted to be here and thank you for doing me.

Join Dylan Barth, vice-president of innovation and online Learning Consortium (OLC) programs, while he sits with Kim Grewe, a long-standing facilitator of the OLC workshop and defender of open educational resources (OER).

In this episode of our Facilitator series of projectorsKim shares her inspiring journey as a educator, his passion for gold and best practices for teachers who seek to implement open pedagogy in their classrooms. It also discusses the future of the OER, the role of AI in education, and why collaboration is the key to success.

Are you an educator interested in gold? Learn Kim’s ideas and find out how the OER can improve students’ commitment, increase access and allow teachers.

Subscribe to OLC’s YouTube channel For more expert interviews, ideas and professional development opportunities!

Learn more about OLC workshops

Transcription of the interview
I am Dylan Barth, vice-president of innovation and OLC programs, and I have the great privilege of chatting with Kim Greewe, which we highlight this month as part of our facilitator Spotlight series.

Kim has been running workshops for the professional learning center for about 10 years, so we are here to find out a little more about her and her reflections on education. So, welcome, Kim.

Dylan: What is your original story? How did you get where you are in your career?

Kim: Well, hello, Dylan, thank you for making me.

Again, I am honored and delighted to be here and I am delighted that you have chosen me to highlight. I am a life educator. I knew I wanted to be a English teacher since I was in seventh year, so I am one of the lucky ones.

I knew my goal from the start, and that’s what I pursued in one way or another. I took what I like to call a spaghetti route, and I will take this term from Dr. Michelle Weiss, who is also a defender of lifelong learning.

And like many of us, probably, but have not even been circuits. It was such a messy and strange path. But I did everything, from the teaching of the English of college and the high school to English to basketball and volleyball, as a sports director, by leading the bus, by teaching community college at night, by following English courses with double registration, by learning online when it became something, becoming an educational technologist while I was a English teacher.

And then I found myself in the place where I was about the last years, the longest I have ever been with the Northern Virginia Community College as an educational designer. And that’s when I connected with OLC. So, I am a lifelong learning lover.

And that’s what brought me here.

Dylan: Oh, it’s wonderful. It seems that you have lived a number of large experiences in a number of different areas at all levels, so many different levels.

Dylan: What workshops do you generally facilitate for OLC? And what do you like in directing them?

Kim: Well, I am part 1 of the OER, by exploring open educational resources, and Oer part 2, by implementing open educational resources.

And I do them for almost a decade, and I love these workshops. And the main thing I like at home, in addition to spreading the right word on what is Oer and how they can help increase students’ access and personalize the course equipment and empower teachers, in addition, it is the pleasure of working with the different teachers who register for these professional learning workshops, I always tell them, and it is authentic, I learn what they do. And even if people are new to Oer, they are professionals in the field and they bring rich experiences.

It is therefore my joy, it is interacting and being able to meet new people and learn from them in these workshops.

Dylan: Yeah, it’s wonderful. Thank you for sharing this. And, I would say that you are not alone, you say that you like the workshop, and we also have such a note and a response from this series of workshops.

Thank you so for being a wonderful facilitator.

I want to jump in a little more, a little more outside the workshops and ask questions about ERs in general.

This question is, What is a particularly effective practice linked to the oer you would like to share?

Kim: I think that one of the greatest practices I can share is collaboration, in addition to giving teachers the information, tools and support they need.

I think it is important that we really sit together and that we were going to work together. So we make sprints, either we do Remix workshops, and we have in fact teachers, and we all work together on something they will really use and implement. And we even try to use this approach in workshops for OLC because people are busy.
And so we always want work to be something that is manageable.

And I really have the impression at the center of open pedagogy is this idea of ​​collaboration anyway. And so I think that having people, offering them opportunities to be together to do the work, I think, is one of the most important things.

Dylan: So, if you are a member of the faculty or an instructor who looks at this, find someone else who does a similar job or an educational designer with whom you can collaborate. If you are an educational designer who works in close collaboration with the teachers to be able to highlight these initiatives.

Well, what would you say what advice do you have for someone new in using gold and to open pedagogy?

Apart from the example.

Kim: I mean, we just said that we are looking for others who do the work because many times there are people who do the work and we could not even know.

So let’s seek these people. But the other thing I often recommend is to take advantage of the good job that has already been done.

You know, sometimes, when people hear about open educational resources, they think, well, I may just have to write mine.

And, you know, it could be true in some cases, but so many people do such a good job. And it is, me, a more intelligent way to start small, to find something already created and to adopt this and to adapt it to your needs. And then once you start getting your feet down this way, you can dive deeper.

And the second advice I think is just critical is to speak with your students while you do, while you work there, bring students as part of the process, because once again, it is also part of open pedagogy, by focusing more students, including in the process, giving them agency choices and a certain power to make decisions around the study program. So start small and talk to your students. Bring your students right away would be my advice to those who start.

Dylan: It is excellent advice. I love it. Bring your students.

I think that is something that we continue to hear at OLC of so many teachers of teachers, IDS on this subject, how important it is to have this student voice and to invest them, I think that is what you are talking about too.

One last question for you, Kim. How do you see the OER and the open pedagogy evolving in the coming years?

Kim: Well, I think the answer could be a little obvious for some. I don’t know.

But I think AI will play a bigger role, of course. I mean, David Wiley has already talked, you know, Gen ai is the new Oer, basically.

Now there are other people who are thought, and there are great leaders in the field who repel against this, like Amy Hofer with open Oregon. But I really have the impression that AI will have an impact in two ways. First, it has a lot of capacity to create these personalized and personalized learning materials.

Once you have learned to interact with him, getting the most out of it, it can be very useful for doing things like, you know, aligning goals, creating multiple choice quizs, different levels of bloom taxonomy, by making sections, you know, all these kinds of things that are part of the creation of good oer. We can rely on AI to help us.

And then the other thing on this subject, however, when it comes to opening pedagogy, and this is the field that I hope that we will see more, we want to know more about how to collaborate and how not to be isolated with AI, but to use it as a tool and we always have this human collaboration. I have the impression that this piece is important and we must find a way to fill this gap between a lot of work in a way in silos anyway, and more with AI, it seems, and has more human collaboration. So I have the impression that AI will change, you know, how we do things for sure.

And I hope that centering students will continue to be part of the movement, because I have the impression that this is the area where we really have to go.

Dylan: Yeah. Well, thank you very much for that. To really appreciate in a way in an area or an area at the moment, it seems that there is a lot of ambivalence around the generating AI, and it is therefore really good to see a very positive and new perspective on the way in which it could affect students, empower their success.

So it’s wonderful.

Well, I just want to say thank you very much, Kim, to be a fantastic facilitator and to have sat here with me today. It’s really great to have you in our community and continue your good job.

Kim: Thank you very much, Dylan. I’m just delighted to be here and thank you for doing me.

Join Dylan Barth, vice-president of innovation and online Learning Consortium (OLC) programs, while he sits with Kim Grewe, a long-standing facilitator of the OLC workshop and defender of open educational resources (OER).

In this episode of our Facilitator series of projectorsKim shares her inspiring journey as a educator, his passion for gold and best practices for teachers who seek to implement open pedagogy in their classrooms. It also discusses the future of the OER, the role of AI in education, and why collaboration is the key to success.

Are you an educator interested in gold? Learn Kim’s ideas and find out how the OER can improve students’ commitment, increase access and allow teachers.

Subscribe to OLC’s YouTube channel For more expert interviews, ideas and professional development opportunities!

Learn more about OLC workshops

Transcription of the interview
I am Dylan Barth, vice-president of innovation and OLC programs, and I have the great privilege of chatting with Kim Greewe, which we highlight this month as part of our facilitator Spotlight series.

Kim has been running workshops for the professional learning center for about 10 years, so we are here to find out a little more about her and her reflections on education. So, welcome, Kim.

Dylan: What is your original story? How did you get where you are in your career?

Kim: Well, hello, Dylan, thank you for making me.

Again, I am honored and delighted to be here and I am delighted that you have chosen me to highlight. I am a life educator. I knew I wanted to be a English teacher since I was in seventh year, so I am one of the lucky ones.

I knew my goal from the start, and that’s what I pursued in one way or another. I took what I like to call a spaghetti route, and I will take this term from Dr. Michelle Weiss, who is also a defender of lifelong learning.

And like many of us, probably, but have not even been circuits. It was such a messy and strange path. But I did everything, from the teaching of the English of college and the high school to English to basketball and volleyball, as a sports director, by leading the bus, by teaching community college at night, by following English courses with double registration, by learning online when it became something, becoming an educational technologist while I was a English teacher.

And then I found myself in the place where I was about the last years, the longest I have ever been with the Northern Virginia Community College as an educational designer. And that’s when I connected with OLC. So, I am a lifelong learning lover.

And that’s what brought me here.

Dylan: Oh, it’s wonderful. It seems that you have lived a number of large experiences in a number of different areas at all levels, so many different levels.

Dylan: What workshops do you generally facilitate for OLC? And what do you like in directing them?

Kim: Well, I am part 1 of the OER, by exploring open educational resources, and Oer part 2, by implementing open educational resources.

And I do them for almost a decade, and I love these workshops. And the main thing I like at home, in addition to spreading the right word on what is Oer and how they can help increase students’ access and personalize the course equipment and empower teachers, in addition, it is the pleasure of working with the different teachers who register for these professional learning workshops, I always tell them, and it is authentic, I learn what they do. And even if people are new to Oer, they are professionals in the field and they bring rich experiences.

It is therefore my joy, it is interacting and being able to meet new people and learn from them in these workshops.

Dylan: Yeah, it’s wonderful. Thank you for sharing this. And, I would say that you are not alone, you say that you like the workshop, and we also have such a note and a response from this series of workshops.

Thank you so for being a wonderful facilitator.

I want to jump in a little more, a little more outside the workshops and ask questions about ERs in general.

This question is, What is a particularly effective practice linked to the oer you would like to share?

Kim: I think that one of the greatest practices I can share is collaboration, in addition to giving teachers the information, tools and support they need.

I think it is important that we really sit together and that we were going to work together. So we make sprints, either we do Remix workshops, and we have in fact teachers, and we all work together on something they will really use and implement. And we even try to use this approach in workshops for OLC because people are busy.
And so we always want work to be something that is manageable.

And I really have the impression at the center of open pedagogy is this idea of ​​collaboration anyway. And so I think that having people, offering them opportunities to be together to do the work, I think, is one of the most important things.

Dylan: So, if you are a member of the faculty or an instructor who looks at this, find someone else who does a similar job or an educational designer with whom you can collaborate. If you are an educational designer who works in close collaboration with the teachers to be able to highlight these initiatives.

Well, what would you say what advice do you have for someone new in using gold and to open pedagogy?

Apart from the example.

Kim: I mean, we just said that we are looking for others who do the work because many times there are people who do the work and we could not even know.

So let’s seek these people. But the other thing I often recommend is to take advantage of the good job that has already been done.

You know, sometimes, when people hear about open educational resources, they think, well, I may just have to write mine.

And, you know, it could be true in some cases, but so many people do such a good job. And it is, me, a more intelligent way to start small, to find something already created and to adopt this and to adapt it to your needs. And then once you start getting your feet down this way, you can dive deeper.

And the second advice I think is just critical is to speak with your students while you do, while you work there, bring students as part of the process, because once again, it is also part of open pedagogy, by focusing more students, including in the process, giving them agency choices and a certain power to make decisions around the study program. So start small and talk to your students. Bring your students right away would be my advice to those who start.

Dylan: It is excellent advice. I love it. Bring your students.

I think that is something that we continue to hear at OLC of so many teachers of teachers, IDS on this subject, how important it is to have this student voice and to invest them, I think that is what you are talking about too.

One last question for you, Kim. How do you see the OER and the open pedagogy evolving in the coming years?

Kim: Well, I think the answer could be a little obvious for some. I don’t know.

But I think AI will play a bigger role, of course. I mean, David Wiley has already talked, you know, Gen ai is the new Oer, basically.

Now there are other people who are thought, and there are great leaders in the field who repel against this, like Amy Hofer with open Oregon. But I really have the impression that AI will have an impact in two ways. First, it has a lot of capacity to create these personalized and personalized learning materials.

Once you have learned to interact with him, getting the most out of it, it can be very useful for doing things like, you know, aligning goals, creating multiple choice quizs, different levels of bloom taxonomy, by making sections, you know, all these kinds of things that are part of the creation of good oer. We can rely on AI to help us.

And then the other thing on this subject, however, when it comes to opening pedagogy, and this is the field that I hope that we will see more, we want to know more about how to collaborate and how not to be isolated with AI, but to use it as a tool and we always have this human collaboration. I have the impression that this piece is important and we must find a way to fill this gap between a lot of work in a way in silos anyway, and more with AI, it seems, and has more human collaboration. So I have the impression that AI will change, you know, how we do things for sure.

And I hope that centering students will continue to be part of the movement, because I have the impression that this is the area where we really have to go.

Dylan: Yeah. Well, thank you very much for that. To really appreciate in a way in an area or an area at the moment, it seems that there is a lot of ambivalence around the generating AI, and it is therefore really good to see a very positive and new perspective on the way in which it could affect students, empower their success.

So it’s wonderful.

Well, I just want to say thank you very much, Kim, to be a fantastic facilitator and to have sat here with me today. It’s really great to have you in our community and continue your good job.

Kim: Thank you very much, Dylan. I’m just delighted to be here and thank you for doing me.