dScribe: The makers of OPEN

dScribe: the makers of OPEN / September 2009 / OCWC Garin Fons http://open.umich.edu Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright 2009 The Regents of the University of Michigan

students know stuff.

* ** *** students know stuff. * students are becoming ever harder to deﬁne in traditional ways like, say, someone who shows up to “class”. ** know in ways that are explicit, measurable, quantiﬁable; but also in ways that are tacit, immeasurable, and, frankly, taken for granted. *** stuff about not only technology and the web, but also about people, practices, potential.

a lot of ^ students know stuff.

cliched stuff games gadgets communication consumption social networking

maybe it isn’t so cliched layering connecting sharing remixing

a lot of ^ students know stuff. meaningful interesting valuable useful

know-how driven by:

a passion for learning CC:BY-NC-ND kuzeytac (ﬂickr)

a desire to increase access to knowledge CC:BY-NC-ND ul_Marga (ﬂickr)

an eagerness to solve real world problems CC: BY-SA julien_harneis (ﬂickr)

an ability to collaborate and participate CC: BY-NC-SA tojosan (ﬂickr)

* ** *** we knew stuff. * we were a group of grad students and a faculty member at U-M ** knew less than we know now, but that might have been ok *** stuff about Creative Commons, some programming, web 2.0, sharing, etc.

a passion a desire we had an eagerness and the ability

so we began to build

one two CC: BY-SA jfabra (ﬂickr) CC: BY-SA jfabra (ﬂickr) a new model for a new paradigm in creating OER/OCW. teaching and learning.

one opportunity for a new model CC: BY-SA jfabra (ﬂickr) Traditional OCW/OER Challenges publication model • cost • staff centered • access to faculty • retroactive • scale • refresh rate

two change the existing pedagogy CC: BY-SA jfabra (ﬂickr) students teacher learning happens in there somewhere? knowledge CC:BY-NC-ND kioko (ﬂickr)

how else can we do this?

producing OER c curriculum people convert into OER materials who are these people?

what about students?

Motivated students...

Motivated students... collaborate with faculty...

Motivated students... collaborate with faculty... and a team of U-M OER specialists...

Motivated students... collaborate with faculty... and a team of U-M OER specialists... to gather, review, edit, and publish course materials...

Motivated students... collaborate with faculty... and a team of U-M OER specialists... to gather, review, edit, and publish course materials... for use by students, educators and self-learners...

Motivated students... collaborate with faculty... and a team of U-M OER specialists... to gather, review, edit, and publish course materials... for use by students, educators and self-learners... worldwide.

Source: Regents of the University of Michigan

faculty & dScribe2 dScribe attends faculty & dScribe2 connect: license training course led recruit dScribe material as OER by dScribe2 publish dScribe to OER site Publishing faculty transfers course material to dScribe Process Class #1 Agenda: Class #1 Agenda: roles faculty reviews material: publish dScribe identiﬁes & documents to U-M OER site potential IP issues dScribe clear IP Class #1 Agenda: dScribe2 dScribe makes necessary edits to OER team reviews & course material clears IP issues instructor BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell

dScribe cast of characters dScribe Faculty dScribe2

license material

license material That’s easy!

select a dScribe Class #1 Agenda: ﬁnd dScribe for this course

select a dScribe I’ll do it! Class #1 Agenda: ﬁnd dScribe for this course

dScribe training course

dScribe training course decision trees open resources fun! copyright

transfer material Class #1 Agenda:

vet material Class #1 Agenda: ﬁnd dScribe for open.michigan Class #1 Agenda:

vet material OERca: Content & Decision Management Software Class #1 Agenda: ﬁnd dScribe for open.michigan Class #1 Agenda:

Modeling workflow

review material Content Processing Class #1 Agenda:

review material OERca: Content & Decision Management Software Where does this Content Processing image come from? Class #1 Agenda:

edit material Class #1 Agenda: ﬁnd dScribe for open.michigan

ﬁnal review Class #1 Agenda: ﬁnd dScribe for open.michigan

ﬁnal review Looks Class #1 Agenda: ﬁnd dScribe for open.michigan good!

publication open.michigan Class #1 Agenda:

one address main challenges of OCW creation CC: BY-SA jfabra (ﬂickr) create a method that is... : scalable : sustainable : cost effective : enables refresh

“dScribes” do-it-yourself, digital, distributed motivated students or individuals who: • organize, clear, tag course materials • are familiar with technology and software • learn about intellectual property & copyright • engage with content in new ways

dScribe publication model benefits to students: • master course content • learn about copyright and copyleft • establish unique connection w/ faculty • potential to get course credit • collaborate w/ other dedicated classmates • make resources available to everyone

dScribe publication model benefits to faculty: • students in course know best! • establishing unique connection w/ students • quality assurance of materials • obtain user feedback on content >> improve content

dScribe publication model issues we have noted: • difference between student quality and faculty quality of work • limited expertise in subject area • limited time to devote to OER production • difficult to obtain the right balance of incentives for participation and production

two social view of learning & learning 2.0 CC: BY-SA jfabra (ﬂickr) the classroom is changing

a Cartesian view of knowledge and learning :: John Seely Brown and Richard P. Adler : “I think therefore I am” : knowledge as substance & pedagogy as knowledge transfer CC: BY-NC-SA smallestbones (ﬂickr) http://www.ﬂickr.com/photos/jenkim/5535084 http://creativecommons.org/licenses/by-nc-sa/2.0/ See: Brown, John Seely and Richard P. Adler, “Minds on Fire: Open Education, the Long Tail, and Learning 2.0” Educause Review, January/February 2008, pages 17 - 32

the social view of learning - learning 2.0 :: John Seely Brown and Richard P. Adler : “we participate therefore we are” : understanding is socially constructed CC: BY-NC berbercarpet (flickr) http://www.flickr.com/photos/flickerbulb/1477994596 http://creativecommons.org/licenses/by-sa/2.0/ See: Brown, John Seely and Richard P. Adler, “Minds on Fire: Open Education, the Long Tail, and Learning 2.0” Educause Review, January/February 2008, pages 17 - 32

learning 2.0 - characteristics :: connected : students, staff, & faculty :: global audience : facebook, slideshare, YouTube :: participatory : commenting as part of assignments :: project based learning : authentic assessments and real clients :: technology as a mindset, not a skill : blogs, wikis, multimedia, social networking : collaborative virtual spaces : permanent records of work and conversations more here in Kim Cofino’s presentation - “The 21st Century Classroom” http://www.slideshare.net/mscofino/the-21st-century-classroom

a summary :: sharing as the norm :: learning is more about how than what :: participation and collaboration are key a proposition :: learning how to be open is essential to engaging in social learning and learning 2.0

is a step in that direction.

students as makers. students as collaborators. students as teachers. sharing the stuff they know. making learning relevant, interesting, meaningful. making open the norm.

dScribe.info@umich.edu https://open.umich.edu/wiki/Main_Page

https://open.umich.edu/wiki/ -> Presentation, poster, and diagram downloads

We were made CC:BY Ryan Junell https://open.umich.edu/wiki/ -> Presentation, poster, and diagram downloads

dScribe: The makers of OPEN

by Garin Fons

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