dScribe: The makers of OPEN
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dScribe: The makers of OPEN

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Webinar given to an audience of students and practitioners for an OCWC presentation series. Talks about the role of students in creating OER / OCW.

Webinar given to an audience of students and practitioners for an OCWC presentation series. Talks about the role of students in creating OER / OCW.

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  • How does anyone do this? this is not magic. it’s effort that requires people like you, but it rewards itself.

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  • 1. 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
  • 2. students know stuff.
  • 3. * ** *** 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.
  • 4. a lot of ^ students know stuff.
  • 5. cliched stuff games gadgets communication consumption social networking
  • 6. maybe it isn’t so cliched layering connecting sharing remixing
  • 7. a lot of ^ students know stuff. meaningful interesting valuable useful
  • 8. know-how driven by:
  • 9. a passion for learning CC:BY-NC-ND kuzeytac (flickr)
  • 10. a desire to increase access to knowledge CC:BY-NC-ND ul_Marga (flickr)
  • 11. an eagerness to solve real world problems CC: BY-SA julien_harneis (flickr)
  • 12. an ability to collaborate and participate CC: BY-NC-SA tojosan (flickr)
  • 13. * ** *** 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.
  • 14. a passion a desire we had an eagerness and the ability
  • 15. so we began to build
  • 16. 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.
  • 17. 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
  • 18. two change the existing pedagogy CC: BY-SA jfabra (flickr) students teacher learning happens in there somewhere? knowledge CC:BY-NC-ND kioko (flickr)
  • 19. how else can we do this?
  • 20. producing OER c curriculum people convert into OER materials who are these people?
  • 21. what about students?
  • 22. Motivated students...
  • 23. Motivated students... collaborate with faculty...
  • 24. Motivated students... collaborate with faculty... and a team of U-M OER specialists...
  • 25. Motivated students... collaborate with faculty... and a team of U-M OER specialists... to gather, review, edit, and publish course materials...
  • 26. 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...
  • 27. 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.
  • 28. Source: Regents of the University of Michigan
  • 29. 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
  • 30. dScribe cast of characters dScribe Faculty dScribe2
  • 31. license material
  • 32. license material That’s easy!
  • 33. select a dScribe Class #1 Agenda: find dScribe for this course
  • 34. select a dScribe I’ll do it! Class #1 Agenda: find dScribe for this course
  • 35. dScribe training course
  • 36. dScribe training course decision trees open resources fun! copyright
  • 37. transfer material Class #1 Agenda:
  • 38. transfer material Class #1 Agenda:
  • 39. vet material Class #1 Agenda: find dScribe for open.michigan Class #1 Agenda:
  • 40. vet material OERca: Content & Decision Management Software Class #1 Agenda: find dScribe for open.michigan Class #1 Agenda:
  • 41. Modeling workflow
  • 42. review material Content Processing Class #1 Agenda:
  • 43. review material OERca: Content & Decision Management Software Where does this Content Processing image come from? Class #1 Agenda:
  • 44. edit material Class #1 Agenda: find dScribe for open.michigan
  • 45. edit material Class #1 Agenda: find dScribe for open.michigan
  • 46. final review Class #1 Agenda: find dScribe for open.michigan
  • 47. final review Looks Class #1 Agenda: find dScribe for open.michigan good!
  • 48. publication open.michigan Class #1 Agenda:
  • 49. one address main challenges of OCW creation CC: BY-SA jfabra (flickr) create a method that is... : scalable : sustainable : cost effective : enables refresh
  • 50. “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
  • 51. 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
  • 52. 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
  • 53. 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
  • 54. two social view of learning & learning 2.0 CC: BY-SA jfabra (flickr) the classroom is changing
  • 55. 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
  • 56. 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
  • 57. 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
  • 58. 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
  • 59. is a step in that direction.
  • 60. students as makers. students as collaborators. students as teachers. sharing the stuff they know. making learning relevant, interesting, meaningful. making open the norm.
  • 61. dScribe.info@umich.edu https://open.umich.edu/wiki/Main_Page
  • 62. https://open.umich.edu/wiki/ -> Presentation, poster, and diagram downloads
  • 63. We were made CC:BY Ryan Junell https://open.umich.edu/wiki/ -> Presentation, poster, and diagram downloads