Effective Practices and Open Pedagogy


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Effective Practices and Open Pedagogy

  1. 1. Effective Practices in Open Pedagogy David Wiley, PhD www.lumenlearning.com
  2. 2. You Don’t Have To “Do It” You can adopt OER and continue teaching as you always have www.lumenlearning.com
  3. 3. “Backwards Design” Outcomes Assessments Activities www.lumenlearning.com
  4. 4. “Backwards Design” 1. Identify outcomes. 2. How would you know if students achieved the outcomes? (“If they were able to...”) 3. What activities would help students achieve the outcomes? (reading? writing essays?) www.lumenlearning.com
  5. 5. Effective Practice Hattie’s “Visible Learning” www.lumenlearning.com
  6. 6. Scope of the Research Over 800 meta-analyses Over 50,000 studies Over 80,000,000 learners www.lumenlearning.com
  7. 7. Effect Size Measure of magnitude of impact Independent of sample size Popular for meta-analyses www.lumenlearning.com
  8. 8. Formative Evaluation of Teaching (.9) “When teachers were required to use data and evidence-based models, effect sizes were higher than when data were evaluated by teacher judgment. In addition, when the data was graft, effect sizes were higher than when data were simply recorded.” P. 181 www.lumenlearning.com
  9. 9. Organizing and Transforming (0.85) “Overt or covert rearrangement of instructional materials to improve learning. (e.g., making an outline before writing a paper).... The types of strategies included in this category (such as summarizing and paraphrasing) promote a more active approach to learning tasks.” Pp. 190-191 www.lumenlearning.com
  10. 10. Teacher Clarity (0.75) Clarity as rated by students (not other teachers) in “organization, explanation, examples and guided practice, and assessment of student learning.” P. 126 www.lumenlearning.com
  11. 11. Reciprocal Teaching (0.74) “The emphasis is on teachers enabling their students to learn and use cognitive strategies such as summarizing, questioning, clarifying, and predicting.... The effects were highest when there was explicit teaching of cognitive strategies before beginning reciprocal teaching.” P. 204 www.lumenlearning.com
  12. 12. Feedback (0.73) “The major discriminator is whether feedback is clearly directed to the various levels of task, process, or regulation, and not directed to the level of ‘self.’” www.lumenlearning.com
  13. 13. Feedback (0.73) Task level: Correct / incorrect. “You need to include more information about...” Process level: Required learning processes. “You need to edit this piece of writing by attending to...” Self-regulation level: Self-monitoring, directing. “You already know the key features of the opening of an argument. Check to see whether you used...” Self level: Personal. “You’re a great student!” Pp. 173-178. www.lumenlearning.com
  14. 14. Teacher Student Relationships (0.72) “Developing relationships requires skills by the teacher – such as the skills of listening, empathy, caring, and having positive regard for others.... Teachers should learn to facilitate students’ development by demonstrating that they care for the learning of each student as a person and empathizing with students.” Pp. 118-119 www.lumenlearning.com
  15. 15. Worked Examples (0.57) “Worked examples reduce the cognitive load for students such that they concentrate on the processes that lead to the correct answer and not just providing an answer.” P. 172 www.lumenlearning.com
  16. 16. Weren’t We Talking “Open” Combining these effective practices in the context of open www.lumenlearning.com
  17. 17. “Disposable Assignments” Students hate doing them You hate grading them Huge waste of time and energy www.lumenlearning.com
  18. 18. “Valuable Assignments” Students see value in doing them You see value in grading them Contribute to the greater good www.lumenlearning.com
  19. 19. 1. OER as Worked Example Help students understand the design of the OER you’ve assigned www.lumenlearning.com
  20. 20. 2. Remix OER Assign students to organize and transform OER to more teach effectively www.lumenlearning.com
  21. 21. 3. Provide Feedback on Remixes Offer multiple types of feedback on student remixes and require revisions www.lumenlearning.com
  22. 22. 4. Reciprocal Teaching Have students teach each other using their remixes www.lumenlearning.com
  23. 23. 5. Continuous Improvement At end of term, engage in data-based formative evaluation of the course. Incorporate student work in new version as appropriate. www.lumenlearning.com
  24. 24. i. Create Clarity Students should understand what their remixes should contain, how they will be graded, and how they potentially will be used www.lumenlearning.com
  25. 25. ii. Create Trust Establish relationships with student that demonstrate your confidence in their abilities to create great OER remixes www.lumenlearning.com
  26. 26. Worked Examples Wikis vs Blogs Rick Noblenski on Wikis District Policies on Blogs and Wikis http://pm4id.org/ www.lumenlearning.com
  27. 27. Discussion (And thanks!) www.lumenlearning.com