Effective Practices in
Open Pedagogy
David Wiley, PhD

www.lumenlearning.com
You Don’t Have To “Do It”
You can adopt OER and continue
teaching as you always have

www.lumenlearning.com
“Backwards Design”

Outcomes

Assessments

Activities

www.lumenlearning.com
“Backwards Design”
1. Identify outcomes.
2. How would you know if students
achieved the outcomes? (“If they
were able to.....
Effective Practice
Hattie’s “Visible Learning”

www.lumenlearning.com
Scope of the Research
Over 800 meta-analyses
Over 50,000 studies
Over 80,000,000 learners

www.lumenlearning.com
Effect Size
Measure of magnitude of impact
Independent of sample size
Popular for meta-analyses

www.lumenlearning.com
Formative Evaluation of Teaching (.9)
“When teachers were required to use
data and evidence-based models, effect
sizes wer...
Organizing and Transforming (0.85)
“Overt or covert rearrangement of
instructional materials to improve
learning. (e.g., m...
Teacher Clarity (0.75)
Clarity as rated by students (not other
teachers) in “organization, explanation,
examples and guide...
Reciprocal Teaching (0.74)
“The emphasis is on teachers enabling
their students to learn and use
cognitive strategies such...
Feedback (0.73)
“The major discriminator is whether
feedback is clearly directed to the
various levels of task, process, o...
Feedback (0.73)
Task level: Correct / incorrect. “You need to include
more information about...”
Process level: Required l...
Teacher Student Relationships (0.72)
“Developing relationships requires skills
by the teacher – such as the skills of
list...
Worked Examples (0.57)
“Worked examples reduce the cognitive
load for students such that they
concentrate on the processes...
Weren’t We Talking “Open”
Combining these effective practices in
the context of open

www.lumenlearning.com
“Disposable Assignments”
Students hate doing them
You hate grading them
Huge waste of time and energy

www.lumenlearning.c...
“Valuable Assignments”
Students see value in doing them
You see value in grading them
Contribute to the greater good

www....
1. OER as Worked Example
Help students understand the design
of the OER you’ve assigned

www.lumenlearning.com
2. Remix OER
Assign students to organize and transform OER
to more teach effectively

www.lumenlearning.com
3. Provide Feedback on Remixes
Offer multiple types of feedback on student
remixes and require revisions

www.lumenlearnin...
4. Reciprocal Teaching
Have students teach each other
using their remixes

www.lumenlearning.com
5. Continuous Improvement
At end of term, engage in data-based
formative evaluation of the course. Incorporate
student wor...
i. Create Clarity
Students should understand what their remixes
should contain, how they will be graded, and how
they pote...
ii. Create Trust
Establish relationships with student that
demonstrate your confidence in their abilities
to create great ...
Worked Examples
Wikis vs Blogs
Rick Noblenski on Wikis
District Policies on Blogs and Wikis
http://pm4id.org/
www.lumenlea...
Discussion
(And thanks!)

www.lumenlearning.com
Upcoming SlideShare
Loading in...5
×

Effective Practices and Open Pedagogy

1,421

Published on

The narrative accompanying these slides is available at http://opencontent.org/blog/archives/2975

Published in: Education, Technology
0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,421
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
39
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

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
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×