I support instructors to create excellent online courses and I conduct research to improve my practice.
This image represents a word cloud generated from a cursory analysis of the mission and vision statements of 30 international universities. These are the skills universities wish to encourage in undergraduate learners. In an online context, are we designing learning experiences that support learners to practice and achieve these competencies? How might learner-centred online design using open educational practices and learner-discovered OER support practice and competency for these skills?
Purpose: The purpose of this mixed-method action research study will be to examine the potential of open, collaborative online learning designs to expand the use of open educational practices (OEP) and open educational resources (OER) among global educators and learners. Specifically: I will seek an interested online educator, partner with them to design an online learning experience based on OEP and OER and collect both quantitative and qualitative data from the educator and learners. I will included assessments that aligned with the stated learning outcomes for the course to help demonstrate the learning design’s potential for accredited online teaching and learning. I will use a survey instrument to measure pre- and post-intervention perceptions of self-efficacy (confidence in skills) for educators and learners with respect to digital literacy (finding, adapting, and sharing OER), collaborative learning processes, and problem solving skills.
Research Consent - As part of my ongoing cycles of action research, I would like your permission to collect your data at today’s session, data may include your spoken word, any artifacts you create, and any digital files you wish to share with me. Participation is voluntary and any personally identifying information in the data will not be used in any part of my dissertation or future presentations. I will keep all data secure and confidential and once transcribed audio data will be deleted.
Scenario – for purposes of the OE Global main conference action lab (testing my design ideas). Focusing on one module within a Biology 100 course (1st year undergraduate level). My vision for the course is that it would be grounded in problem solving related to the UN Sustainable Development Goals.
The particular module I will test in the action lab with focus on the Cape Honey Bee, native to the Western Cape of South Africa, and the loss of 40% of its population between 2008 and 2015 due primarily to an infestation of American Foulbrood Disease. Learner focus on finding and sharing resources within the module, and creating an open educational resource bring a focus to SDG 4 and SDG 15.
Whatever number you drew, you are now part of a working group on the learning activities I’m about to describe.
ASK ME ANYTHING AT ANY TIME….
Messy Learning Commences…
Final debrief. I am seeking an online instructor to pilot this learning design in their discipline for a Fall (Cycle 1) and Winter (Cycle 2 – more formal data collection). Please email if you’re interested and we can talk over the possibilities. The research process would include significant learning design and facilitation support from me. Please also email if you’d be willing to conduct a 30 minute interview with me by Skype just after the conference to provide me with more in-depth feedback on my researhc and learning design. Thank you all so much for your participation and amazing work.
Learning Design for Problem-Solving
Learning Design for Problem-Solving
March 6, 2017
Cape Town, South Africa
Twitter @jennihayman #OEGlobal
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Research Questions – 4 Better or 4 Worse
RQ 1: How does educator confidence related to OEP change after the
RQ 2: How does learner confidence related to OEP and OER change
after the intervention?
RQ3: How do educators describe their experiences using OEP and OER
in their teaching?
RQ 4: How do learners described their experiences using OEP and OER
for their learning?
pen Educational Practices
● (re)use and production of OER
● open-positive institutional policies
● innovative pedagogical models
● respect and empower learners as co-producers of
pen Educational Resources
● teaching, learning or research materials
● public domain, or
● released with an intellectual property license that
○ free use
○ adaptation, and
Between 2008 and 2015 the Cape
Honey Bee population was reduced
by 40% due to an infestation of
American Foulbrood Disease.
What strategies do you recommend to
support the recovery of the Cape Honey
Bee over the next three to five years?
The Learning Design
Count off using a
1, 2, 3, 4, 5 model
Draw the bee
Using whatever resource you have found so far for Cape
Honey Bee Anatomy. Draw and label the basic important
anatomical features of the bee.
You can use small paper, or large paper on the walls to
complete your drawing.
Please photograph and share on the Shared Doc you
Incorporate at least three of the plants you have
found that are part of the Cape Honey Bee’s food
chain and write a Haiku about them…
Reminder, Basic Haiku is
Choreograph and film (or capture in some other way) the classic honey bee
Develop a presentation, infographic, or other form of communication that
describes American Foulbrood Disease, and preventative strategies that keep
Activity 5 – Most Important Task
Develop an OER communication piece that lists several strategies that contribute
to the recovery of the Cape Honey Bee population.
Troll me in stakeholder shoes
Troll me as a learner, what don’t
you like about this way of learning
Troll me as an instructor, what
don’t you like about designing and
facilitating this module?
Troll me as an administrator, what
are you concerned about when
you see instructors using these
types of teaching and course
Any other trolls?
Ehlers, U.-D. (2011). Extending the territory: From open educational resources to open educational
practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1-10. Retrieved from
United Nations Educational, Scientific and Cultural Organization (UNESCO). (n.d.). Open educational
resources. Retrieved from http://www.unesco.org/new/en/communication-and-information/access-to-
Wikipedia. (n.d.). Cape Honey Bee. Retrieved from https://en.wikipedia.org/wiki/Cape_honey_bee
Wikipedia. (n.d.-a). Haiku in English. Retrieved from https://en.wikipedia.org/wiki/Haiku_in_English