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![Constructionist Pedagogy
We learn best when we’re “actively
engaged in constructing something that
has personal meaning to [us] - be it a
poem, a robot, a sandcastle, or a
computer program.”
- Seymour Papert](https://image.slidesharecdn.com/oer-enabled-pedagogy-170511183539/85/OER-Enabled-Pedagogy-29-320.jpg)
Uploaded byDavid Wiley
OER-Enabled Pedagogy
This document discusses OER-enabled pedagogy, which refers to teaching and learning practices that are possible when instructors and students are allowed to engage freely in the 5R activities of retaining, reusing, revising, remixing, and redistributing open educational resources. It provides examples of how students have created OER artifacts like tutorials and study guides that have been shared publicly under open licenses. Research on a high school digital photography course found that as the portion of student-created OER materials in the course increased over four years, student assignment grades also improved, suggesting OER can be sustainably created by students to support their own and others' learning.
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OER-Enabled Pedagogy
- 1. OER-Enabled Pedagogy David Wiley,PhD Lumen Learning / Creative Commons / BYU @opencontent
- 2. Unless otherwise noted thispresentation is licensed CC BY 4.0 http://slideshare.net/opencontent/
- 3. A Word AboutLumen • Founded in 2012 here in Portland, OR • 30 people • Services and tools to make OER adoption (1) simple and (2) effective • CC BY license all content we create • Saved 110k+ students $10M in 2016 • Will save 160k+ students $15M in 2017 • Focus on at-risk students
- 4. Why not “openpedagogy?”
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- 9. the internet isalready free to read / watch / listen to
- 10. open = free+ permissions
- 11. • Make andown a copyRetain • Use in a wide range of waysReuse • Adapt, modify, and improveRevise • Combine two or moreRemix • Share with othersRedistribute The 5R Activities
- 13. • Make andown a copyRetain • Use in a wide range of waysReuse • Adapt, modify, and improveRevise • Combine two or moreRemix • Share with othersRedistribute The 5R Activities
- 14. Open Free plus permissionto engage in the 5R activities
- 15. “Faux-pen” 1. Free (butgated) access 2. All Rights Reserved plus draconian Terms of Use
- 16. Cost to Students Permissions for Facultyand Students Commercial Textbooks Expensive Restrictive “The Web” MOOCs Library Resources “Free” Restrictive Open Educational Resources Free 5Rs
- 17. OER Examples Full courses,complete textbooks, chapters, modules, videos, simulations, assessments, syllabi, etc.
- 22. Pedagogy The theory andpractice of teaching
- 23. OER-Enabled Pedagogy The setof teaching and learning practices only possible or practical when you have permission to engage in the 5R activities.
- 24. Why OER-Enabled Pedagogy? 1.We learn by the things we do. 2. Copyright restricts what we are permitted to do. 3. Consequently, copyright restricts the ways we are permitted to learn. 4. Open removes these restrictions, permitting us to do new things. 5. Consequently, open permits us to learn in new ways.
- 25. “OER-enabled” Not it’s ownform of pedagogy
- 26. “OER-enabled” What do the5R activities enable in the context of your preferred pedagogy?
- 27. “OER-enabled” Should be usedas a modifier with “real” pedagogies
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- 29. Constructionist Pedagogy We learnbest when we’re “actively engaged in constructing something that has personal meaning to [us] - be it a poem, a robot, a sandcastle, or a computer program.” - Seymour Papert
- 30. Constructionist Pedagogy Learning “happensespecially felicitously in a context where the learner is consciously engaged in constructing a public entity.” - Seymour Papert
- 31. Student creates an artifact Artifact has personal meaning for student Artifactis shared publicly Artifact is shared under an open license Disposable X Authentic X X Constructionist X X X Renewable X X X X
- 32. OER-E Constructivist Pedagogy Fromknowledge “consumers” to knowledge creators
- 33. OER-E Constructivist Pedagogy Fromknowledge “consumers” to knowledge creators From knowledge creators to enabling other knowledge creators
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- 35. Medical School Students •UCSF Expanding WikiProject Medicine - https://en.wikipedia.org/wiki/Wikipedia:WikiP roject_Medicine/UCSF_Elective_2013
- 36. Graduate Students • DistrictPolicies Regarding Blogs and Wikis - https://www.youtube.com/watch?v=4_Lk2uU _elU • PM4ID - https://pm4id.org/ • Open Ed Reader- https://openedreader.org/
- 40. Undergraduate Students • Murder,Madness, Mayhem: Latin American Literature in Translation - https://en.wikipedia.org/wiki/Wikipedia:WikiP roject_Murder_Madness_and_Mayhem • Robin's work
- 41. Middle and HighSchool Students
- 42. A Preliminary Explorationof the Relationships Between Student- Created OER, Sustainability, and Student Success at the Secondary Level David Wiley, DeLaina Tonks, Sarah Weston, and Ashley Webb IRRODL, forthcoming
- 44. Online, public charter school ➢Opened in 2009 as Open High School of Utah ➢ 7-12 grades ➢ 575 full-time students ➢ 200 part-time students CC-BY MountainHeightsAcademy
- 45. Research Context • Courseon Digital Photography • Data covering 181 middle and high school students over 4 years • Teacher, course assignments, and grading rubrics remained stable over the four years IRRODL (in press)
- 46. Methodology • Post-hoc design •Students were invited to create / remix open tutorials, study guides, and games • Extra credit or TA credit • From no student-created OER to 10% of the course over four years • Compare student grades on course assignments IRRODL (in press)
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- 53. US college studentsspend approximately 40 million hours doing homework every year
- 54. Reclaiming and Sustaining 1.Our current model of producing OER is unsustainable (e.g., $500k - $1M / textbook). 2. In the US alone, undergraduates spend about 40M hours per year on homework that is mostly thrown away. 3. Can students sustainably create OER that supports learning both by them and other students? YES.
- 55. Practical Considerations, 1 •Talking to students about open licensing • Providing alternatives • Talking to students about digital identity • Merging student OER into the "official" course OER
- 56. Practical Considerations, 2 •Keeping your course OER outside the LMS (public!) • Managing attribution • Time, time, time • Prioritizing contributions - http://lumenlearning.com/how/learning- lab/oer2/
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