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The Open Syllabus: A Practical Guide to Open Pedagogy in Your Course


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The Open Syllabus: A Practical Guide to Open Pedagogy in Your Course

  1. 1. Opening Your Syllabus Robin DeRosa This work is licensed under a Creative Commons Attribution 4.0 International License.
  2. 2. OER Pedagogical Drivers Support Learning concrete ways to incorporate open pedagogy into your teaching
  3. 3. Open Pedagogy  Community and collaboration over content.  Connects the university with the wider public.  Treats education as a learner- developed process.  Is skeptical of hoops, products, end-points, experts, & gatekeeping.
  4. 4. Syllabus: Key Components Required Texts Learning Outcomes Schedule of Work Assignments Grading Criteria
  5. 5. Required Texts money can’t buy learning
  6. 6. Required Texts When you use OER, you change the relationships among you, your students, and your course materials. Non-OER OER Bundesarchiv, Bild 183-54440-0001 / CC-BY-SANenyedi CC BY-SA 3.0
  7. 7. Example of OER Interaction  Project Management (Business/Instructional Design)  Critical Theory (English) Class Blog: Students Help Each Other
  8. 8. Learning Outcomes rethinking beginnings and endings
  9. 9. What message does it send that we routinely craft ALL of our course learning outcomes and objectives before a single student is in the course? What message does it send that we routinely delete ALL of the student content out of our LMS at the end of each semester? CCBYNCND txmx2
  10. 10. Curricular Map CC BY SA: EMC, Central Michigan U - /File:Nutrition.gif
  11. 11. The Rhizome
  12. 12. The Rhizome “The rhizome pertains to a map that must be produced, constructed, a map that is always detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight.” ~Deleuze & Guattari
  13. 13. TechnoRhizomatic Image by Daniel Lynds, @daniellynds
  14. 14. Beginnings& Endings? OnlyMIDDLES! CCBYNCND Andrew Purdam
  15. 15. “We haven’t been nearly imaginative enough with outcomes. I want outcomes like for us to have an epiphany or for students to do something I couldn’t anticipate.” ~Jesse Stommel 5 Minute Brainstorm tweet to #USNHshare A learning outcome that honors student contributions. R e m i x e d b y m e
  16. 16. Schedule of Work collaborative content
  17. 17. Schedule of Work Function of CONTENT: for students to learn to identify what matters to them. The shelf-life of discipline-specific content is short. The shelf-life of learner-centered inquiry is forever. CC BY Gayle Nicholson
  18. 18. CONTENT as Dynamic “The amount of knowledge in the world has doubled in the past 10 years and is [now] doubling every 18 months…To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.” ~Cathy CCBY Kevin Dooley
  19. 19. Schedule of Work Collaborative Drafting  What do students want to learn?  Brainstorming in groups.  Essays about why they are taking the course.  Choosing textbook together.  Choosing from content lists.  Students schedule assignments, craft assignments, choose from multiple options.CC BY SA 2.0 Rob Newman
  20. 20. Assignments hoopless in Seattle
  21. 21. Some ideas from Peter Suber: Open Assignments Eliminate disposability Make use of OER Engage course with public Empower students to contribute Leverage digital networks Contribute to greater good CC BY Oakley Orginals
  22. 22. Blogs & Wikis Blogs  Bust out of your LMS!  The value of audience  Ability to involve their immediate communities  Globalizing learning  Sharing learning practice  Developing digital citizenship Wikis  Link collaboration to research  Emphasize writing as a process  Engage with real-world problems  Increase access to knowledge  Diversify knowledge  Non-disposable research papers
  23. 23. Blogs & Wikis Blogs  Individual blogs that can be continued after the class.  Class blogs that can roll over to the next semester.  Class blogs as OER. Wikis  Google Docs for peer workshops.  Wikipedia  Editing existing entries.  Adding new entries.
  24. 24. Other Open Ideas  (DON’T FORGET THAT OER!)  Twitter: recursive class hashtags  Curation  Social media collections (Storify)  Virtual museums  Mapping
  25. 25. Emotions of London Stanford University
  26. 26. Grading open assessment ideas
  27. 27. Grading  Training peer graders like we train standardized test graders (the @Chris_Friend model)  Open p2p Badges (the BC Campus model)  Grading by contract and crowdsourcing (the @CathyNDavidson model)  Grading by guided, frequent self-evaluation (the @Jessifer model)  Grades that emphasize effort/engagement (the @davecormier model) “Every study of peer review among students shows that students perform at a higher level, and with more care, when they know they are being evaluated by their peers than when they know only the teacher and the TA will be grading” ~Cathy N. Davidson
  28. 28. Course Description the changing definition of “course”
  29. 29. What is a COURSE?  No longer a closed set of enrollees  No longer clear division between teacher and students  No longer set start and end points  No longer stable content from section to section or semester to semester  No longer aimed at measuring learning  Proprietary  Open to the public(s)  Collaborative learners  Students bring experiences in and continue learning afterwards  Content responds to learners and contexts  Aimed at engagement, inquiry, dialogue
  30. 30. OPEN Your Syllabus Describe your “course” in open terms Create open/rhizo outcomes Collaborate on your schedule Engage with students on OER Create open assignments Open your grading processes Help the course transcend its own ending
  31. 31. Q & Q CC BY