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![References:
Asing-Cashman, J.; Gurung, B.; Limbo, Y. & Rutledge, D. (2014). Free and Open Source
Tools (FOSTs): An Empirical Investigation of Pre-Service Teacher’s Competency,
Attitudes, and Pedagogical Intentions. International Journal of Teaching and Learning in
Higher Education, 26 (1), pp 66-77. [online] Available at:
http://www.isetl.org/ijtlhe/pdf/IJTLHE1754.pdf (Accessed 10 February 2015)
Brown, J. S. & Adler, R. P. (2008). Minds on Fire: Open Education, the Long Tail, and
Learning 2.0. Educause Review, 43(1),pp16–20. [online] Available at:
http://reed.cs.depaul.edu/peterh/class/hci450/Papers/MindsonFire.pdf [Accessed: 10
February 2015]
Hall, T. (2011). Digital Renaissance: The Creative Potential of Narrative Technology in
Education. Creative Education, 3(1), pp96-100. [online] Available at:
http://www.scirp.org/journal/PaperInformation.aspx?PaperID=17301#.VNoQ4-asWSo
[Accessed 10 February 2015]](https://image.slidesharecdn.com/altcpresostoryboard-150904152831-lva1-app6892/75/altc-2015-Open-Leaning-It-s-a-Peach-11-2048.jpg)
Uploaded byJane Challinor
#altc 2015 Open Leaning? It's a Peach!
- An open learning project at Nottingham Trent University used digital technologies to improve students' skills in creating online content, understanding copyright and attribution, and working collaboratively. - Before the project, many students lacked confidence creating online and understanding copyright. After participating, more students used open platforms for assignments and properly attributed sources. - Students reported improvements in digital skills, referencing skills, understanding professional values, and valued working in groups through the open learning experience.
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Similar to #altc 2015 Open Leaning? It's a Peach!
#altc 2015 Open Leaning? It's a Peach!
- 1. Open Learning? – it’sa Peach! Jane Challinor Nottingham Trent University image by PublicDomainPhotos CC01.0 @virtualleader
- 2. Huddle by JaneChallinor CC BY-NC-SA 2.0 Brown and Adler (2008): open technologies permit multiple authors to work collaboratively, facilitating learning within the support provided by a community.
- 3. CC0 1.0 image byUnsplash CC0 1.0 Asing-Cashman et al (2014); Hall, (2010): emerging digital technologies enable more creative approaches to reflection and the development of narratives
- 4. Scale Up classroomfor group-based, technology-enhanced learning on a large scale Scale Up Class Day 1 by Jane Challinor CC BY-NC-SA 2.0
- 5. Creative Commons LanternBy Jimmy Wales (Spoooooky!!!!) CC BY-SA 2.0 Before: 74% lacked confidence to create online content 65% thought they knew about copyright….
- 6. image by PublicDomainPhotosCC01.0 Photopeach task: Create content on line Professional values Learn about CC & copyright
- 7.
- 8. Creative Commons LanternBy Jimmy Wales (Spoooooky!!!!) CC BY-SA 2.0 After: 68% used an open platform for final task (digital story) 90% correctly attributed images and music in their final task
- 9. student-ipad-school-143 by BradFlickinger CC BY-NC 2.0 Digital Story: reflections on their first year: improvement in digital skills (16%) improved skill in referencing (40%) improved understanding of values (18%) valued working in groups (46%)
- 10. “the use ofcomputers allows creativity and flexibility” “I will now use websites for future projects” “I enjoyed….…..developing IT skills” “………learning about referencing” “….the interaction & group work” “everything is interactive and all the students are involved” Scale Up Class Day 1 by Jane Challinor CC BY-NC-SA 2.0
- 11. References: Asing-Cashman, J.; Gurung,B.; Limbo, Y. & Rutledge, D. (2014). Free and Open Source Tools (FOSTs): An Empirical Investigation of Pre-Service Teacher’s Competency, Attitudes, and Pedagogical Intentions. International Journal of Teaching and Learning in Higher Education, 26 (1), pp 66-77. [online] Available at: http://www.isetl.org/ijtlhe/pdf/IJTLHE1754.pdf (Accessed 10 February 2015) Brown, J. S. & Adler, R. P. (2008). Minds on Fire: Open Education, the Long Tail, and Learning 2.0. Educause Review, 43(1),pp16–20. [online] Available at: http://reed.cs.depaul.edu/peterh/class/hci450/Papers/MindsonFire.pdf [Accessed: 10 February 2015] Hall, T. (2011). Digital Renaissance: The Creative Potential of Narrative Technology in Education. Creative Education, 3(1), pp96-100. [online] Available at: http://www.scirp.org/journal/PaperInformation.aspx?PaperID=17301#.VNoQ4-asWSo [Accessed 10 February 2015]
- 12. Images: Slides 1 &5: image by PublicDomainPhotos CC01.0 https://pixabay.com/en/peach-fruit-fruits-food-foods-219845/ Slide 2: Huddle by Jane Challinor CC BY-NC-SA 2.0 https://www.flickr.com/photos/34498595 Slide 3 & 10: Scale Up Class Day 1 by Jane Challinor CC BY-NC-SA 2.0 https://www.flickr.com/photos/34498595@N05/10048926536 Slide 4 & 8: Creative Commons Lantern By Jimmy Wales (Spoooooky!!!!) CC BY-SA 2.0 https://commons.wikimedia.org/wiki/File%3ACreative_Commons_Lantern.jpg Slide 7: image by Unsplash CC0 1.0 https://pixabay.com/en/swimming-jump-fun-people-young-388910 / Slide 9:student-ipad-school-143 by Brad Flickinger CC BY-NC 2.0 https://www.flickr.com/photos/56155476@N08/
- 13. Further reading • Bloghttp://thevirtualleader.blogspot.co.uk/ • JISC digital student: http://digitalstudent.jiscinvolve.org/wp/files/ 2015/01/DS02-Developing-digital-confidence- through-authentic-tasks.pdf
Editor's Notes
- #2 In this presentation I will be giving a brief overview of an innovative learning activity and assignment that I did with my class last year which involved the use – and creation - of Open Educational resources Peach refers to the site Photopeach which we used in this activity and I’ll explain a bit more about that later. A bit of background: I teach a first year Health and Social Care module known as Research and Professional Practice. The aim of my module is primarily to introduce students to academic study – including digital competence, referencing, and reflective practice & group work.
- #3 Why use OERs and open technology? the most compelling argument for me is about collaboration: we certainly don’t have any thing on our VLE that allows students to collaborate online, not even to create content – unless you include a rather clunky e-portfolio plug in (and frankly I don’t!) But OERs mean collaboration beyond the classroom and the cohort. Furthermore, OERs, social media, web 2.0 technology are all beginning to be used in the HSC field to create communities of practice amongst professional – and indeed are enabling service users to connect, to educate themselves and to take charge of their own well being. So for me it makes sense to use open platforms with these students from the outset.
- #4 yes – Open platforms are more fun than essays! and they allow students to express themselves in quite different ways – particularly useful in reflective tasks.
- #5 I have 120 students and we work in two groups of 60 in a new, technology-enhanced classroom know as SCALE UP This holds up to 100 students in the classroom at any time; has round tables holding nine students, Macs (3 students per mac), Wifi, - all set up for an enquiry based learning approach
- #6 Before students arrived I conducted a Pre-course “Digital skills” survey via Facebook to find out what they already knew, what skills they had and where they felt less confident: what emerged form this was that 74% not confident with online content creation 44% not confident about referencing 52% not confident about Harvard specifically interestingly, 65% said they were confident about copyright (BUT on further enquiry, turns out they actually thought it was OK to use music from You Tube, their own Itunes accounts or that any Google images were copyright free)
- #7 As I have said, the aim of the module is primarily to introduce them to academic study – primarily: how to search for information, referencing and writing skills; group work, reflective practice. This first formative assignment aimed to combine these elements: Provide experience of working collaboratively by Working in groups Reflect on professional values – “the Health and Social Care professional I want to be” Use Photopeach as a simple online site for content creation Find relevant images, add captions, choose music Reference the media used and/ or find CC/copyright free Provide them with an experience of using an alternative to Powerpoint!
- #8 Provides a simple, scaffolded approach to creating online content: upload images, organise them, add captions, choose from selected music or link to YouTube; set to Private or Public; copy url; share on sns Easy to organise group log in and collaborate see Examples
- #9 So – did it work? 90% used CC/copyright free images correctly attributed Only 7% chose not to use any images at all, 3% infringed copyright furthermore, 68% of all students went on to use an online site (not powerpoint) for their final task (a reflective digital story)
- #10 At the end of the year the students completed a digital story reflecting on their learning from the module: they noted (amongst other things) improvement in digital skills (16%) improved skill in referencing (40%) improved understanding of HSC values (18%) valued working in groups (46%)
- #11 Student feedback on the module was generally very positive. (highest scores I have had in four years of teaching this module which is let’s face it a bit of a cinderella) Photopeach task helped with understanding of CC but accurate, Harvard style referencing in this respect was still shaky ****************************************************************** what would I do differently? Lack of choice of platform in initial “values” task – perhaps give them freedom to choose their own? May need to consider demographics as a factor: Number of mature students Students with EAL these struggled with using technology and often needed a lot of extra help: BUT – when they overcame their lack of experience/confidence, they felt really chuffed with themselves.