Cohere: Open Educational Practice Presentation
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This document discusses open educational practice (OEP) and open pedagogy. It begins by defining open educational resources (OER) as teaching, learning and research materials that can be freely used and modified. The document then presents a matrix to illustrate examples of open and closed pedagogical approaches. Quadrant 1 represents innovative, learning-centered designs enabled by open resources. Later, the document questions how an assignment analyzing Willy Loman as a tragic hero could be redesigned using open educational practices to make it more engaging for students. It encourages rethinking traditional assignments and involving students in the redesign process.
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Cohere: Open Educational Practice Presentation
- 1. Open Educational Practice Amanda Coolidge and Mary Burgess October 22, 2015 Cohere Conference @bccampus @acoolidge @maryeburgess
- 2. Unless otherwise noted, this work is licensed under a Creative Commons Attribution License. Feel free to use, modify or distribute any or all of this presentation with attribution.
- 3. Agenda • What is Open Educational Practice? Iterating Toward a Definition… • Our Matrix (v 1.0) • Your turn? Session Outcome • By the end of this session, you will know (at least) one definition of Open Educational Practice and some examples of what it looks like in practice
- 4. Your assignment, should you choose to accept it… Is Willy Loman a tragic hero? • Discuss, in 1200 words. • Documents should be double spaced, Times New Roman font. • Submitted electronically to the course drop box (accessible to instructor only).
- 5. What is Open? “OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” http://www.hewlett.org/programs/education- program/open-educational-resources • The right to make, own and control copies of the contentRetain • The right to use the content in a wide range of waysReuse • The right to adapt, adjust, or modify the content itselfRevise • The right to combine the original or revised content with other open content to create something newRemix • The right to share copies of the original content, your revisions, or your remixes with othersRedistribute
- 6. open = free + permissions Free, unfettered access perpetual, irrevocable
- 8. Open Educational Practices Open Scholarship/Research PracticesOpen Pedagogy/Teaching Practices Pre-register Open Materials Open Stat S/W Open Peer Review Open Publication Open Course Development Open Materials Open Assignments Open Discussions, Activities Open Course Evaluation?
- 9. What is Open Pedagogy? Iterating Toward a Definition… David Wiley has said Open Pedagogy includes: • Teaching and Learning Practices that are possible when you adopt OER but are impossible when you adopt traditionally copyrighted materials • Use of OER • Students work in the open: create and share their work • The Challenge: … “ we need at least 15 – 20 more examples, before we can have a substantive conversation about open pedagogy”
- 10. What is Open Pedagogy? At it’s core, the question of open pedagogy is “what can I do in the context of open that I couldn’t do before?” – from David Wiley in his blog post: Evolving Open Pedagogy.
- 11. How do WE, as educators, best engage our students in DEEPER learning?
- 12. 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 flic.kr/p/5wuqSd
- 13. Matrix The Matrix: a tool for generating examples… Open (Resources & Approaches) Not Open (Resources & Approaches) Learning Centered Design *1* 3 Teaching Centered Design 2 4
- 14. Matrix The Matrix: a tool for generating examples… Open (Resources & Approaches) practices that are possible when adopting OER but are impossible when you adopt traditionally copyrighted materials”. Use of OER, requirement for students to work out in the open: create and share their work Not Open (Resources & Approaches) what we might think of as “traditional” - costly “closed” textbooks, learning community activity limited to the f2f classroom or behind an LMS firewall Learning Centered Design authentic, flexible, learning-centred (vs. content or instructor-centred), creative assignments that invite reflection, real- world learning, student choice *1* 3 Teaching Centered Design what we might describe of as “teacher- centred” methods: lecture-heavy, “disposable” assignments , assessment focused on exams, multiple choice, students demonstrate learning to instructors only, everyone does the same thing, or limited/instructor-determined choices 2 4
- 15. Matrix The Matrix: a tool for generating examples… Open (Resources & Approaches) practices that are possible when adopting OER but are impossible when you adopt traditionally copyrighted materials”. Use of OER, requirement for students to work out in the open: create and share their work Not Open (Resources & Approaches) what we might think of as “traditional” - costly “closed” textbooks, learning community activity limited to the f2f classroom or behind an LMS firewall Learning Centered Design authentic, flexible, learning-centred (vs. content or instructor-centred), creative assignments that invite reflection, real- world learning, student choice *1* Examples of open pedagogy: innovative, learning-centred design, supported by affordances of the internet 3 Examples of great learning design, with “closed” resources, conducted in “closed” spaces Teaching Centered Design “traditional”: lecture-heavy, “disposable” assignments , assessment focused on exams, multiple choice, students demonstrate learning to instructors only, everyone does the same thing, or limited/instructor-determined choices 2 Examples that use OER, but under-utilize potential of Open 4 Examples of “teacher- centred” methods, disposable assignments in a closed environment
- 16. Matrix The Matrix: a tool for generating examples… Open (Resources & Approaches) practices that are possible when adopting OER but are impossible when you adopt traditionally copyrighted materials”. Use of OER, requirement for students to work out in the open: create and share their work Not Open (Resources & Approaches) what we might think of as “traditional” - costly “closed” textbooks, learning community activity limited to the f2f classroom or behind an LMS firewall Learning Centered Design authentic, flexible, learning-centred (vs. content or instructor-centred), creative assignments that invite reflection, real- world learning, student choice *1* • Murder, Madness & Mayhem (students edit wikipedia entries to “featured” status”) 3 • student-led real-world research or service projects that include critical reflection and connections made to course concepts and (not open) course resources Teaching Centered Design “traditional” methods: lecture-heavy, “disposable” assignments , assessment focused on exams, multiple choice, students demonstrate learning to instructors only, everyone does the same thing, or limited/instructor-determined choices 2 • Open-book, multiple choice final exam in a course that uses an open text 4 • Essay that only the teacher reads/grades: Is [Willy Loman, Hamlet, etc) a tragic hero?
- 17. And now, back to Willy Loman… Is Willy Loman a tragic hero? • Discuss, in 1200 words. • Documents should be double spaced, Times New Roman font. • Submitted electronically to the course drop box (accessible to instructor only). How can we do this differently?
- 18. • Go to the website and check out the examples others have contributed https://docs.google.com/document/d/1TDf9Uem4SID0a nlUQPxWdwCh3SkvQnEpvQu_bRGRUIU/edit • Think about the assignments you’re currently using to assess students – could you use OEP to make them more meaningful and engaging? • Could you ask your students to help you redesign the assignments? What’s next?
Editor's Notes
- Mary welcome Introductions We introduce ourselves and why we are doing this Why are we doing this? Responding to David Wiley’s work and call to action for more examples of OP, intro to David b/c they won’t know him – scholar and practitioner in instructional psych, and a leader in the Open Education movement. He wrote a blog post in order to advance the discussion of open pedagogy and assist people in adopting open approaches and we wanted to respond to that call to action.
- Mary
- Amanda So here is our plan… Start with some quick definitions of Open, Pedagogy, and Open Pedagogy Share with you a matrix we applied as a thinking tool for responding to David Wiley’s challenge to generate more examples of Open Pedagogy Work with you on an example of thinking about open educational practice when you’re designing instruction. Outcomes: By the end of the session you will know one definition of OP and its application in practice We will also direct you to a place where we can continue generating examples of Open Pedagogy together
- Here is an assignment that no doubt you’ve seen before, or seen something very similar. Not great for students in terms of engagement, not super interesting for faculty. We can do better. We’re going to do better! Before we know how, let’s look at some definitions…
- Mary Explain what is “Open” Invite questions/clarifications before moving on
- So once again, we refer back to what it means for a resource to be open. Sure, it means that it is free, but it also means it has certain permissions attributed to that resource that allow for reuse, remix, or redistribute the resource.
- Mary Here are a couple fairly common definitions of pedagogy (from http://www.merriam-webster.com/dictionary/pedagogy and Wikipedia) For our purposes, Pedagogy refers to learning design – the creative work done by faculty, educational developers, etc - is critical because it leads to the practical application of “pedagogy” in course design and students’ learning experiences (10 min in by now)
- Amanda – speak briefly about the umbrella of practice and that today we’re focused on pedagogy and the use of OER.
- Mary Today we’re talking about the pedagogical piece of this equation, as well as the OER piece. We are not yet at a point where a clear definition exists like there was for pedagogy. This is the challenge and opportunity we have today: to be part of creating that definition. But we’re not completely at ground zero – here is what David Wiley has said to date about OP: (refer to next slide)
- Mary This is what David wants us to think about
- Mary This is the part that resonates with us as instructional designers.
- Amanda
- Amanda So after reading Wiley’s work and reflecting on our own experiences as IDs, course developers, and educators, we started to think about the importance of OPEN and Learning Centered Design as features or factors in examples of OP. In other words, we’re not ONLY trying to think of examples that meet the criteria for being OPEN, we’re trying to generate examples that are open AND great learning design (which we started out calling “effective” or “optimal” but realized that was sort of alienating and so the language is evolving to hopefully be more descriptive and less judgey) So let’s unpack this a bit…
- Amanda So let’s unpack this a bit… Open vs. Not open refers to what Wiley discusses – point to the description under “open” (practices that are possible…) Effective vs. Not Effective (or non-optimal) refers to the quality of learning design (which we recognize is loaded, but we didn’t want to get stuck here). In general, we’re talking about flexible, learning- centred design that is relevant and engaging for students
- Amanda So if we use this matrix as a brainstorming tool, we can either think of a course activity or assignment we know of and slot it into a box, or we can focus on a box, and try to come up with an activity. So for example, a course or activity that makes use of OERs, but is otherwise closed because of the course/activity design are in quadrant 2: these “use OERs but don’t live up to their full potential”. “Traditional courses” – textbooks, lecture-heavy, exams and essays that only the teacher sees are in quadrant 4. Quadrant 3 might be filled by all our favorite examples from our own time in school – really great learning activities in closed spaces, with closed resources- What we want to do is seek examples that fall into quadrant 1 The point of this matrix is that it creates a way to generate examples – either by thinking of an activity and slotting it in a box, or by focusing on a box, and trying to come up with an activity. So, what do you think of this matrix? First, Is this a useful matrix for thinking of examples of OP? Does it hang together? What changes would you recommend?
- Amanda Here are some examples… So an example of a “not open” and “not effective” activity: an essay assignment that only the teacher sees about whether X is a tragic hero And on the other end of the spectrum, some great examples of open pedagogy include assignments where students research, write, and re-write wikipedia entries to the point that they are designated “featured” because of their quality. We have set up a google doc with these and other examples, and invite you to add yours. The goal is to get 15-20 in quadrant 1 by the end of this week Give link in chat
- Let’s look at this together and talk about, in the context of what you just saw, how could we use Open Educational Practice to make this a more engaging assignment?
- Here is the google doc url for people to add examples https://docs.google.com/document/d/1TDf9Uem4SID0anlUQPxWdwCh3SkvQnEpvQu_bRGRUIU/edit?usp=sharing