OER Behind the Scenes Kitchen
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Learn how students at Mountain Heights Academy evolve from OER consumers, to collaborators, to OER producers, alongside caring, involved master “chef” teachers.
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OER Behind the Scenes Kitchen
- 2. A Behind the Scenes Tour of the “OER Kitchen” at Mountain Heights Academy CC-BY Ashley Webb
- 7. OER Kitchen CC-BY Jenna Ellis
- 9. CC-BY-NC-SA Ben K Adams
- 13. “The engaging in practice, rather than being its object may well be a condition for the effectiveness of learning”
- 16. Motivating & rewarding Engaging Legacy building Deeper learning Authentic Confidence building Teacher connection Knowledge sharing Student legitimacy
- 20. CC-BY Dru Bloomfield Next Gen OER
Editor's Notes
- Welcome! This is the Recipes for Success
- A Behind the Scenes Tour of the OER Kitchen at MHA presentation.
- Director since the school opened in 2009 Background in French/Spanish teaching, working on a PhD in IP&T at BYU former OER convert and current OER evangelist
- Mountain Heights students come from All over Utah, advanced learners, students on IEPs and 504s comprise 25% of population students whose needs weren’t being met elsewhere
- The fastest way to introduce you to the school is to give you a brief virtual tour: Mountain Heights Academy Video So, that was the ring the doorbell, company is coming, front door, introduction to Mountain Heights Academy. Let’s take a look behind the scenes, in the OER kitchen.
- Wait a minute, that’s not the right kitchen, although we do borrow some of the principles from reality TV, such as auditioning our teachers during the hiring process. We are just a lot nicer about it if we decide not to hire them.
- Much better! Part of our mission is for teachers to find, create, and customize open educational resource content to best meet student needs.
- Since the school opened in 2009, students have been consumers of OER curriculum, In 2012, a couple of teachers invited a handful of students to collaborate with them on some open resources.
- Our teachers and students collaborated to build resources from scratch, as students because active producers of content, co-instructional designers, following the lead of their master teachers.
- This was a win because the teachers got some extra help with their instructional design and curriculum building.
- But what about the students? Cheap labor? Unh unh! The students got to the opportunity to become legitimate peripheral participants, which isn’t that what all students aspire to become? According to Lave and Wenger, this falls in the participatory learning camp, it’s a type of situated learning and it includes elements of apprenticeship. Let me show you what that looks like. See this learner? Wanting to go over here to this community of practice? These are the teachers with instructional design skills – bc we only hire teachers w/those skills – remember the Hell-s Kitchen slide?
- As the learner participates and engages in a specific community of practice, they move from the periphery into the actual community.
- Here’s where the research gets interesting: The engaging in practice, rather than being its object may well be a condition for the effectiveness of learning (Lave and Wenger 1991), which ties back into curriculum like this: Lave and Wenger differentiate between a learning curriculum and a teaching curriculum in this way: A learning curriculum is a field of learning resources in everyday practice viewed from the perspective of learners (L & W 1991).
- John Hattie says essentially the same thing but he calls it “visible learning” and phrases it like this: When teachers SEE learning through the eyes of the student and When students SEE themselves as their own teachers. This is what we have witnessed unfolding at Mountain Heights Academy as our students have stepped into the OER Kitchen Community of practice and become co-instructional designers with their teachers. But don’t take my word for it - let’s hear directly from several MHA students themselves: Video - Next Gen OER
- When we look at OER as a teaching curriculum, we see the benefits through the eyes of adults and it looks like this. These are all fantastic, highly commendable things!
- When we change the focus and look at OER as a learning curriculum, here’s what we see: Students became more invested in their own performance, in addition to wanting to help others succeed. Small groups of students were actively creating content in multiple subject areas, using a variety of methods, and had grasped key benefits of the power of OER, such as customization, deeper learning, engagement, legacy, and motivation.
- Based on student feedback and level of interest, we launched a school-wide campaign last year to increase student OER awareness, and to invite greater levels collaboration in content creation.
- Students are learning the basics of how to be contributing members of the OER community. For example, in our popular Digital Photography classes, the students learn how to upload pictures to Flickr and Creative Commons license them
- Math teachers has HP houses, Triwizarding tournament, what I wish I had known videos
- These OER recipes at Mountain Heights Academy are still in the oven. Last year was our alpha year, this year we are doing some beta testing with small groups of students who are doing well in their classes, and who are interested, in classes with teachers who are interested, because the buy in Is critical to successful communities of practice.
- Considerations and Challenges: Measurement: We are working on some rubrics to measure our Next Gen OER success, other than qualitative inquiry and student evaluation. Teacher time: The teachers see the value of this experience, but it is time consuming to be in the kitchen with students helping them design instruction, more time-consuming than it is to produce a teaching curriculum. If we are going to move in this direction, as an administration, we are going to have to take something off the teacher’s plates, or increase our revenue stream to afford more teachers to make this feasible.
- Sample size: So far, the students who choose to participate thoroughly enjoy the experience. We haven’t forced anyone to play sous-chef in the OER kitchen because we felt like the agency and ownership were important components of success, so the sample size is fairly limited in our alpha and beta years.
- Overall, we hope to see that Next Gen OER provides an opportunity for students to legitimately peripherally participate in a community of practice while forming identities as co-instructional designers. Thanks for touring behind the scenes in the OER Kitchen at Mountain Heights Academy!