The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
A presentation on open education and philosophy given at the biannual meeting of the American Association of Philosophy Teachers, College of St. Benedict and St. John's University, July-Aug. 2014.
In it I ask people to discuss just what "open education" might be, give some examples of it, and ask for discussion of potential benefits/drawbacks/obstacles to engaging in open educational activities.
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
A presentation on open education and philosophy given at the biannual meeting of the American Association of Philosophy Teachers, College of St. Benedict and St. John's University, July-Aug. 2014.
In it I ask people to discuss just what "open education" might be, give some examples of it, and ask for discussion of potential benefits/drawbacks/obstacles to engaging in open educational activities.
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
Converting to Open Resource Texts - American Honors Faculty Conference 2016American Honors
By Ann Gerrity, Kilgore College
Instructor - Speech
Co-presenter: Shital Chheda
American Honors Instructional Designer
Visit facultyconference.americanhonors.org
Presentation delivered by Nancy Graham, chair of CoPILOT, as part of the 'Ooer-OERs! Using free, shared information literacy resources' event held at the University of Bradford, 24th June 2015, organised by the Yorkshire and Humberside division of the Academic and Research Libraries Group.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This project concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development. This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to open education (policy development, approach /priorities and planning) .
Qatar University Technology Enabled Learning and OpennessPaul_Stacey
Presentation given to Qatar University Technology Enabled Learning Implementation Committee and Curriculum Stakeholders (Programs Coordinators, Curriculum Committee Members, etc.). Doha October 29, 2014.
Open Educational Practices (OEP): What They Mean For Me and How I Use Themlisbk
Slides for a talk on "Open Educational Practices (OEP): What They Mean For Me and How I Use Them" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton for a webinar organised by Salford University from 09.30-10.30 on Thursday 5 December 2013.
See http://ukwebfocus.wordpress.com/events/webinar-on-open-educational-practices/
Information Literacy in an Open content world: developing guidance for academ...linzii
Presentation with Alison Mackenzie at LILAC 2011. Discusses the results and trends from two academic staff surveys at Edge Hill University looking at academic staff awareness, use and expectations of open educational resources. Building upon the open content literacy framework by mapping it onto the SCONUL 7 Pillars model of Information Literacy - looking at IL through a ‘lens’ of open content creation. Asks What is the role of librarians in the developing OER/open content agenda? How confident do librarians feel about supporting academics in locating, reusing or remixing content? and How useful are literacy models in supporting understanding and decision-making of colleagues wishing to explore, create, reuse or repurpose open digital teaching and learning content
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
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1. Susan Torres
How to Use Open Educational Resources (OER)- September 2015: online course sbctc
Licensed under a Creative Commons Attribution – NonCommercial-Share Alike 4.0
International license
*
3. Examples of OER:
• Courses ex: MIT OpenCourseWare
• Open textbooks
ex: http://open.umn.edu/opentextbooks/
• Documents ex: http://www.archives.gov/
• Streaming video exs: vimeo, youtube
• photos, art exs: https://unsplash.com/license
https://www.flickr.com/creativecommons/
• podcasts ex.: www.manythings.org
• learning objects
exs: tests, units, graphics, experiments, etc.
http://www.education.com; http://sciencefriday.com
4. Who benefits?
• Instructors
• Students who need either extra support
to succeed in class or who want to
explore a topic further
• Independent learners at home or work
• Educational institutions
• Non-profit organizations
• In other words, just about everybody
So, let’s look at HOW?
5. BENEFIT NUMBER ONE:
Teachers can find materials and modify them
to better fit the specific conditions, interests,
and background experience of their students.
• Vocabulary
• English grammar and semantics proficiency
• Examples that are better understood
culturally
• Adaptations to accommodate learners’
age/maturity level
6. BENEFIT NUMBER TWO:
Textbooks, workbooks and other learning
materials are EXPENSIVE!
Examples from texts used at Clark (a community college):
Understanding and Using English Grammar Azar (4th Ed.): $67.25
Psychology In Action (Loose-Leaf), Huffman: $91.90
Sociology Newman: $84.90
Open source texts and materials are free or low-cost.
Washington State’s Open Course Library for technical and community colleges
can save students hundreds of dollars in texts, readings, tests, activities, etc.
http://www.usnews.com/education/best-colleges/articles/2012/02/10/open-textbooks-most-affordable-for-community-college-students
7. BENEFIT NUMBER THREE:
Learning activities can be adapted
to reflect life outside the classroom:
events, current cultural issues
that are relevant to students’ lives.
• News agencies: http://www.usnews.com
• Public stations: www.npr.org; www.opb.org
• Response/preparedness: www.ready.gov
• Career/workplace information:
http://www.sos.wa.gov/library/hardtimes/employment.aspx
• Community resources: http://cityofvancouver.us/
8. BENEFIT NUMBER FOUR:
Development of Independent Learning Skills
Finding and using online resources, the learner
• Works toward specified learning objectives
• Develops technological skills – how to navigate
and use the network
9. BENEFIT NUMBER FIVE:
NETWORKING
Teachers find support in a collaborative
atmosphere in which they can find new ideas
and materials to incorporate into their own
work.
They can contribute to the common good
with ideas and materials of their own.
10. BENEFIT NUMBER SIX:
INSTITUTIONAL GAINS
“Experience shows that, when institutions
make good quality courses and materials publicly
available online, they can
• attract new students,
• expand their institutional reputation and
• advance their public service role.
• Such institutions may also further the
dissemination of research results and thereby
attract research funding.” Guidelines for Open Educational
Resources (OER) in Higher Education, p. 6 UNESCO
11. SO WHY ISN’T EVERYBODY AN
ENTHUSIASTIC USER OF OER???
There are several challenges:
• Managing the quality control
• Technology expertise required to find
materials needed
• Cost of production in time and money
• Licensing issues
• Paradigm change in concept of
intellectual property use
12. CHALLENGE NUMBER ONE:
QUALITY CONTROL
• Both technological & pedagogical issues
• Is it easily accessible?
• Is the content accurate?
• Is the source trustworthy?
WikiEducator: “quality more about the process than a product…
Through repeated iterations and refinements, and collaboration
from [the community], the quality of individual projects
Improve over time.”
(A personal concern: the original product remains licensed and
available, as does each iteration; therefore, it seems that there
would continue to be a quality issue…
13. CHALLENGE NUMBER TWO:
I-T SKILL LEVEL OF USERS
• User interfaces vary – for example, Windows
or Mac OS X easier to use than Linux
• Several open source alternatives to Office –
each program – free, but each with its own
system; variations beget novice frustration
• Multiple levels of computer literacy required
• Most providers require user registration,
e-mail and a password – understandable for
security and monitoring usage, but often
complicated and time-consuming.
14. CHALLENGE NUMBER THREE:
FINANCIAL SUSTAINABILITY
• Open courseware/materials generally
initially funded by grants, such as the
Gates Foundation, Hewlett Foundation,
NIH Challenge Grants, NGLC, and NEH
• Grants are running out – many institutions
such as MIT (Online CourseWare) take up
the slack to continue their own projects.
• Crowd Sourcing, DocumentCloud
• Business models
15. CHALLENGE NUMBER FOUR:
LICENSING ISSUES
(for the creator as well as the user)
• Creative Commons licenses non-revocable
• License infringements not uncommon in
YouTube videos or Google video & images
• Distinguishing between Public Domain,
Copyright and openly distributed work that
is licensed in Creative Commons can be an
attribution headache!
16. CHALLENGE NUMBER FIVE:
PARADIGM CHANGE
• Concept of intellectual property
Publishing in a journal: Individual fame
• Open knowledge: ideological differences
“peer opinion not public opinion”
(Faculty Perspectives on Open Educational
Resources and Open Access)
• Institutional property rights for work
produced on college property
Common good vs. personal gain…
17. CONCLUSIONS
1. The benefits of universal access to learning are
recognized world-wide at all socio-economic
levels – especially for those countries with fewer
educational resources. “social responsibility”
2. Interactive online learning addresses learning
styles, student budget issues, time investment.
3. We need to adapt educational goals and
opportunities to the technological revolution
around us; OER can do that.
4. The challenges can be overcome.
The benefits can only increase.
18. Image on Slide 2: Open Content:
http://webarchive.nationalarchives.gov.uk/20140702233839/http://
www.jisc.ac.uk/whatwedo/programmes/ukoer3/~/media/JISC/
programmes/ukoer3/oerriwordcloud.ashx?w=460&h=297&as=1
Other sources have been directly cited within the respective slides.
Creative Commons license:
"http://creativecommons.org/licenses/by-nc-sa/4.0/"><img alt="Creative C