LOGO

Presented by Cheryl Belford

Cape Peninsula University of Technology

A narrative of open pedagogy using open educational resources

Çontext (1/2)

October to December 2017

Student protests (#feesmustfall) resulted

in institutional closure

Learning was in contravention of #FMF

Students expressed a desire for

continued learning off Campus Technological resources were limited

Çontext (2/2)

I was involved in an institutional OER project I completed the semester online, using Blackboard and

Whattsapp by communicating with students via an LMS blog & Whattsapp administering the curriculum via a design workbook Instructing via video, LMS blog & Whattsapp

I measured student performance by marks and tracking, I measured student satisfaction by survey I provided some personal reflections.

Open Pedagogy

1. Participator

y Technology 2. Innovation

& Creativity

3. Sharing ideas &

Resources

4. Reflective Practice

5. People, Openness,

Trust

6 Connected Community

7. Learner Generated

8. Peer Review

Narrative is framed by • Bronwyn Hegarty’s

Attributes of Open Practice (2015)

• Study hosted on LMS• Some openness; see

3,4 & 6

Literature Review (1/3)

Narrative is also framed by • Borin &

Wolf’s(2013) Attributes of blogs as a credible source of knowledge

• The LMS Blog promotes currency, language, appearance and usefulness.

Blog Attributes

1. Authority 2.

Accuracy

3. Currency

4. Objectivity

5. Language

6. Appearanc

e

7. Usefulness

8. Influence

Also used for web design

New attributes

Literature Review (2/3)

1. Instructional design and delivery,

2. Assessment and feedback/

instructor roles,

3. Student roles and responsibilities

4. Management and support systems

5. Levels of Satisfaction

6. Benefits/Drawbacks

7 Effectiveness 8. Access

9. Communication

Survey is framed by • Fedynich (2015)

Student perceptions of online learning AND

• Gomez, J (2015) –student perceptions of blogs used as an educational tool

Literature Review (3/3)

Methodology

Quantitive Student Marks Student tracking Survey (levels of satisfaction)

Qualitative. Survey (thematic analysis) & self reflection

Findings - quantitative

Student Marks

Findings - quantitative

Tracking

Most active voluntary period

Due Date

Whattsapp active

Survey: Student Satisfaction (1/4)

Findings - quantitative

Findings - quantitative

Survey: Student Satisfaction (2/4)

Findings – qualitative

Benefits Online learning is

perceived to be a benefit; overwhelmingly so

Formed a repository of activities which reduced redundancy.

better resource management

advancement of student technological literacy.

Drawbacks Design/Delivery/

Feedback unrealistic expectation

of the student reciprocally.

structure of posting on the LMS blog as random and not orderly

Survey: Student Satisfaction (3/4)

To a lesser degree other drawbacks were, Internet Access, Slower Pace, Extenuating circumstances are not considered, no collaborative learning, too much work, demotivation is rife and an online medium does not work for the student

Findings - qualitative

Survey: Student Satisfaction (4/4)

Findings - Qualitative

Student Can become active in

their own learning, thus more opportunities needed

As a result, they are more technologically savvy

Graduate attributes enhanced

Instructor Common

misconceptions can be addressed with clarity in material – peer review needed

In some areas there is a misalignment between instruction, practice and assessment – considered reflective practice needed here

Authors Reflections

Conclusion

Openness needs to increase (e.g. YouTube platform, collaborative community)to be recognised as a fully open pedagogy and to become a credible source of knowledge

a very high student response rate and subsequent achievement is evidence of the instructor’s role as being of vital importance to the students’ performance

Blogs favor educational settings as they encourage active learning among students and help establish communities of learning

Conclusion

Students favor clarity and organisation of material and assessments supported by online instruction

Students contributions include refinement of the open educational resources on more accessible platforms It is interesting that students should note the need for student self-discipline.

Acknowledgements

I would like to thank all the students (2016) for completing the student

perceptions survey. The guidance of Dr Daniela Gachago, Cape

Peninsula University of Technology, who provided insight and expertise that greatly assisted the research.

And thank the members of the CPUT OER group who shared their pearls of wisdom with me during the course of this research,