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OpeningYour Syllabus
Robin DeRosa
This work is licensed under a Creative Commons Attribution 4.0 International License.
OERPedagogical Drivers Support Learning
concrete ways to incorporate open pedagogy into your teaching
Open Pedagogy Community and collaboration
over content.
Connects the university with the wider public.
Treats education as a learner-developed process.
Is skeptical of hoops, products, end-points, experts, & gatekeeping.
Syllabus:Key
Components
Required TextsLearning Outcomes
Schedule of WorkAssignments
Grading Criteria
Required TextsWhen you use OER, you change the
relationships among you, your students, and your course materials.
Non-OER OER
Bundesarchiv, Bild 183-54440-0001 / CC-BY-SANenyedi CC BY-SA 3.0
Example of OER Interaction
Project Management (Business/Instructional Design)
http://opencontent.org/blog/archives/2629
Critical Theory (English)
Class Blog: Students Help Each Other
What message does it send that we routinely craft ALL of
our course learning outcomes and objectives before a single student is in the course?
What message does it send that we routinely delete ALL of the student content
out of our LMS at the end of each semester?
CCBYNCND txmx2 flic.kr/p/dAPsnq
The Rhizome“The rhizome pertains to a map
that must be produced, constructed, a map that is always detachable,
connectible, reversible, modifiable, and has multiple entryways and
exits and its own lines of flight.”
~Deleuze & Guattari
“We haven’t been nearly imaginative enough with outcomes. I want outcomes like for us to have an epiphany or for students to do something I couldn’t anticipate.”
~Jesse Stommel
5 Minute Brainstormtweet to #USNHshare
A learning outcome that honors student contributions.
CC
BY G
arr
ett
Heath
flic
.kr/
p/f
g5gQ
D
Remixed by me
Schedule of WorkFunction 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
CONTENT as Dynamic
“The amount of knowledge in the world has doubled in the past 10 years and is [now] doubling every 18 months…To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
~Cathy Gonzalezwww.learningsolutionsmag.com/articles/1692/decrease-in-knowledge-shelf-life-makes-performance-support-
mandatoryCCBY Kevin Dooley flic.kr/p/5ttM97
Schedule of Work
Collaborative Drafting
What do students want to learn? Brainstorming in
groups.
Essays about why they are taking the course.
Choosing textbook together.
Choosing from content lists.
Students schedule assignments, craft assignments, choose from multiple options.
CC BY SA 2.0 Rob Newman www.geograph.org.uk/profile/60859
Some ideas from Peter Suber: http://opencontent.org/blog/archives/2975
Open Assignments
Eliminate disposabilityMake use of OEREngage course with public Empower students to contribute Leverage digital networks Contribute to greater good
CC BY Oakley Orginals flic.kr/p/7x2Spp
Blogs & WikisBlogs
Bust out of your LMS!
The value of audience
Ability to involve their immediate communities
Globalizing learning
Sharing learning practice
Developing digital citizenship
Wikis
Link collaboration to research
Emphasize writing as a process
Engage with real-world problems
Increase access to knowledge
Diversify knowledge
Non-disposable research papers
Blogs & WikisBlogs
Individual blogs that can be continued after the class.
Class blogs that can roll over to the next semester.
Class blogs as OER.
Wikis
Google Docs for peer workshops.
Wikipedia Editing
existing entries.
Adding new entries.
Other Open Ideas (DON’T FORGET THAT OER!)
Twitter: recursive class hashtags
Curation Social media collections (Storify) Virtual museums
Mapping
Grading Training peer graders like we train standardized test
graders (the @Chris_Friend model)
Open p2p Badges (the BC Campus model)
Grading by contract and crowdsourcing (the @CathyNDavidson model)
Grading by guided, frequent self-evaluation (the @Jessifer model)
Grades that emphasize effort/engagement (the @davecormier model)
“Every study of peer review among students shows that students perform at a higher level, and with more care, when they know they are being evaluated by their peers than when they know only the teacher and the TA will be grading” ~Cathy N. Davidson
What is a COURSE? No longer a closed set
of enrollees
No longer clear division between teacher and students
No longer set start and end points
No longer stable content from section to section or semester to semester
No longer aimed at measuring learning
Proprietary
Open to the public(s)
Collaborative learners
Students bring experiences in and continue learning afterwards
Content responds to learners and contexts
Aimed at engagement, inquiry, dialogue
Shared
OPEN Your SyllabusDescribe your “course” in open terms
Create open/rhizo outcomes
Collaborate on your schedule
Engage with students on OER
opensource.com
Create open assignments
Open your grading processes
Help the course transcend its own ending