dScribing: Initial Reflections on Student-Centric OCW Publishing
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This is a presentation student researchers at University of Michigan gave at the OCWC Conference at Utah State on September 24, 2007.
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dScribing: Initial Reflections on Student-Centric OCW Publishing
- 1. dScribing: Initial Reflections on Student-Centric OCW Publishing Garin Fons Timothy Vollmer Pieter Kleymeer David Hutchful University of Michigan http://flickr.com/photos/maeng/ http://creativecommons.org/licenses/by/2.0/deed.en-us
- 2. current landscape dScribe model incentives student experience future 2
- 3. Current Models Faculty & Staff-Centric Approach • Constraints • Cost per course • Quantity and refresh rate • Faculty participation 3
- 4. Principles • “participatory pedagogy” • active student engagement • public service commitment • At Michigan: “creating a culture of learning”
- 5. current landscape dScribe model incentives student experience future
- 6. dScribe Model • “digital Scribes” • University of Toronto inspiration • distributed model • students actually in the course • students as co-creators of content • collect and validate integrity of material
- 7. dScribe-Centric Publishing Cycle Export course Create course Give dScribe materials for management access to site OCW site Roles Identify and Instructor document IP Publish to issues for OCW Site Instructor / dScribe review dScribe Clear IP Review IP issues
- 8. current landscape dScribe model incentives student experience future
- 9. Student Incentives • master course content • learn about IP • establish connection with faculty • showcase one’s own coursework • serve the public
- 10. Faculty Incentives • students within class know best! • distribute publishing workload • support reciprocal learning
- 11. Administration Incentives • potential to reduce overall publishing costs • demonstrate commitment to principles • enrich teacher/student relationships • support a collaborative learning network within and between schools
- 12. current landscape dScribe model incentives student experience future
- 14. What we thought would happen: • easy material transfer with our current tool • straightforward IP • excited faculty • help supplement studying • uncertain about faculty interaction • questions in managing variance in courses • unclear about student time commitments
- 15. What did happen: • faculty gave the green light • IP issues difficult to navigate • workflow was ahead of the tool • time & legal constraints to enriching student work
- 16. dScribe reflections: Create set of best practices for workflow • standardization • support and openness class and school differences • IP tutorial and FAQ • tool is “user-friendly” • keep the tool ahead of the workflow • guidance by dScribe mentors
- 17. current landscape dScribe model incentives student experience future
- 18. How to get there • scaling-up • appropriate incentive structures • accounting for departmental differences • leveraging student knowledge • one model among many