Designing Courses Openly
•Als PPTX, PDF herunterladen•
1 gefällt mir•384 views
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses: - Definitions of openness from participants' perspectives - How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design - Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly - Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (19)
Ähnlich wie Designing Courses Openly
Ähnlich wie Designing Courses Openly (20)
Mehr von BCcampus
Mehr von BCcampus (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Designing Courses Openly
- 1. DESIGNING IN THE OPEN: EXAMINING THE EXPERIENCES OF COURSE DEVELOPERS & FACULTY WHILE YOU ARE WAITING Join our Padlet for this session • https://padlet.com/echilds/4elklgiixe6g
- 2. June 1 – 2, 2017 ETUG Jo Axe, PhD Keith Webster, MA Elizabeth Childs, PhD DESIGNING IN THE OPEN: EXAMINING THE EXPERIENCES OF COURSE DEVELOPERS & FACULTY
- 3. We would like to begin by acknowledging that the land on which we gather is the unceded territory of the Syilx (Okanagan) Peoples. ACKNOWLEDGEMENT
- 4. INTRODUCTIONS Jo Axe PhD Associate Professor and Director, School of Education and Technology Keith Webster MA Instructional Designer Centre for Teaching and Educational Technologies Elizabeth Childs PhD Associate Professor and MALAT Program Head, School of Education and Technology
- 5. Royal Roads University Context • Predominantly Master’s programs • Most programs = blended model (short residencies + fully online); some fully online programs • Institutional Learning and Teaching Model • Two Faculties – Faculty of Social and Applied Sciences – Faculty of Management • College of Interdisciplinary Studies
- 6. Add into the Padlet • What is your definition of openness? • What is your main concern? • https://padlet.com/echilds/4elklgiixe6g
- 7. • Open scholarship and access (research journals) • Open data (research and public sector) • Open educational resources (texts) • Open educational practices (pedagogy and platforms) • Open source software (linux, etc.) • Open business models (sharing economy) • Open policy (public sector) Commonality, sharing and crowdsourcing Japanese proverb – ”None of us are a smart as all of us” Complexity = Multiple definitions of “ Open” Image: CC BY-SA Michael Paskevicius In the beginning…. open source software
- 8. Paradox of Openness • Open in a “closed” system of silos Academic institutions have traditionally been plagued with the conception of knowledge silos, but it is important to consider that knowledge silos are not only academic endeavors, but also nationalistic and cultural silos that are slowly becoming obsolete. With the global learning communities tearing down the metaphoric walls and developing more humanistic and more fully embracing understandings that humans are equal within this global society (Crawford, 2015, p. 12) • The value of Open Discourse (e.g. interdisciplinary themes; apprentices interacting with experts) in an increasingly cautious world of cybersecurity, privacy and identity issues, and personal digital (il)literacy • Holistic view of openness (IT, ED tech, content, faculty, networked scholarship) = communities of practice and purpose
- 9. Why Openness? Why Now? • Openness as a vehicle for educational change – Program review; external stakeholders • Intention • To extend the mindset of openness across a graduate program: to model the model. • Openness as a design principles of a MA program (MA in Learning & Technology) – Explicit in the program goal statement – Inherent in the program learning outcomes – Central to the overall program design (OEP) – Embedded in each course • OEP • OER
- 10. Framing Openness – in MALAT • Digital experience for learners • Openness as a vehicle for educational change - teaching and learning environments; teaching practices • Consistent with social constructionism; constructivism and the RRU LTM • The 5 R’s (retain, reuse, revise, remix, redistribute) • Resources; assignments; syllabus • Openness is a goal in itself – to be open for the benefits and challenges we (faculty and students) can experience from being open that go beyond saving students money. • Consistent with the concept of expansive openness (Kimmons, 2016) • Levels of openness; across program/course/activities/assessment
- 11. The program is founded upon principles of networked learning and open pedagogy where students will collaborate and contribute meaningfully to digital learning networks and communities in the field. Graduates will be able to work in the creation and evaluation of digital learning environments. Students will apply theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. http://www.royalroads.ca/prospective-students/master-arts-learning-and- technology/program-description
- 12. networked educators networked students Physical Spaces Bounded Online Spaces Open Online Spaces Image: CC BY-SA 2.0 Catherine Cronin, built on Networked Teacher image CC BY-NC-SA 2.0 Alec Couros Openness
- 13. Where we started Fall 2016 • Openness as a continually negotiated space who’s definition is always a “work in progress” • Open educational practices (OEP) we resonate with “collaborative practices which include the creation, use and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation and empowerment of learners” (Cronin, 2017) Where we are now April 2017 • A key tenet of open education is that education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection (Iiyoshi & Kumar, 2008, p. 2) Our current working definition…
- 14. Stagg (2014) Continuum of Practice for Engagement in Open Education
- 15. A Journey into Risk GREATER CONTROL Standards used to maintain effectiveness •Strict peer review processes •Standard templates Institutional commitment and vision •Extensive resources •High investment •Collaboration within institution Peer collaboration approaches •Communities of Practice •Blogs/email/social bookmarking •Discipline based repositories Active student involvement •Student searches •Collaboration in development platforms •Student delimit their own search requirements User decisions shape processes •Networks disperse responsibility •Crowd sourced quality control HIGHER RISK Figure 2: A Continuum of Openness Judith & Bull, 2016
- 16. At your tables discuss …. • What excites you about openness in higher education? • What are you apprehensive about as you consider openness in higher education? • What support do you need as you consider openness? • https://padlet.com/echilds/4elklgiixe6g
- 17. Open, in the context of evolution of Learning Design Classrooms Sage-on-stage Acetates-on-screen Essays-as-assessment Course design for online More modes of content and expression in web format Course design for OPEN What is definition of Open for the institution and each instructor? What does this mean for design? How does Open change learning activities and assessment?
- 18. Openness & Networked Learning: From a Developers Viewpoint Adapted from: Paskevicius, M & Forssman, V. (2017). The role of educational developers in supporting open educational practices. Open Ed Global Mar 8 – 10, 2017 Cape Town South Africa licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. OEP & Networked Learning Closed practices Networked practices Non-networked practices Open practices Engaging students to create blogs & portfolios Sharing resources among colleagues Engaging students in discussion within closed LMS Lecturing in class Using & sharing open resources online Collaborating on open access, open licensed resources Engaging students in using & creating open access, open licensed resources Creating open access, open licensed resources
- 19. Openness as a Continuum: CTET and IT actions Technical • WordPress as main course sites & individual student WP sites; Moodle for dropboxes & news • Design assistance to leverage WP ecosystem • Syndication of content between sites: links and republishing using RSS/OPML & FeedWordPress • WordPress hosted with Canadian cloud • Integration of secure authentication (Shibboleth) • Informed consent for users • Privacy impact assessment to meet FIPPA requirements
- 20. MALAT Ecosystem Course Site Student Site Course Site Student Site Student SiteRSS OPMLRSS RSS RSS Feedly RSS: individual site feeds to other sites OPML: many site feeds to feed reader (Feedly) & to Course Site for republishing
- 21. Openness as a Continuum: Academic Program Decisions – WordPress: • as main course sites: Moodle as companion course shell (Grade Book) • Student WordPress sites – CC licensing in AF course development & delivery contracts – Collaborative course design via Google Docs – Readings and resources: open; in RRU library; fair dealing – Assessment details rubrics on course sites – Renewable assignments (Wikibooks; co-created rubrics) – Co-created rubrics – Discussions public (via student sites) & private (Moodle)
- 22. Research Findings • Survey: – Likert scale – Open-ended questions
- 23. The Participants…. • Were – between the ages of 46 and 65 – adjunct faculty – 75% female, 25% male • Had – mixed experiences designing for open delivery: 50% had designed for open; 50% had not designed for open – not taught in the open previously
- 24. Preliminary Findings Areas for Further Exploration “Offering something without barriers or filters.” “Education benefits with more minds involved.” “Public, accessible, connected via the larger Web, levels, networked, antithesis of "walled garden" Understanding of Openness
- 25. Preliminary Findings Areas for Further Exploration “Considering where and when it makes sense to be open, taking into consideration student comfort level, mutual student/public benefit, networked /connected learning, enhancing digital literacy, risk.” “Think about the aspects of the course that can be openly shared without risk to privacy or to the comfort levels of the learners.” Impact of Openness on Design
- 26. Preliminary Findings Areas for Further Exploration “Understanding of the architecture… how to create "open" and "closed" areas and activities that are flexible for learners.” “CTET support, guidance from the program head and school director, guidance from other faculty with more expertise.” “Just a better appreciation of the possibilities” Anticipated Supports
- 27. Preliminary Findings Areas for Further Exploration “Ensuring the right information is made 'open’.” “Having to double-design some activities in anticipation of the unwillingness of some learners to openly share their formative work.” “Designing activities that meet the needs of different learners.” “There are still important journals and white papers that are unavailable as OERs…ensure that important new research is not overlooked just because it is not openly available.” Challenges
- 28. “There is both potential for gain, and potential to do harm.” Other Considerations Preliminary Findings Areas for Further Exploration
- 29. Emerging Themes and Current Questions • Uncertainty isn’t a bad thing – it is necessary for learning • Model the model – trickier than it sounds – Level of comfort for risk & change lies at the individual; program & institutional level & all can be different and exert different pressures – At the same time you can have institutional structures that are supportive and not supportive • Practically we are exploring: – open assessment – assessment in the open – Learner support for their journey along the openness continuum – Informed consent – timing and repetition – Development team & dynamic delivery decisions hand off? • Researching the student experience of openness
- 30. At your tables…. • What do we collectively need to do to move forward on openness? • What do you need to know more about? • https://padlet.com/echilds/4elklgiixe6g
- 31. Thank you & we would love to hear from you jo.axe@royalroads.ca elizabeth.childs@royalroads.ca Keith.webster@RoyalRoads.ca
- 32. References • Falconer, I., Littlejohn, A., McGill, L., & Beetham, H. (2016). Motives and tensions in the release of Open Educational Resources: the JISC UKOER programme. Australasian Journal of Educational Technology, 32(4), 92– 105. doi:10.14742/ajet.2258 • Judith, K., & Bull, D. (2016). Assessing the potential for openness: A framework for examining course-level OER implementation in higher education. Education Policy Analysis Archives, 24(42). doi:10.14507/epaa.24.1931 • Masterman, L., & Wild, J. (2013). Reflections on the evolving landscape of OER use. Paper presented at OER13: creating a virtuous circle, Nottingham, UK • Stagg, A. (2014). OER adoption: a continuum for practice. Universities and Knowledge Society Journal, 11(3), 151 – 164. doi:10.7238/rusc.v11i3.2102
Hinweis der Redaktion
- Place and space – being invited in; recognition of those that have gone before
- The pragmatist; the dreamer and the one who keeps us honest – my categorizations not theirs
- Population of Canada fits into the state of California – just a reminder of scale and scope ;) Quick background orientation to RRU – may need to change picture to one that shows campus and online pieces UNSECO 5 pillars of learning - Learning to know; do; live together; to be; to transform oneself and society 13 facets to the LTM – premise of experiential and authentic learning and teaching. We understand learning as a socially constructed activity and we conceptualize lifelong learning as a process of social and personal discovery beyond acquisition of knowledge Associate Faculty model 10 courses ( 3 core faculty rest AF) MALAT 33 credit Masters; 18 credit Diploma Two delivery options: Fully online Blended mostly online with a short, two week on-campus residency Length: Online: 27 months Blended: 24 months Students from each pathway meet in LRNT 503 and continue the program together as one learning community.
- Story – examples (MALAT; Jaigris and Rob M) Digital storytelling in the open examples Padlet – MALAT folks
- Openness as a vehicle for educational change - teaching and learning environments; teaching practices Consistent with social constructionism; constructivism etc. The 5 R’s (retain, reuse, revise, remix, redistribute) Resources; assignments; syllabus Openness is a goal in itself – to be open for the benefits and challenges we (faculty and students) can experience from being open that go beyond saving students money. Consistent with the concept of expansive openness (Kimmons, 2016) Levels of openness; across program/course/activities/assessment Timing is everything: MA program redesign – 5 year review Changing landscape of Higher Ed Internal champions/external push
- Side story – point 1 – talking about changing practice in a raw vegan restaurant as opposed to the 3rd floor or a historic library building Point #2 ; intentionality behind being open – optimistic stance (starting point = open and that is what we are trying to do but not all of us are there yet – because we start from different knowledge and understanding of open/possibilities/trust/power&control A lot of the openness – open pedagogy is unclear and messy. Part of the challenge is that a lot of OER work centres around resources which is easier to come up with a definition for (it’s a paper; a thing people can edit/change/ share etc.) Where we are approaching this is from the standpoint of a continuum of openness and having looked at the lit there are other people have looked at this notion of a continuum but they tend to centre on OER uptake; risk; etc. By going through this and reading the lit we realize there are levels of openness (cite the models in the graphics) but the approach that is resonating with us is Kimmons notion of expansive openness George’s work – “open should not only refer to the content that we use but also the practices and communities that emerge around that content (2013)”
- I wanted to study what happens in OOS! But quickly realised that only students who had those opportunities were ones who were taught by open educators... * Typically, educators are not asked/required to teach in OOS. It is a *choice*... (TITLE!) It is this choice that I wanted to explore... Why/why not? What encourages/repels? What happens in OOS? While both individual & systemic motivators are drivers of openness, I explore role of ind AGENCY re: how OEP are used in HE CONTEXT: Much literature re: benefits of openness, some re: barriers to openness. MY AIM: conduct an empirical study in a university setting.…using a critical approach to openness.
- The concept of “open education” has continued to evolve since then [1975], but a definitive definition is really no closer to reality. Iiyoshi and Kumar (2008) noted this in the introduction to their book on the topic, in which they stated: “Rather than propose one more definition, our reference to open education embraces the many dimensions of this movement as well the many interpretations of the term ‘open’ as it has been applied to education over time, such as increased access, greater choice and flexibility. What we offer instead is an extension to those definitions that emphasizes the value of collectively leading to an assertion (more in the nature of aspiration) that a key tenet of open education is that education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection.”(Iiyoshi & Kumar, 2008, p. 2)
- Stagg (2014) offers the following continuum of practice The proposed model seeks to acknowledge the complexity of applied knowledge required to fulsomely engage with open education by examining practitioner behaviours and the necessary supporting mechanisms. This conceptual model aims to be of use to both practitioners and also those responsible for designing professional development in an educational setting.
- As we got talking about openness – we discovered that there was a continuum of openness and now that we realized there is we are trying to define it. What we are realizing is that there is a continuum of openness for each of the “program design decisions” Unlike open’closed journals - Don’t have much guidance – in the open assessment space so we are still exploring We have a good concept of what is a open reading; student product (cc licenses to blog for example) but what about assessment?
- Faculty and AF – how open do they need to be to teach in this program? What expectations are we cultivating? How are we modeling digital wellbeing that Helen Beetham and others talk about? SO, if you have tried something like this we would love ot talk with you . reinforce we are just starting – have not yet implemented courses – if there are folks who have done something similar we would love to hear from you about lessons learned that we should be considering for implementation. Little or a lot of support for going outside the LMS (CTET very supportive) Defining Open Pedagogy – David Wiley quote from What is Open Pedagogy Oct 21, 2013 What makes this assignment an instance of open pedagogy instead of just another something we require students to do? As described, the assignment is impossible without the permissions granted by open licenses. This is the ultimate test of whether or not a particular approach or technique can rightly be called “open pedagogy” – is it possible without the free access and 4R permissions characteristic of open educational resources? If the answer is yes, then you may have an effective educational practice but you don’t have an instance of open pedagogy. Open pedagogy is that set of teaching and learning practices only possible in the context of the free access and 4R permissions characteristic of open educational resources.
- Want a conversation that expands beyond the tech stuff – Each time we do this – pull things out of the padlet
- Add contact info