Effective Practices and Open Pedagogy

Effective Practices in
Open Pedagogy
David Wiley, PhD

www.lumenlearning.com

You Don’t Have To “Do It”
You can adopt OER and continue
teaching as you always have


“Backwards Design”

Outcomes

Assessments

Activities


“Backwards Design”
1. Identify outcomes.
2. How would you know if students
achieved the outcomes? (“If they
were able to...”)
3. What activities would help students
achieve the outcomes? (reading?
writing essays?)

Effective Practice
Hattie’s “Visible Learning”


Scope of the Research
Over 800 meta-analyses
Over 50,000 studies
Over 80,000,000 learners


Effect Size
Measure of magnitude of impact
Independent of sample size
Popular for meta-analyses


Formative Evaluation of Teaching (.9)
“When teachers were required to use
data and evidence-based models, effect
sizes were higher than when data were
evaluated by teacher judgment. In
addition, when the data was graft,
effect sizes were higher than when data
were simply recorded.” P. 181


Organizing and Transforming (0.85)
“Overt or covert rearrangement of
instructional materials to improve
learning. (e.g., making an outline
before writing a paper).... The types of
strategies included in this category
(such as summarizing and
paraphrasing) promote a more active
approach to learning tasks.”
Pp. 190-191

Teacher Clarity (0.75)
Clarity as rated by students (not other
teachers) in “organization, explanation,
examples and guided practice, and
assessment of student learning.”
P. 126


Reciprocal Teaching (0.74)
“The emphasis is on teachers enabling
their students to learn and use
cognitive strategies such as
summarizing, questioning, clarifying,
and predicting.... The effects were
highest when there was explicit
teaching of cognitive strategies before
beginning reciprocal teaching.” P. 204


Feedback (0.73)
“The major discriminator is whether
feedback is clearly directed to the
various levels of task, process, or
regulation, and not directed to the level
of ‘self.’”


Feedback (0.73)
Task level: Correct / incorrect. “You need to include
more information about...”
Process level: Required learning processes. “You
need to edit this piece of writing by attending to...”
Self-regulation level: Self-monitoring, directing.
“You already know the key features of the opening
of an argument. Check to see whether you used...”
Self level: Personal. “You’re a great student!”
Pp. 173-178.

Teacher Student Relationships (0.72)
“Developing relationships requires skills
by the teacher – such as the skills of
listening, empathy, caring, and having
positive regard for others.... Teachers
should learn to facilitate students’
development by demonstrating that
they care for the learning of each
student as a person and empathizing
with students.” Pp. 118-119

Worked Examples (0.57)
“Worked examples reduce the cognitive
load for students such that they
concentrate on the processes that lead
to the correct answer and not just
providing an answer.” P. 172


Weren’t We Talking “Open”
Combining these effective practices in
the context of open


“Disposable Assignments”
Students hate doing them
You hate grading them
Huge waste of time and energy


“Valuable Assignments”
Students see value in doing them
You see value in grading them
Contribute to the greater good


1. OER as Worked Example
Help students understand the design
of the OER you’ve assigned


2. Remix OER
Assign students to organize and transform OER
to more teach effectively


3. Provide Feedback on Remixes
Offer multiple types of feedback on student
remixes and require revisions


4. Reciprocal Teaching
Have students teach each other
using their remixes


5. Continuous Improvement
At end of term, engage in data-based
formative evaluation of the course. Incorporate
student work in new version as appropriate.


i. Create Clarity
Students should understand what their remixes
should contain, how they will be graded, and how
they potentially will be used


ii. Create Trust
Establish relationships with student that
demonstrate your confidence in their abilities
to create great OER remixes


Worked Examples
Wikis vs Blogs
Rick Noblenski on Wikis
District Policies on Blogs and Wikis
http://pm4id.org/

Discussion
(And thanks!)


Effective Practices and Open Pedagogy

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