DScribe: the makers of OPEN / September 2009 / OCWC Except where otherwise noted, this work is...
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dScribe: the makers of OPEN / September 2009 / OCWC Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright 2009 The Regents of the University of Michigan Garin Fons h ttp://open.umich. edu
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Transcript of DScribe: the makers of OPEN / September 2009 / OCWC Except where otherwise noted, this work is...
dScribe: the makers of OPEN
/ September 2009
/ OCWC
Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright 2009 The Regents of the University of Michigan
Garin Fons http://open.umich.edu
students know stuff.
students
* students are becoming ever harder to define in traditional ways like, say, someone who shows up to “class”.** know in ways that are explicit, measurable, quantifiable; but also in ways that are tacit, immeasurable, and, frankly, taken for granted. *** stuff about not only technology and the web, but also about people, practices, potential.
know stuff. * ** ***
students ^
know stuff. a lot of
cliched stuffgames
gadgets
communication
consumption
social networking
maybe it isn’t so clichedlayering connecting sharing remixing
students know stuff.
a lot of ^
interesting
meaningful
valuable
useful
driven by: know-how
a passion for learning
CC:BY-NC-ND kuzeytac (flickr)
a desire to increase access to knowledge
CC:BY-NC-ND ul_Marga (flickr)
an eagerness to solve real world problems
CC: BY-SA julien_harneis (flickr)
an ability to collaborate and participate
CC: BY-NC-SA tojosan (flickr)
we knew stuff. *
* we were a group of grad students and a faculty member at U-M ** knew less than we know now, but that might have been ok *** stuff about Creative Commons, some programming, web 2.0, sharing, etc.
** ***
we had
a passion a desirean eagernessand the ability
so we began to build
two
a new model for creating
OER/OCW.
a new paradigm in teaching and
learning.
one
CC: BY-SA jfabra (flickr)
CC: BY-SA jfabra (flickr)
opportunity for a new model
• cost• access to faculty• scale• refresh rate
Traditional OCW/OER publication model
• staff centered• retroactive
Challenges
one
CC: BY-SA jfabra (flickr)
change the existing pedagogy
teacher students
knowledge
learning happens in there somewhere?
two
CC: BY-SA jfabra (flickr)
CC:BY-NC-ND kioko (flickr)
how else can we do this?
convertpeople OERcurriculum materials
c
into
producing OER
who are these people?
what about students?
and a team of U-M OER specialists...
for use by students, educators and self-learners...
Motivatedstudents...
collaborate with faculty...
to gather, review, edit, and publish
course materials...
worldwide.
Source: Regents of the University of Michigan
dScribe Publishi
ng Process
roles
dScribe2
dScribe
instructor
faculty transfers course material to
dScribe
dScribe attends
training course led by dScribe2
dScribe identifies
& documents potential IP
issues
Class #1 Agenda:
find dScribe for open.michigan
OER team reviews & clears IP issues
clear IP
clear IP
BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell
dScribe makes necessary
edits to course material
Class #1 Agenda:
find dScribe for open.michigan
faculty reviews
material: publish to U-M
OER site
Class #1 Agenda:
find dScribe for open.michigan
publish to OER site
publish to OER site
faculty & dScribe2 connect: license material as OER
faculty & dScribe2 recruit dScribe
dScribe cast of characters
dScribe Faculty dScribe2
license material
That’s
easy!
Class #1 Agenda:find dScribe for this course
I’ll do it!
select a dScribe
copyright
open resources
dScribe training course
fun!
decision trees
transfer material
Class #1 Agenda:
find dScribe for open.michigan
Class #1 Agenda:
find dScribe for open.michigan
Class #1 Agenda:
find dScribe for open.michigan
vet material OERca: Content & Decision
Management Software
Modeling workflow
Content ProcessingClass #1 Agenda:
find dScribe for open.michigan
review material
Where does this image come from?
OERca: Content & Decision
Management Software
Class #1 Agenda:
find dScribe for open.michigan
edit material
final review
Class #1 Agenda:
find dScribe for open.michigan Looksgood!
publication
open.michigan
Class #1 Agenda:
find dScribe for open.michigan
create a method that is...
: scalable
: sustainable
: cost effective
: enables refresh
address main challenges of OCW creation
one
CC: BY-SA jfabra (flickr)
approach: we could leverage the
capacity of institutional
technologies and talents
we had training in automating
and simplifying complex process
approach: we could leverage the
capacity of institutional
technologies and talents
we had training in automating
and simplifying complex process
do-it-yourself, digital, distributed
motivated students or individuals who:
• organize, clear, tag course materials
• are familiar with technology and software
• learn about intellectual property & copyright
• engage with content in new ways
“dScribes”
benefits to students:
•master course content
•learn about copyright and copyleft
•establish unique connection w/ faculty
•potential to get course credit
•collaborate w/ other dedicated classmates
•make resources available to everyone
dScribe publication model
benefits to faculty:
•students in course know best!
•establishing unique connection w/ students
•quality assurance of materials
•obtain user feedback on content >> improve
content
dScribe publication model
issues we have noted:
•difference between student quality and faculty
quality of work
•limited expertise in subject area
•limited time to devote to OER production
•difficult to obtain the right balance of incentives
for participation and production
dScribe publication model
the classroom is changing
twoCC: BY-SA jfabra
(flickr)
social view of learning & learning 2.0
a Cartesian view of knowledge and learning
:: John Seely Brown and Richard P. Adler: “I think therefore I am” : knowledge as substance & pedagogy as knowledge transfer
CC: BY-NC-SA smallestbones (flickr) http://www.flickr.com/photos/jenkim/5535084
http://creativecommons.org/licenses/by-nc-sa/2.0/
Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy thinks that the best way to transfer this substance is from teachers to students.
Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy thinks that the best way to transfer this substance is from teachers to students.
See: Brown, John Seely and Richard P. Adler, “Minds on Fire: Open Education, the Long Tail, and Learning 2.0” Educause Review,
January/February 2008, pages 17 - 32
the social view of learning - learning 2.0
:: John Seely Brown and Richard P. Adler: “we participate therefore we are” : understanding is socially constructed
CC: BY-NC berbercarpet (flickr) http://www.flickr.com/photos/flickerbulb/1477994596
http://creativecommons.org/licenses/by-sa/2.0/
- our understanding of content is socially constructed through conversations about that content and through grounded interactions around problems and actions. not “what” but “how” we learn (JSB)
- our understanding of content is socially constructed through conversations about that content and through grounded interactions around problems and actions. not “what” but “how” we learn (JSB)
See: Brown, John Seely and Richard P. Adler, “Minds on Fire: Open Education, the Long Tail, and Learning 2.0” Educause Review,
January/February 2008, pages 17 - 32
learning 2.0 - characteristics
:: connected: students, staff, & faculty
:: global audience: facebook, slideshare, YouTube
:: participatory : commenting as part of assignments
:: project based learning: authentic assessments and real clients
:: technology as a mindset, not a skill: blogs, wikis, multimedia, social networking : collaborative virtual spaces: permanent records of work and conversations
more here in Kim Cofino’s presentation - “The 21st Century Classroom”http://www.slideshare.net/mscofino/the-21st-century-classroom
a summary
:: sharing as the norm
:: learning is more about how than what
:: participation and collaboration are key
a proposition
:: learning how to be open is essential to engaging in social learning and learning 2.0
Not just “learning about” but “learning to be”
developing the practices and norms of a the practitioners in a field to acculturate ones self into a culture of practice
Not just “learning about” but “learning to be”
developing the practices and norms of a the practitioners in a field to acculturate ones self into a culture of practice
is a step in that direction.
students as makers. students as collaborators.
students as teachers.
sharing the stuff they know.
making learning relevant, interesting, meaningful.
making open the norm.
https://open.umich.edu/wiki/ -> Presentation, poster, and diagram downloads
We were made CC:BY Ryan
Junell
