Summary of TESU's "Using Open Resources for Self-Directed Learning" (PLA-300)
|Section / Module
||Reuse potential for Learning in a digital age course
|What is self-directed learning?
||First steps to assembling a degree pathway for self-directed learning
|How Can I Learn Without a Course?
||Copyright, licensing, open education, OER, MOOCs
|How Do I Find and Select Open Resources?
||Search skills and discerning credible information
|How do I Build My Own Study Guide and Self-Assessment Plan?
||Composing a learning plan and self-assessment plan to prepare for open exams
Consider optional learning tracks for different assessing institutions
|How Can I Collaborate Successfully With Others?
||Independent learning and collaboration skills
||Medium to high
|How Does this Relate to Portfolio Assessment? What’s Next?
||Introduction to preparing a portfolio assessment
Details of the proposed TESU "modules" including outcomes, sources and possible assessments provided below.
|Graduate profile skills and course objectives (click on arrow to reveal)
Gradutate profile skills
- Communicate their ideas effectively in writing using text, data and images as appropriate and in different genres and styles. (Written Communication)
- Identify, locate, evaluate, and effectively and responsibly use and share information to support their learning. (Information Literacy)
- Critically read and creatively produce academic and professional communications in a range of media. (Media Literacy)
- Participate in peer communities and reflect on learning. (Digital Literacy)
- Study and learn effectively in technology-rich environments. (Learning Skills)
- Adopt, adapt and use digital devices, applications and services. (ICT Literacy)
- Manage digital reputation and online identity. (Career and Identity Management)
- Participate in digital networks for learning. (Communication and Collaboration)
- Demonstrate a commitment to lifelong learning. (Lifelong Learning)
After completing this course, students will be able to:
- Explain the benefits of self-directed learning.
- Describe how self-directed learning fits into their degree plans.
- Apply Bloom’s taxonomy to the development of learning objectives related to their area of study.
- Summarize copyright and fair use issues and apply legal principles.
- Distinguish among openly available, openly licensed, and copyright-protected educational resources relevant to their field of study.
- Analyze resources critically.
- Compose a self-study plan aligned with a particular course area, resulting in a study guide.
- Explain the need for assessment and compose an assessment plan.
- Collaborate with other students appropriately to promote learning.
- Relate self-study experiences to the portfolio process.
|How Do I Find and Select Open Resources? (2 weeks) (click on arrow to reveal)
Course objectives covered in this module include: 4, 5, 6
- Using databases
- Search strategies
- Resource repositories
- The selection process (determining applicability)
- Apply effective search strategies for both repositories and search engines
- Apply an understanding of open licensing to selecting appropriate resources around a specific topic
- Explain how to effectively determine the license of a resource based upon relevant criteria
- Use criteria and context to make judgements on the legitimacy of educational resources
- Articulate and apply strategies for detecting bias/fallacies in education materials
- Model correct citation of sources
- Make effective evaluation of the relevance of materials found
- Discussion about obstacles encountered while searching and solutions
- Practice in selecting appropriate resources around particular learning objectives
- Determination of legitimacy of sources
- 10-item objective quiz regarding sources
|How do I Build My Own Study Guide and Self-Assessment Plan? (2 weeks) (click on arrow to reveal)
Course objectives covered in this module include: 3, 6, 7, 8, 9
- Determining course objectives/learning outcomes
- Selecting resources that align with course objectives
- Learning with evidence in mind
- Thinking in competencies
- Peer assessment
- Asking for feedback
- Create a study guide for a particular course
- Create learning objectives based upon a course description
- Align educational resources toward specific educational goals and/or learning outcomes
- Develop an assessment plan in study guide
- Describe the applicability of openly available assessments and peer assessment to their study guide
- Reflect on approach to study
- Consider strategies for developing more effect studu
- Develop some sample assessments (both objective and open-ended) leveraging open content
- Participate in and evaluate a peer grading exercise
- Complete study guide [or in Module 6]
- 10-item objective quiz regarding assessment
|How Can I Collaborate Successfully With Others? (2 weeks) (click on arrow to reveal)
(: TESU have indicated that they are considering to revise the focus of this Module with greater emphasis on "independent learning success tips")
(: The proposed content of this section does not adequately cover the intended goals of collaboration. However, the section does incorporate important learning literacies.)
Course objectives covered in this module include: 9
- Networked learning
- Effective group discussion
- Google documents/sites
- Collaborating towards similar learning goals
- Collaborative learning
- Community Involvement
- Goal Setting
- Using social media to connect with peers
- Describe how one or more online collaboration and community building tools (such as Google Sites, Twitter, P2PU, facebook etc.) could be successfully used to accomplish their purpose
- Explain effective note-taking strategies
- Articulate an understanding of personal motivation
- Connect learning outcomes to personal learning goals and abilities
- Understand what is needed for effective collaboration
- List the benefits of collaborative learning
- Essay on personal motivation for learning in the context of larger educational goals
- Discussion on how note-taking and active reading strategies can be applied in the context of a self-directed learning experience
- Initiate or participate in an informal learning community; write a short reflective essay on the experience
|How Does this Relate to Portfolio Assessment? What’s Next? (2 weeks) (click on arrow to reveal)
Course objectives covered in this module include: 10
- Types of assessment
- Portfolio assessment
- Your learning narrative
- Hypothetical application
- Describe different types of assessments
- Review the portfolio assessment process
- Articulate self-study experience in language that emphasizes application and synthesis
- Discuss value in sharing self-study experience
- Experience of gather evidence of achievement of learning outcomes for a portfolio, what constitutes relevant evidence
- Articulate application of these self-study skills outside of an academic environment
- Knowledge of different e-portfolio systems
- Discussion: How do you plan to leverage these skills going forward?
- Writing assignment about student’s experience in this course using hypothetical application
- Post and share your guide to our database for other students to use
USQ's E-Literacy for contemporary society
USQ's E-Literacy for contemporary society is divided into five areas (160 notional learning hours):
- ICT Literacy, digital rights and responsibilities
- Digital practices in the tertiary education context
- Media literacy, digital communication and collaboration
- Digital practices in the workplace
- Digital citizenship
Proposed OERu "Learning in a digital" structure
This is a tentative micro-course outline structure to determine overlap and maximise reuse potential for North America and Oceania. Each micro course equates to about 40 notional hours of learning (or 1 US credit).
|Proposed OERu micro course
|Self directed learning for formal academic credit
||Explore self-directed learning and range of options for gaining formal academic credit leading to a personal study plan
- What Is Self-Directed Learning?
- How do I Build My Own Study Guide and Self-Assessment Plan?
|Aspects of the TESU course are very specific to TESU. Need to explore how this could be internationalised and made more relevant for OERu learners.
|Learning using OER
||Copyright, open licensing, OER, search skills and how to discern credibility of open resources.
- How Can I Learn Without a Course? (3 weeks)
- How Do I Find and Select Open Resources? (2 weeks)
|Some adaptation to PLA300 resources needed to accommodate international differences in copyright, public domain, fair usage and fair dealing. The Open Content licensing for educators resources could easily be reconfigured for this purpose.
|Learning literacies in a digital age
||Micro course to be based on the component competencies of the Learning Literacies for the Digital Age (LliDA project) - see page 4,
- Some components of: How Can I Collaborate Successfully With Others?
| Current iteration of the PLA-300 with inclusion of connectivism and comparison with other learning theories does not seem appropriate for 1st year of study.
|Community service learning or Capstone project
||Idea here is to engage OERu learners in supporting OERu learners in the real world by applying the skills and competencies acquired in this course.
- Due to larger course size in Oceania - we don't have corresponding modules from the PLA-300 course.
|Additional work and consultation needed.