Learning in a digital age/Curriculum planning

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This page documents an initial curriculum overview of similar courses at TESU and USQ. It was used to populate the LiDA curriculum storyboard for the development of the course specification documents

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Key points
  1. Learning in a digital age is a proposed course for the OERu 1st year of study being developed as Minimum Viable Product (MVP) .
  2. The outline for "Using Open Resources for Self-Directed Learning" (PLA-300) shared below, was developed by Thomas Edison State University (TESU). It is published here under a CC-BY-SA license with permission and minor adaptations for the OERu context.
  3. There is considerable curriculum overlap between the PLA-300 course outline and the envisaged OERu "Learning in a digital age" course concept.
  4. The MVP task force has proposed that the implementation of "Learning in a digital age" be prioritised as a credit bearing MVP course for the OERu.
  5. The OER Foundation will invest resources to commission the design and development of "Learning in a digital age course" as an open online course with corresponding assessments on condition that we can identify one or more OERu partners who will be able to offer assessment services for transcript credit.
  6. The course is targeted at first-year undergraduates and focuses on helping them develop their digital literacy skills to support their learning.
  7. If your institution could offer assessment services for formal academic credit please email Wayne at the OER Foundation


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The aim of this page is to facilitate discussion to configure four micro-courses for the OERu "Learning in a digital age" course to maximise reuse and potential for credit award across the OERu network. Modelling open educational practices, we are using TESU's "Using Open Resources for Self-Directed Learning" as a starting point for remix.

Summary of TESU's "Using Open Resources for Self-Directed Learning" (PLA-300)

Section / Module Summary Weeks 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 2 High
How Can I Learn Without a Course? Copyright, licensing, open education, OER, MOOCs 3 High
How Do I Find and Select Open Resources? Search skills and discerning credible information 2 High
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 2 Low
Consider optional learning tracks for different assessing institutions
How Can I Collaborate Successfully With Others? Independent learning and collaboration skills 2 Medium to high
How Does this Relate to Portfolio Assessment? What’s Next? Introduction to preparing a portfolio assessment 2 Low

Details of the proposed TESU "modules" including outcomes, sources and possible assessments provided below.

USQ's E-Literacy for contemporary society

USQ's E-Literacy for contemporary society is divided into five areas (160 notional learning hours):

  1. ICT Literacy, digital rights and responsibilities
  2. Digital practices in the tertiary education context
  3. Media literacy, digital communication and collaboration
  4. Digital practices in the workplace
  5. 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 Summary PLA-300 Modules Comment
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.