Learning in a digital age/Curriculum planning

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

Key points

1. Learning in a digital age is a proposed course for the OERu 1^st 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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Aim

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.

Graduate profile skills and course objectives (click on arrow to reveal)

Gradutate profile skills Students will: 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) Course objectives 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.

What is self-directed learning? (2 weeks) (click on arrow to reveal)

Course objectives covered in this section include 1, 2 and 3 Topics Self-directed degree pathways Untethered learning Course objectives/Learning outcomes Bloom’s taxonomy and measurable objectives Learning outcomes Evaluate self-directed degree pathways, their benefits, and potential obstacles. Identify and defend a focus area, relevant to their degree plan, to begin building an open study guide. Explain the concept of measurable outcomes in relation to Bloom’s taxonomy Compose measurable outcomes to their own study area. Sources Module titled: Why Openness Matters in Education (David Wiley) (https://learn.canvas.net/courses/4/wiki/why-openness-in-education?module_item_id=52475) Andragogy and Self-Directed Learning (http://umsl.edu/~wilmarthp/modla-links-2011/Merriam_pillars%20of%20anrdagogy.pdf) Bloom’s Taxonomy (http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy) Revised Bloom’s Taxonomy Model (http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/) Thomas Edison State College Course Catalog (http://www.tesc.edu/academics/catalog/) Possible assessments Explanation of benefits of self-directed learning Discussion topics identifying and defending self-directed learning plans Selection of topic (related to their degree plan) Development of measurable learning objectives related to topic 10-item objective quiz regarding self-directed learning

How Can I Learn Without a Course? (3 weeks) (click on arrow to reveal)

Objectives covered in this module include: 4, 5 Topics Copyright/Public domain/Fair use Digital Millennium Copyright Act Licensing Open education Creative commons licenses GNU open licenses Open educational resources MOOCs Learning outcomes Identify strategies for avoiding copyright violations Apply fair use doctrines Differentiate between different kinds of resources and licenses Reflect on how MOOCs can be used in a self-study plan Sources Introducing Copyright (http://www.col.org/SiteCollectionDocuments/Introducing_Copyright_online_edition.pdf) A Fair(y) Use Tale (http://cyberlaw.stanford.edu/blog/2007/03/fairy-use-tale) Introduction to Open Resources (https://learn.canvas.net/courses/4/wiki/intro-to-open-educational-resources?module_item_id=52646) Reading on how to determine license information and avoid copyright violations (to be developed) Creative Commons Licenses (http://creativecommons.org/licenses/) GNU Licenses (http://www.gnu.org/licenses/) What is a MOOC? (https://www.youtube.com/watch?v=eW3gMGqcZQc) Possible assessments Analysis of case studies on copyright, fair use Examination of specific resources to determine licensing information 10-item objective quiz regarding licenses and terms Reflective essay evaluating use of MOOCs in place of traditional courses

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 Topics Using databases Search strategies Resource repositories Bias Fallacy The selection process (determining applicability) Learning objectives 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 Sources Using different open resource repositories (to be developed) University of Hong Kong Critical Thinking Web (http://philosophy.hku.hk/think/) Success in College Textbook Chapter 3.2 – It’s Critical (http://2012books.lardbucket.org/books/success-in-college/s06-02-it-s-critical.html) Lumen Learning Attribution Architecture (http://lumenlearning.com/attribution-architecture/) Determining Legitimacy (http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content) MIT Open Courseware How to Search Databases (http://192.168.1.1:8181/http://ocw.mit.edu/ans7870/3/3.093/f06/tutorials/database.swf) Possible assessments 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 Topics Determining course objectives/learning outcomes Selecting resources that align with course objectives Learning with evidence in mind Thinking in competencies Self-assessment Rubrics Peer assessment Asking for feedback Learning outcomes 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 Sources Reading – Sample Study Guide (to be developed) Saylor Course Guides (http://www.saylor.org/open/resourceguides/) Reading on Assessment Reading on Peer-Assessment University of Connecticut How to Create Rubrics (http://www.assessment.uconn.edu/docs/How_to_Create_Rubrics.pdf) Possible assessments 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 Topics Connectivism Networked learning Effective group discussion Twitter Google documents/sites Collaborating towards similar learning goals Collaborative learning Community Involvement Goal Setting Motivation Note-taking Using social media to connect with peers Learning outcomes 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 Sources What is Connectivism? http://elearnspace.org/media/WhatIsConnectivism/player.html Comparing Connectivism to other theories of learning - https://docs.google.com/document/d/14pKVP0_ILdPty6MGMJW8eQVEY1zibZ0RpQ2C0cePIgc/preview Reading on online learning tools – to be developed Success in College Chapter 4 – Listening, Taking Notes, and Remembering (http://2012books.lardbucket.org/books/success-in-college/s07-listening-taking-notes-and-rem.html) Success in College Chapter 5 – Reading to Learn (http://2012books.lardbucket.org/books/success-in-college/s08-reading-to-learn.html) Reading on goals/goal setting – to be developed Possible assessments 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 Topics Types of assessment Portfolio assessment Your learning narrative Hypothetical application Learning outcomes 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 Sources PLA200 Lesson 7 – Reviewing the Portfolio Process (https://docs.google.com/a/tesc.edu/document/d/1FBecxSc2jMNKmVF06B2wqo1tSizFc8G-vqtUMAAXzw4/edit) How to write about your self-directed learning experience – (to be developed) Participating in Open Culture – (to be developed) Possible assessments 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 course specification

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.