List of nominations for 2nd installment of prototype courses

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Otago Polytechnic (Open Education Practice)

Course name

Open Education Practice

Year level

3rd year Bachelor Degree level (Level 7 NZQA)

Notional learning hours / credits

• 150 Notional learning hours
• 15 Credits towards 120 credits required for the Graduate Diploma in Tertiary Education

Brief description of course aims or learning outcomes

Aims

• To examine, describe and define openness in the context of education including the concepts and practices associated with open philanthropy, open learning, open distance learning, open educational resources, open education practices, open access, open content, open courseware, open source, open policy, open business models, and open licensing.
• To examine and compare the range of relevant intellectual property and copyright arrangements relevant to teaching and learning in a digital age operating within an international context including Copyright, Creative Commons and other licensing frameworks, the Berne Convention and technology related challenges associated with free cultural works approved licenses.
• To develop 5 notional hours of learning materials based solely on OER demonstrating the digital literacy, collaboration and social media skills necessary for open education design and development.

Outcomes

At the successful completion of this course, students will be able to:

1. Define openness in an educational context with reference to the history, current practice and instantiation forms of open education practice.     
2. Examine relevant forms of intellectual property and copyright licensing of open educational resources and to apply correct licenses when enable reusing, revising, remixing or redistributing open content.
3. Analyse and compare production models (e.g. peer collaboration versus traditional production models, remix versus create anew) using the criteria of cost (time), quality and access and to recommend appropriate strategies for different contexts
4. Search, adapt, remix and share openly licensed images
5. Search, adapt, remix and share rich media objects (for example audio and video)
6. Develop and review a design blueprint for a self-contained open educational resource
7. Develop 5 notional learning hours of OER course materials designed for summative assessment components.
8. Develop and apply relevant digital literacy and social media skills necessary for the open and collaborative design and development of open educational resources including, for example, maintaining a blog, microblogging, collaborative wiki authoring, digital content interoperability.

Anticipated date of completion for course contribution

• Targeting first offering of the course starting May 2013.
• Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
• Prototype delivered to OERu learners by 31 October 2013: Yes, partially Cohort expected to complete by November 2013.

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes
• Names of local credential: Graduate Diploma in Tertiary Education (Level 7)

Brief summary of preparation requirements for an OER course

The course will integrate existing professional development workshops like OCL4Ed and Learning4Content now providing options for formal assessment and accreditation. The project will require the development of new units to cover areas where teaching materials do not exist, but will be based on the range of open access publications in the field of open education. The course will make extensive use of the E-Learning Activity approach implemented in the AST1000 course.

Further comments

This course will be designed to facilitate laddering and articulation for the Openness in Education (MDDE 622) elective in the Master of Education in Distance Education at Athabasca University. Subject to final approval by NZQA.

Universitat Oberta de Catalunya (Introduction to Free Software)

Course name

Introduction to Free Software

Year level

1st Year Master Degree level

Notional learning hours / credits

• 125 Notional Learning Hours
• 5 Credits towards 60 required credits for the credential

Brief description of course aims or learning outcomes

Aim

This course aims to provide an introductory description of the most important concepts around free software: the definition of free software, the implications of using a free license, the organisation of free software projects, the main business models associated to these projects, the motivations of developers, especially volunteers, to become involved in free software projects, the coordination of free software projects and, in general, the overall panorama of free software. The course also intends to provide a comprehensive overview of Open Standards and open file formats.

Learning outcomes

• Understanding the fundamental and introductory aspects of Free Software
• Knowing the history of free software
• Being aware of the legal aspects of free software
• Understanding the communities of developers of free software
• Knowing the business models and economic aspects related to free software
• Understanding the legal and operational aspects of the use of free software
• Being aware of the most important free software systems and other free resources
• Understanding why Open Standards are important
• Knowing the most important open file formats

Anticipated date of completion for course contribution

• The course has already been offered in Spanish and Catalan since 2006, and will be offered also in English from February 2013.
• Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
• Prototype delivered to OERu learners by 31 October 2013: Yes

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes
• Names of local credential: Master Degree in Free Software (in Spanish or Catalan)

Brief summary of preparation requirements for an OER course

All materials for this course are already in English, and they are available as OER from our OpenCourseWare platform:

http://ocw.uoc.edu/computer-science-technology-and-multimedia/introduction-to-free-software/Course_listing

Further comments

This course was also offered and delivered at the Free Technology Academy, using UOC's learning materials and tutors.

Universitat Oberta de Catalunya (Legal aspects of the Information Society)

Course name

Legal aspects of the Information Society

Year level

1st Year Master Degree level

Notional learning hours / credits

• 125 Notional Learning Hours
• 5 Credits towards 60 required credits for the credential

Brief description of course aims or learning outcomes

Aim

The main objective of this course is to provide the knowledge and necessary (legal) tools to be aware of the possible legal issues that are relevant in a Free Technology environment. In particular, it aims to help students understand the concepts and legal framework of free software and how to contribute and benefit from it in a safe and legal way.

More specifically, the course intends to cover the following concepts: the main legal reference framework for free software and technologies and the information society in general, copyright, patent and trademark law, the legal issues of online activities, including e-commerce, privacy law and how this impacts the processing of data and the defence of individuals' freedom, and Open Standards, and how they are becoming more and more important in the context of software and format interoperability.

Learning outcomes

• Understanding the concept of software licensing, the character of the contract between two parties and analysing the various possible licenses
• Knowing and applying the legal issues relevant to the creation and use of free software
• Knowing the principal aspects of the copyright theory
• Understanding the concept of software patent, its object of protection, procedures for patent application and how it is reflected in official documents
• Understanding the protection granted by and requirements for obtaining trademarks
• Knowing the various license models for free software
• Knowing the legal aspects of online activities (Internet)
• Understanding the legal impacts of online privacy and Open Standards

Anticipated date of completion for course contribution

• The course has already been offered in Spanish and Catalan since 2006, and will be offered also in English from February 2013.
• Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
• Prototype delivered to OERu learners by 31 October 2013: Yes

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes
• Names of local credential: Master Degree in Free Software (in Spanish or Catalan)

Brief summary of preparation requirements for an OER course

All materials for this course are already in English, and they will be available as OER by December 2012 from our OpenCourseWare platform:

http://ocw.uoc.edu/computer-science-technology-and-multimedia/

Further comments

This course was also offered and delivered at the Free Technology Academy, using UOC's learning materials and tutors.

Thompson Rivers University, Open Learning (Environmental studies)

Course name

Environmental studies (course name and number TBD)

Year level

First year bachelor level

Notional learning hours / credits

• 3 credits

Brief description of course aims or learning outcomes

Not developed yet. This is a course currently proposed for development and should have global appeal as a topic of very broad interest.

Anticipated date of completion for course contribution

• Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
• Prototype delivered to OERu learners by 31 October 2013: Yes

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes
• General Studies

Brief summary of preparation requirements for an OER course

New development to be released as OER. Multiple instructional designers will be involved in this development.

Further comments

Subject to approvals internally but should be an excellent match for our OERu program.

Otago Polytechnic (Practice Context)

Course name

Practice Context

Year level

Level 5, equivalent to first year bachelor's degree

Notional learning hours / credits

•  150 Notional Learning Hours
•  15 Credits towards 120 required credits for the Graduate Diploma in Tertiary Education

 Course aims

The Practice Context course is a core course within the Graduate Diploma in Tertiary Education. It introduces the tertiary educator to the dual nature of the professional role as both a tertiary educator and an expert practitioner within their own specialty field, the responsibilities of an educator in relation to Te Tiriti o Waitangi, concepts of cultural competence, the institutional/organisational strategies and priorities of their employer, reflective practice and self-evaluation skills and digital literacy skills.

Learning outcomes

At the successful completion of this course, students will be able to:

1. Identify what it means to be a dual professional as both a tertiary educator and expert practitioner in the workplace;
2. Apply the principles of Te Tiriti o Waitangi to their own practice context;
3. Identify how they can appropriately use basic Te Reo Māori in their practice context;
4. Explain concepts of Tikaka Māori, and how the concepts apply to their own practice context;
5. Identify the institutional /organisational strategies and priorities of their employer and describe the ways in which they incorporate those priorities within their practice;
6. Demonstrate reflective practice skills and self-evaluation in relation to their own teaching;
7. Identify and demonstrate a range of digital literacy skills necessary within their own practice context.

Anticipated date of completion for course contribution

• Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes 
• Prototype delivered to OERu learners by 31 October 2013: Yes 

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes
  
• Graduate Diploma in Tertiary Education

Brief summary of preparation requirements for an OER course

New development to be released as OER

Further comments

This course is the first of four being submitted as part of a whole qualification. In addition there are a number of elective courses that can be developed.

Otago Polytechnic (Learning and Teaching in Practice)

Course name

Learning and Teaching in Practice

Year level

Level 7, third year Bachelor level

Notional learning hours / credits

•  450 Notional Learning Hours
•  45 Credits towards 120 required credits for the Graduate Diploma in Tertiary Education

Course aims

The Learning and Teaching in Practice course incorporates three specific areas:

1. Praxis, the integration of educational theory and practice;
2. Assessment;
3. Learning/curriculum design.

There are specific learning outcomes related to each area but all three have been drawn together in one course for several specific design reasons.

A large proportion of the course learning hours will be workplace or practical learning hours and the combination of the three allows more flexibility to focus on what may be happening in the workplace at the time. For example an educator may be asked to focus on developing or restructuring a course before engaging in teaching whereas another may initially have a heavy practice focus or an assessment focus. By incorporating all three in one course the participant is able to have more choice over their focus of learning based on workplace context at a particular time whilst still meeting the outcomes of all three areas over the full length of the course.

The combination of the three areas into one course whilst still maintaining the specific identity of each focus area will enable better recognition of prior learning. An experienced lecturer may be able to demonstrate sound understanding and practice in some but not all learning and teaching areas. Where those gaps are identified learning requirements can be structured around those gaps whilst still acknowledging the prior learning that has been achieved.

Learning outcomes

At the successful completion of this course, students will be able to:

Praxis – integration of theory and practice

1. recognise, value and utilise students’ cultural orientation, prior learning, learning preferences/styles, numeracy and literacy needs, by providing a diverse range of activities and opportunities to encourage deep learning;
2. adopt sound pedagogical practices that reflect a comprehensive understanding of adult learning approaches needed to engage learners.
3. transfer adult learning and teaching principles into a specific subject/work context, by planning, delivering and critiquing a session/learning sequence (covering a specific topic).
4. integrate critical reflection into learning and teaching practice and engage in self-evaluation practices.
5. articulate and implement a beginning personal teaching philosophy based on own concepts and beliefs integrated with adult learning theoretical perspectives.

Assessment

1. critically review the integration of current assessment and evaluation theories, principles and practices with learner centred, culturally competent, learning approaches and assessment of prior learning
2. explore appropriate methods for assessing a learner’s literacy and numeracy skills
3. select or design, and justify the use of a range of assessments including clear and specific assessment/marking criteria to support student learning;
4. critique a variety of feedback models/processes in order to provide clear, constructive feedback to support and advance student learning.
5. critically examine your institutions/employers assessment policy and practices including moderation, considering their appropriateness for meeting student needs;

Learning Design

1. use relevant educational theory to critique existing learning design approaches, delivery and assessment implications
2. make informed choices about learner centred pedagogy in learning design, taking learner and contextual factors, and the views of stakeholders, into account;
3. explore co-negotiation and collaborative support mechanisms for learning design;
4. develop and plan the implementation of innovative learning designs in a range of formats which demonstrate multiple understandings of learning and teaching and applies professional practices;
5. evaluate all stages of learning design processes and products.

Anticipated date of completion for course contribution

• Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
• Prototype delivered to OERu learners by 31 October 2013: Yes 

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes
•  Graduate Diploma in Tertiary Education

Brief summary of preparation requirements for an OER course

New development to be released as OER.

Further comments

This is the second of four core courses within this qualification. There are also a number of electives, including one on Open Education (already submitted)

Otago Polytechnic (Work-based Learning)

Course name

Work-based Learning

Year level

Level 5, first year Bachelor level

Notional learning hours / credits

•  150 Notional Learning Hours
•  15 Credits towards 120 required credits for the credential

Course aim

This course will introduce the participant to the concept of work-based learning and enable the participant to construct and negotiate a justified Learning Agreement that outlines a work-based learning (WBL) inquiry and determine an appropriate practitioner-based inquiry methodology for the proposed inquiry.

Learning Outcomes

At the successful completion of this course, students will be able to:

1. Negotiate the development of a learning agreement and the terms of the WBL inquiry with the employer/sponsor/professional body and institution;
2. Develop and explore practitioner skills in inquiry methodologies, to enable and inform the design and purpose of the focus inquiry, taking account of the ethical implications that could arise during the project;
3. Construct a well justified and methodologically sound WBL project, inquiry and/or other work-based activity, designed to improve or inform areas of the participants own or other’s work/practice.
   

Anticipated date of completion for course contribution

• Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
• Prototype delivered to OERu learners by 31 October 2013: Yes

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes
•  Graduate Diploma in Tertiary Education.

Brief summary of preparation requirements for an OER course

New development to be released as OER.

Further comments

The third of four courses within this qualification; additional electives will be taken.

Otago Polytechnic (Learning Review)

Course name

Learning Review

Year level

level 7, third year Bachelor level

Notional learning hours / credits

•  300 Notional Learning Hours
•  30 Credits towards 120 required credits for the Graduate Diploma in Tertiary Education.

Course aims

This course will enable the participant (an experienced tertiary educator) to identify, review, analyse and reflect on past and current learning and teaching experiences, in order to develop a presentation for assessment of prior learning demonstrating that transformative developments have taken place in their practice which meet the aims and outcomes of the courses: Practice Context; and Learning and Teaching in Practice.

The aim of this course is to present for assessment of prior learning, successful completion ends at the presentation. It does not guarantee full recognition of prior learning for the identified courses.

Learning Outcomes

At the successful completion of this course, students will be able to:

1. Identify, review and evaluate their knowledge and learning from their own professional practice and context as a tertiary educator, demonstrating deep reflective learning, transformative development and an ability to integrate theory into their practice in the tertiary teaching context.
2. Systematically present claims for prior learning assessment for the learning outcomes of the courses: Practice Context; and Learning and Teaching in Practice; supported by evidence, which demonstrates the ability to provide a persuasive account of learning from work/practice and how this informs their own professional identity and development.
   

Anticipated date of completion for course contribution

• Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
• Prototype delivered to OERu learners by 31 October 2013: Yes

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes
•  Graduate Diploma in Tertiary Education.

Brief summary of preparation requirements for an OER course

New development to be released as OER.

Further comments

This is the fourth course in this qualification.

Athabasca University (Openness in Education)

Course name

Openness in Education

Year level

Masters

Notional learning hours / credits

• 100 Notional learning hours (3 Credits)
• Credit in Athabasca University's Masters of Education

Brief description of course aims or learning outcomes

Openness in content, data, government, and access is influencing organizations of all types. Education is influenced heavily: open educational resources and open teaching hold potential to disrupt the full spectrum of education: policy, learning development, delivery, and accreditation.

This course will offer a detailed overview of the history of openness in education, current trends including legal and technological developments, as well as future directions. Educators in all sectors (primary, secondary, and higher education), as well as administrators, will benefit from being well informed of trends and the organizational impact of open education.

Through review of literature, participation in group discussions, online lectures, and related open education resources, students will be able to:

• Define openness in an educational context and describe its various instantiations in different educational sectors
• Identify the potential of openness to contribute to systemic change in higher education and policy
• Plan, search, deploy, and integrate open educational resources (OERs) from design to delivery phases of learning
• Analyze current research views on how openness influences higher education enrolment, course design costs, and the distinctions between peer-developed resources (“crowd sourcing”) and centrally curated resources (expert).
• Describe the history of openness in education (including early literature on open universities in the 1960’s) and detail the impact of technological developments on openness
• Evaluate prominent intellectual property and copyright systems, detailing the influence of each on scholarship.

Anticipated date of completion for course contribution

• Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
• Prototype delivered to OERu learners by 31 October 2013: Yes

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes
• Names of local credential: Masters of Education

Brief summary of preparation requirements for an OER course

Develop course as self-guided challenge exam (for bachelors program). Convert all existing readings to OER or assemble from OER.

Further comments

contact: Rory McGreal, Athabasca or George Siemens, Athabasca

University of Canterbury (Change with digital technologies in education)

Course name

Change with digital technologies in education

Year level

Masters

Notional learning hours / credits

300 Notional Learning Hours
30 Credits towards 120 required credits for the Postgraduate Diploma in e-Learning and Digital Technologies or 240 credits required for the Masters of Education degree

Course aims

This course is designed to study change with digital technologies in education. In this course, students will discover principles and approaches that prompt complex changes affecting society and education today and explore their roles in leadership and change. This course has three complementary elements: technology diffusion, shared leadership and models of change. Students will lead online seminars, conduct field observation and engage in project work to prompt and understand change within their own contexts. The course aims to help each student gain experience as a change agent using digital technologies reflectively and responsibly to support educational change.

Learning outcomes

On the successful completion of this course, participants will be able to:

• Review the diversity of educational, social, cultural and technical factors impacting the diffusion of Information and Communication Technologies (ICT)
• Analyse and evaluate using multiple perspectives on ICT in education or training, including: the innovation, the class, the organisation, the region and global perspectives
• Critically evaluate theoretical models of change with the diffusion of innovations and related literature
• Critically examine case studies and related research, including indigenous perspectives
• Demonstrate knowledge of change with digital technologies in educational and training contexts and be able to apply this knowledge within familiar education and/or training ecosystem(s)
  

Anticipated date of completion for course contribution

Design and development completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
Prototype delivered to OERu learners by 31 October 2013: Yes

Local accreditation and credential(s)

Will the course be accredited towards a credential at your institution: Yes
Postgraduate Diploma in e-Learning and Digital Technologies

Brief summary of preparation requirements for an OER course

Redevelopment to be released with OER in collaboration with the OERu as an initiative of the University of Canterbury e-Learning Lab

Further comments

Contact and course and project leader: Professor Niki Davis

University of Wollongong

Course name

Introduction to Citizen Journalism (or Introduction to Journalism and Citizen Journalism)

Year level

First year Bachelor level.

Notional learning hours / credits

•  ??? Notional Learning Hours  tbc
•  ??? Credits towards ??? required credits for the credential  tbc
  

Brief description of course aims or learning outcomes

This is still under development, but we are hoping to cover Introduction to Journalism principles and practice, Difference between journalism and other genres of writing/media, Sources of news, Impact of Web 2.0 and Social Media on news and information sharing, Creating and contributing items for WikiNews, Creating and contributing video items for video/news sites, Process of review/peer review in different news-making pipelines.

Anticipated date of completion for course contribution

• Design blueprint completed by 31 October 2013 (for 2nd meeting of anchor partners): Yes
  
• Development completed by 31 October 2013 (for 2nd meeting of anchor partners):  No- develop the course February - June 2014.
  
• Prototype delivered to OERu learners by 31 October 2013: No- deliver the course August-November 2014.
  

Local accreditation and credential(s)

• Will the course be accredited towards a credential at your institution: Yes / No   tbc
• Names of local credential: for example, Bachelor of Arts, add more if applicable  .tbc

Brief summary of preparation requirements for an OER course

Converting components of existing course content and assessment strategies from 4 related journalism subjects into a single OER subject, involving development of new video resources (which we have considerable in-house skills), refined reading/viewing lists, refined assessments (based on successful assessment types). To be released as new OER.

Further comments

A subject development workshop will be held beteween 19-30th August with all collaborating staff, to progress the planning for this subject.

This subject is a collaborative effort from staff in Journalism (previously the School of Journalism, but in the process of becoming the School of The Arts, English and Media) with the support of the Dean of the Faculty of Law, Humanities and the Arts. Staff expertise includes Introduction to Journalism, Video journalism (including Social media channels ie citizen-video-journalism), Interviewing techniques, Citizen Journalism (including contributions to WikiNews.)