Talk:Digital skills for collaborative OER development/ Outline
- [View source↑]
- [History↑]
Contents
| Thread title | Replies | Last modified |
|---|---|---|
| Feedback on Digital Skills course | 4 | 16:40, 24 February 2015 |
| Course learning outcomes | 1 | 10:32, 5 February 2015 |
Wayne,
I need help sorting out "front end" course materials that must be read before the course is started from THE COURSE itself (at TRU, we put all that front end material in something we call a "course guide" which has sections on assessments, technology etc). I also need the overall COURSE description and COURSE learning outcomes to then make sense of the rest of the learning activiities, assessments etc. Did I miss them somewhere? Without a clear understanding of what skills, knowledge and attitudes students should take away from this course, I can't review it yet. I like to align course assessments to course outcomes first and THEN check to see if all of the chosen learning actiivities, resources and commentary will help a student be successful when assessed. Hope this helps for now.
Gail
Hi Gail,
Thanks for your feedback.
This course outline also uses a course guide with one minor difference, the summative assessment is separated out so that there is a clear navigation link for the assignment. (I will still populate the course guide pages which I'm leaving to the end so that the information is correct. I'm an inductive (as opposed to deductive) course developer ;-).
The overall course description and learning outcomes are published on the OERu site.
The final assessment in this course will be to design and publish two learning pathways. You will see that each of the learning challenges embedded in the learning pathways build up to the final assignment task.
For anyone wanting to know course desciption and outcomes:
Digital Skills for Collaborative OER Development
This is a hands-on course where you will learn and demonstrate your skills in using digital technologies for collaborative OER development culminating in the development of an OER learning sequence.
What’s it about?
OER is about remix and open collaboration and cooperation. This requires digital skills in using collaborative development software and knowledge about the processes and culture of open design and development. Open educators need to develop skills in finding suitable OER and open access materials and master the art of remixing resources to build meaningful learning experiences. In this couse we will show you how.
What will I learn?
In this course you will learn how to:
Source images, rich media and open access materials on the Internet suitable for remix Properly attribute these resources for digital redistribution. Develop wiki skills for the collaborative development of OER within a live international wiki community. Develop a design blueprint and storyboard for an OER learning sequence drawing on your inventory of OER for remix of materials for your own context. Participate in open collaboration design and development activities. Publish your own OER course website. What’s involved?
Learners will join an international community of educators interested in cooperative development of OER courses. This is a work-based-learning experience where you will work on your own courses experiencing the tools and approaches used by the international OERu network of universities, community colleges and polytechnics.
The course will involve working through a number of tutorials, designated E-learning activities and producing a design blueprint, storyboard for learning design and publishing your OER website to support learners in your own context.
Prerequisites
Anyone is free to participate in this course. An internet connection and basic web browsing skills are recommended with the ability to create a blog and microblog account (instructions and self-study tutorials provided.) We recommend that learners have knowledge of OER and open content licensing.
Learners aiming to submit assessments for formal academic credit will need to meet the normal university admission requirements of the conferring institution (eg language proficiency and school leaving certificates). Learners aiming for the 3rd year Bachelor level are advised to have completed the majority of their 2nd year level subjects to have sufficient capability and experience for preparing assignments for 3rd year level of Bachelor study.
Hi Wayne, Following Gail's incisive comments about distinguishing the 'front end' materials from the course topics (which risk overlap and confusion given the subject matter of the course), I suggest using verbs - doing phrases - for the topics under Courseware e.g. Developing wiki skills; designing the blueprint, outlining the course etc. otherwise 'Course outline' could be confused as the outline for the whole course. I realise this lengthens the URLs, but clarity is at stake.
I'm also left wondering if the Digital Skills Challenges are the same or different from Assessment?
More broadly, another area for potential confusion is terminology (also noted in OCL4Ed) such as 'Learning Console', 'Courseware' and 'Challenges'. We deviated from these when developing CD4OE; this very specific lexicon adds an additional cognitive layer, potentially making it harder for speakers of languages other than English to confidently get stuck into the course. There is a lot to wade through up front, though there could be a simpler advance organizer setting out what these mean. However, if this is an OERu convention, I guess learners will become familiar with the lexicon if they do multiple courses.
The work-based model is highly appropriate, and in terms of topics, the scope seems comprehensive and well-chunked. Hope this helps! Wendy
Hi Wendy,
Thanks for taking the time to review the DS4OER outline. I appreciate your constructive and valuable feedback.
- I'm leaving the authoring of the front-end material for last (so that I can include a gestalt / advance organiser as you have suggested.) The course guide will contain the minimum resources recommended by the OERu partners in earlier discussions.
- I have changed the titles of the topics in the Courseware section to include verbs as you will see in the revised outline. Excellent suggestion.
- As per the Blueprint for this course there is one assignment - essentially the learning materials published (plus a reflection). I must still develop the assessment rubric.
- To clarify, the challenges are not an alternate form of assessment. These are substantive doing activities which focus on learners developing authentic artefacts they will use in their final course.
- Apart from the course guide - the OERu partners have steered away form convention or dictating design or nomenclature. There are too many institutions in the network and wide variety of disciplines and courses to adopt a uniform practice. This does increase cognitive load, but on the plus side, figuring out how to navigate sites is a learning skill which serves learning for the 21st century. But as you recommend, the getting started section will provide a succinct advance organiser.
Incremental improvement following an incremental design model.
Wayne,
I've come across two sets of learning outcomes for the course. Which is correct set for final course?
Source images, rich media and open access materials on the Internet suitable for remix Properly attribute these resources for digital redistribution. Develop wiki skills for the collaborative development of OER within a live international wiki community. Develop a design blueprint and storyboard for an OER learning sequence drawing on your inventory of OER for remix of materials for your own context. Participate in open collaboration design and development activities. Publish your own OER course website.
and
Design and publish a storyboard using online digital tools for OER learning pathways Design and publish an open design course blueprint Develop a course description suitable for publishing information about a prospective course on the web Develop basic wiki skills for cooperative development of OER Search, find, adapt, remix and legally share openly licensed images Search, find, adapt, remix and legally share openly licensed rich media (for example audio and video) Sequence and chunk information for publishing an OER learning pathway Integrate pedagogical features into OER course materials Use social media tools for peer learning and support Publish two learning pathways as part of a course website on the open web.
