OER-enabled pedagogy is the set of teaching and learning practices only possible or practical when you have permission to engage in the 5R activities.
For this activity, Identify one or more OER from OER collections or elsewhere, and build a simple learning activity around them.
As you build the activity, consider these questions from Wiley & Hilton:
- Are students asked to create new artifacts or revise/remix existing OER?
- Does the new artifact have value beyond supporting the learning of its author?
- Are students invited to publicly share their new artifacts or revised/remixed OER?
- Are students invited to openly license their new artifacts or revised/remixed OER?
Then share a description of that activity as a response to this challenge.
For Example
“An open resources web page: Ecology Issues Project contains a suggestion on how to evaluate and grade student presentations. So I will adapt this assessment example to evaluate next semester presentations.” – From a sample activity from the UDG Agora activity bank.
Complete this Activity
After you do this assignment, please share it with the comment below so it can appear with other responses. If your response exists at a publicly viewable URL, you can add the information in the box below.
Attribution: This activity was adapted from one originally created by Brian Lamb for UdG Agora Challenge Bank, shared under a Creative Commons Attribution-NonCommercial 4.0 International License.
The OER I found that would be useful in my teaching is a video case study (https://content.iriss.org.uk/criminaljustice/and transcript) that involved a client describing her experience of domestic violence. I could imagine using this case video as a starting place to have students begin to apply a trauma informed perspective to working with this client. For example, I would ask them to watch this video, and put them into small groups to consider the following question:
The purpose of this exercise is to begin to consider how you would apply a trauma informed approach to your micro level social work practice with Shavita. Answer the following questions.
1) How would the principles of a trauma informed approach guide you in developing a relationship with Shavita?
2) How would the principles of a trauma informed approach inform what information you would ask about in your assessment?
3) How would the principles of a trauma informed approach guide what interventions you would begin to explore with this cient.
Although I think this would be an excellent learning opportunity, my students would not necessarily be revising or remixing the OER. Is this still considered open pedagogy?
An OER resource that I found is a lesson (including powerpoint slides and three activities) intended to serve as an introduction to using and creating metadata in a biological/ecological context (located at https://qubeshub.org/publications/1429/1). This resource would be useful as an activity in itself as part of a course on applied biological statistics in R, and once the lessons/activities in this resource were completed, students could be given the assignment to make a README file to provide metadata documentation for one of the many ecological datasets used during the course. Students would be invited to share these README files for future iterations of the course, and for any future research usage of the dataset.
From Jstor Open Access (https://about.jstor.org/librarians/books/open-access-books-jstor/) I found a number of useful papers that can be assigned as readings. There can be quizzes in class related to the readings and active discussions. One paper in particular by Wu et al. (2013) (https://www.jstor.org/stable/pdf/26476144.pdf?ab_segments=0%2Fbasic_search_solr_cloud%2Fcontrol&refreqid=fastly-default%3A585f1920f83b32e0b308b5e337e8af10) can be used to gain an understanding of the importance of sustainability and the role of students. Pre-class and post-class surveys can be carried out and determine the students learning. In between the two surveys class would be divided into groups and assigned different topics discussed in the paper. In the end, the groups will be able to tell what they have learned and how the problem can be resolved. This kind of active learning technique based on OER resources will help develop deep learning in students.
I found an OER on Merlot about Sustainability foundations for first- and second-year university students that spans disciplines from engineering, sciences, and the arts. The book provides an overarching look at different sustainability issues and students from across different fields of study, students will have an chance to learn about different aspects of sustainability, ranging from climate change, infrastructures to environmental economics. Students will work in groups to address one of the chapters, they will be encouraged to go beyond presenting on the chapter reading by providing a small-scale actionable project that relates to their topic. There will be class presentations and students will be given the opportunity to share their project; projects will beopen ended from creating an artwork, starting a blog post or Instagram post to inviting community members to their presentation. Students will be able to create new artifacts that will have value beyond the classroom, they can create and share their remixes publicly. This activity will give opportunities to students to not only learn about different subject matter but learn with and from each other.
I found an OER hosted through Niagara College that explores postsecondary students’ transferrable skills gained through work-integrated learning experiences. (I’m the supervisor of a number of students in WIL positions.) I would ask my students to 1) review the materials, and 2) create a scenario in pairs (either a video skit or transcript) that demonstrates a ‘transferrable skill’ that they have gained through their employment. Beyond 3) sharing these amongst each other in a presentation, helping other students identify transferrable skills they have gained, as well- they will 4) be invited to post this on our institution’s Wiki, and if they’d like, to share with our WIL office or publicly.
I searched the Merlot database looking for business resources as I teach Communications into business programs and also a MBA Prep program for international students.
I found two resources that I thought would be useful. The first one was “Mastering Linked In” which is hosted on the Bookboon site. I enrolled with a free membership and found I could only access the contents. I had to pay to be able to see the actual information.
The second resource I found was :Working in Teams which was easily and fully accessible from the Merlot site. It introduces the concept of teams, virtual teams, team roles, productive teams, conflict resolution, first meeting and success stories. Each section has content and also reflections. (https://terrymorris.net/teamwork/)
I think I could incorporate the content but more importantly the reflection exercises. In this online world, I think the way this material is set up is easily accessed and useable by students. I think I would incorporate some of the content into my class presentations and then have the students share their reflections on some platform either within our LMS or on something like Padlet. They could also work in their potential assignment groups to develop answers from the team as a whole and then share it with the class in whatever medium they wanted – obviously, privacy issues would have to be noted. Having read the ideas above, I would certainly like to try and incorporate them in the future but would need to do some learning and research of my own.
The students could certainly openly license their own work but again, I would have to provide some background and how to in order to empower them to do so.
Through OASIS, I found a resource posted in the Project Cora repository called “Access, Power, & Privilege.” It is available here: https://www.projectcora.org/assignment/access-power-privilege
This tutorial provides interactive scenarios in which students watch short video segments and then decide what course of action to take. They run into roadblocks accessing research that is behind paywalls. To use this in an information literacy lesson, I could assign the tutorial as pre-work, and then add an in-class activity in which student pair find open-access articles that they can use for the scenario in the video or a real-world scenario related to their course. I could also add a blogging component in which students discuss their reactions the roadblocks and explain how they got around them by using open-access articles.
An OER that I located is the repository of photographs of UBC from its earliest days to the present. It includes over 40,000 images. I though it could be interesting to develop a class project where students find images of their discipline and compare and contrast the way that learning in that field was represented 50 years ago with the present. For example, there is an image showing “medical students at work” from the 1950’s that depicts the male student doing the active tasks and the female student taking notes. This would not likely be considered an appropriate representation today! This could be the subject of a class discussion and perhaps an exercise where students create and share new images of their learning.
https://h5pstudio.ecampusontario.ca/content/1905
I found this interactive presentation on universal design learning (UDL) that is available for adaption. The presentation currently incorporates the H5P documentation tool that prompts learners to discuss their thoughts as they move through the presentation. At the end, their entries can be exported to a document for future reference. Using the presentation and documentation interaction as a starting point, learner responses could be used to facilitate class discussion and peer review/brainstorming (maybe something like think, pair, share). Additionally, because this OER is available to remix, further H5P interactions could be incorporated into the presentation.
Use information collected from Geodisy about a specific location to identify a prominent or pressing environmental concern and create a short PSA-type Youtube video drawing attention to the issue of your choice. A suitable topic could be the impact of noise created by an increase in shipping traffic in the Salish Sea on whales. Select a creative commons license license for the video.
I have located an OER that contains a number of simulation case studies that can be used with nursing students. It can be found at https://pressbooks.library.torontomu.ca/opennursing/. As I am the lead of second year nursing practice, having access to a suite of virtual gaming and actor simulation scenarios as well as instructor guides, this can really enhance the educational experience I am able to offer to my nursing students. Hence, I will be embedding a sample of such OERs in my second year nursing practice course and making them mandatory for students to complete. This will provide students with an ability to “make mistakes” in a safe simulated environment before they engage with real patients in the clinical setting.
Particularly, I plan on implementing the actor simulation entitled “Discharge Teaching on Fracture/Cast Care and Pain Management with an Indigenous Client: Effective and Ineffective Communication”. I will first ask students to complete the ineffective communication scenario and ask them to generate discussion around why this scenario was ineffective. I will then ask them to watch and interact with the effective communication scenario and draw a comparison between the two scenarios. Particularly, through using this OER simulation, my students will be able to learn more about cultural humility and the delivery of care that is in line with patients’ cultural practices. I will likely tweak the OER simulation by asking students to engage in this activity independently versus as a group and bring students together for a final simulation debrief. This is just one example of the simulation I plan to use from this OER, but there are so many other excellent examples to choose from that I may just pick a different scenario each year.